• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.43-54
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• 2019

In order to organize various places for science experience study, this study gathered and analyzed prior research on science experience study and various science experience perated in school. To that end, a total of 162 relevant prior studies of literature published from 2000 to 2016 were collected and 2,201 cases of science experience study conducted in 2015 were collected and analyzed. The place where the science experiential learning was done is divided into three areas of natural ecology, cultural history, facility experiential learning study, and the characteristics of participating subjects are examined. In terms of the number of articles published in the field of science-related experiential learning areas, 83 ecological experience study sites (51.2%), facilities institution experience study sites 56 (34.6%), and cultural history experience study books 23 (14.2%). Through this study, it was found out that research tendency to analyze science - related attitudes became prominent by setting study subjects using natural objects around and learning to play while playing and playing in nature. There was also an analysis by subjects of participation in science related experience learning centers. Cultural history experiential learning field was significantly lower than previous studies. In the lower grades, nature ecological experience learning was mainly performed. Combining the above findings, it can provide implications for the development of science-related experience activities. First, it is necessary to develop a technology-related experience learning center using local community resources. Second, it is necessary to expand the culture and history experience learning center related to science. Third, we need an education support center to support the expansion and operation of such a technology-related cultural history learning center.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.415-424
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• 2009

This study was performed to reveal the effects of a science experience class, in which children of low-income family(LIF) were involved. The children's science inquiry skills, science-related attitude, self-esteem and self-competence were investigated before and after the science experience class. Not only 61 children in LIF but also 75 ordinary ones participated in the class and the tests to collect the data, and interviews in which 9 children of each group participated were conducted as well. The results are as follows. First, through the science experience class, the children in LIF's average point of science inquiry skills increased meaningfully, but ordinary children's did not. Second, the science attitude's points of both increased meaningfully. Third, the children in LIF's average self-esteem point increased meaningfully, but the ordinary group's did not. Fourth, the children in LIF' self-competence increased meaningfully, but the other's did not. The children from both groups were influenced positively by the science experience class. Especially, compared with ordinary children, the children in LIF who have fewer chances of science experience than other children were more positively influenced m every aspect of this study.

• Journal of Agricultural Extension & Community Development
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• v.22 no.1
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• pp.31-41
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• 2015

Rural tourism village experience is proceeded quantitatively without distinct characteristic. This research aimed at analyzing the experience and utilizing in the establishment of differentiation and contents development. Type of experience activity was classified as 10 types in Level 1 and 0~4 types in Level 2. As the result of analyzing 3,007 experiences in 168 villages, types of experience activity implemented per 1 village was 17.9. Among them, ecological experience type appeared to be the most, and appeared in order of food, agriculture farming experience. In respect of agriculture farming experience, 'harvest and utilization' was analyzed to be the highest, and regarding rural farmhouse living experience displayed 'farmhouse living' experience the highest. Tradition courtesy experience displayed 'traditional culture' experience the highest, and rural food experience was analyzed to implement 'food making' experience the most. Ecological experience mainly consisted of 'hunting and collecting' and 'observation/learning', in case of play experience, 'traditional play' