• Animal Systematics, Evolution and Diversity
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• 제29권1호
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• pp.36-50
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• 2013

As one of the serial faunistic studies on the brackish cyclopoids from Korea, taxonomic accounts of three species of Halicyclops from various brackish waters in South Korea are provided, with detailed illustrations of them: H. uncus Ueda and Nagai, 2009, H. setiformis Ueda and Nagai, 2012, and H. itohi Ueda and Nagai, 2012. Halicyclops uncus is newly recorded from Korea, and the latter two species are corrected from H. sinensis sensu Chang, 2009 and H. cf. rotundipes sensu Chang, 2009, respectively. As a result, a total of seven species of the genus are now recognized in Korea, and a revised key to the species is presented.

• 한국응용곤충학회지
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• 제55권3호
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• pp.197-203
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• 2016

한국산 원집게벌속(Anteon)의 국내 미기록 3종, 짧은원집게벌(Anteon brachycerum (Dalman)) (신칭), 한줄원집게벌(Anteon confusum Olmi) (신칭), 광교원집게벌(Anteon infectum (Haliday)) (신칭)을 기록한다. 검색표, 식별형질, 주요 형질에 대한 그림 및 사진을 함께 제시한다.

• 한국응용곤충학회지
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• 제50권3호
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• pp.179-184
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• 2011

한국산 미기록과인 턱바구미과(Brachyceridae)(신칭)에 속한 Desmodophorus hebes (Fabricius) (무궁화턱바구미)(신칭)를 국내에서 처음으로 분류학적으로 검토하였다. 이 종에 대한 재기재문, 성충사진, 진단형질 그림, 동아시아지역에 분포하는 Desmidophorus (턱바구미속)의 종 검색키와 한국산 바구미상과(Curculionoidea)의 과(family) 검색키를 제공하였다.

• 한국지구과학회지
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• 제35권5호
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• pp.385-398
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• 2014

This study investigated students' alternative conceptions of plate boundaries and their conception revision according to the pattern of students' reasoning. Participants were twenty-two 10th grade high school students. All participants were asked to draw the three types of plate boundaries and to explain their drawings. Nine students participated in the reasoning activity. To this end, a semi-structured interview was conducted during which key questions were asked for the students to individually answer. The key questions used in the reasoning activity were created, by utilizing questions used in the previous studies. The findings revealed that the alternative conceptions of plate boundaries were classified into three levels based on established criteria. Students who attempted a variety of reasoning strategies such as causal reasoning, using an analogy, abductive reasoning, data reconstruction and concept combination, revised their alternative conception to a scientific conception after the reasoning activity. On the other hand, some students could not revise their alternative conceptions because they only conducted an incomplete reasoning strategy. The study also found that they were unable to use other reasoning strategies, either.

• Animal cells and systems
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• 제3권1호
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• pp.17-21
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• 1999

A new species of gudgeon, Microphysogobio rapidus is described from 25 specimens collected from the Naktong River system, Korea. The new species is similar to Microphysogobio yaluensis but is distinguished from the latter and congeners by the combination of the following characteristics: number of papilla on the upper lip, 4.5 scales above the lateral line, short distance from the anus to the origin of the anal fin, wide scaleless area of the abdomen, nuptial colour consisting of a longitudinal green stripe on the lateral side of the body and bright blue colour of the suborbital region and operculum. A key to the species of Microphysogobio from Korea is also included.

• Animal Systematics, Evolution and Diversity
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• 제25권3호
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• pp.237-242
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• 2009

The first zoeas of Chinese ditch prawn Palaemon gravieri (Yu, 1930) and carpenter shrimp Palaemon serrifer (Stimpson, 1860) are described and illustrated in detail based on laboratory-hatched material. They are distinguished from those of Palaemon ortmanni (Rathbun, 1902) and Palaemon pacificus (Stimpson, 1860), previously known larvae from Korean waters by the length of the rostrum and endopod of antenna, the shape of the third abdominal somite, and ornamentation of the fifth abdominal somite. Larval characters of the genus Palaemon are revised. A. provisional key to the known first zoeas of Palaemon from Korean waters is given.

• 한국초등과학교육학회지:초등과학교육
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• 제35권1호
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• pp.65-77
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• 2016

The purpose of this paper was to analyze the kinds and roles of multimedia materials in E-works that are distributed with elementary textbooks (3~6 grade) of the 2009 revised science curriculum. Five criteria (forms, goals, key competencies, inquiry process, running time) were set for this. The sample of the paper was the 784 multimedia materials in E-works of elementary science textbooks (3~6 grade) of the 2009 revised science curriculum. The results of the multimedia materials analysis are as follows: The result of the material forms of multimedia is that the form of highest ratio is text type. But all forms were used evenly in E-work. 56.2% of the multimedia materials are for "inquiry" in the goal criteria, and 65.0% of the multimedia materials are related to "science inquiry" in the key competencies criteria. Two facts indicate many multimedia is used to develop students' inquiry ability. However the ratio of multimedia materials in motivation step is higher than that in inquiry activity step. In analysis of running time, the ratio of "under 5 min" multimedia materials is the highest. But, the ratio of 5~10 min multimedia materials in inquiry part is higher than that in motivation part in The Chi-square test between "running time" and "parts" that consist of motivation part and inquiry part. Through the analysis of module and the categorizing the multimedia materials, we found that the multimedia materials play eleven roles in E-works that are distributed with elementary textbooks.

• 대한지역사회영양학회지
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• 제22권1호
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• pp.74-83
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• 2017

Objectives: This study aimed to develop dietary education textbooks for elementary school students by focusing on the three core values of environment, health and gratitude from the National Food Education Plan. Methods: The contents of textbooks and teacher's guidebooks were developed with brainstorming of the authors as well as consultation with experts and by considering not only the three core values of environment, health, and gratitude, but also the performance indicators of the 2nd National Food Education Plan and the key competencies and creative convergence approach of the 2015 revised national curriculum. Results: A total of 12 different dietary education textbooks named 'Good Dietary Life Guide' and the teachers' guidebooks from the first to the sixth grade of elementary school were developed. The textbooks were fundamentally developed connecting the three core values, the outcome indices of the 2nd National Food Education Plan and the key competences of the 2015 revised national curriculum. Various educational activities such as thinking, debate, writing, cooperative learning, experience, practice were included to promote students' participation. These books could be utilized in every field of dietary education targeting elementary students such as creative experiential activity, convergent classes (integrated subjects, Practical arts, Social studies, Science, Moral education and Korean), after school classes, rural experience, general agricultural education, after-school child care services and community child care centers. Conclusions: The continuous and repetitive use of the textbooks from the first to the sixth grade would contribute to the improvement of food habits and the personalities of elementary school students, and consequently make the students grow up as healthy citizens.

• 한국학교수학회논문집
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• 제25권2호
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• pp.175-194
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• 2022

본 연구는 2022 개정 수학과 교육과정을 앞두고 우리나라의 고등학교 수학과 교육과정과 영국의 고등학교 수학과 교육과정과 비교함으로써 시사점을 제시하고자 한다. 영국은 2017년 이후 16세 이후 수학을 강조하고 평가를 개정하였다. 이에 따라 영국의 고등학교 수학교육과정에 해당되는 Key stage 4, Core Maths, A-level의 내용을 살펴보고, 우리나라 고등학교 공동과목, 일반선택과목, <기하> 과목과 비교하였다. 영국에서는 고등학교 단계에서 수학교육을 강조하고 있는데 이에 따라 교육과정 총론에서 '수리력과 수학'을 강조하고 학생들의 수학 선택권을 확대하고 미래사회를 대비하기 위하여 새로운 수학 교과목 및 평가를 함께 개발하여 시행하고, 기존의 A-level 수학 평가를 개선하였다. 또한 주제 중심의 내용을 Key Stage 3부터 고등학교 단계에서도 발전적이고 지속적으로 다루고 다른 영역의 주제와 연결하여 다룸으로써 수학의 내적 외적 연결성이 용이하도록 구성하고 있었다.

• 한국초등과학교육학회지:초등과학교육
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• 제38권4호
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• pp.453-464
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• 2019

In this study, the types of inquiry activities in the $5^{th}$ & $6^{th}$ grade science textbooks according to the 2015 revised science national curriculum were analyzed and compared according to grade level and science area. Science textbooks for elementary school $5^{th}$ & $6^{th}$ graders contain quite diverse types of inquiry activities, which are student-centered inquiry activities. There were comparatively higher proportions of inquiry types such as experiment & observation and simulation, but relatively lower of inquiry types of investigation-discourse & presentation, discussion, expression. Elementary science textbooks are expected to cultivate science key competencies for elementary school students. Considering the science area, the motion & energy, substances, earth & space, and integration areas had the most experiment & observation among activity types, while the life area had the most simulation activities. Even in some area of the 6th grade science textbook, there was little or no data interpretation, discussion, and simulation activities. In order to achieve the goal of elementary science education, science textbooks should be developed considering the revision of future elementary science curriculum.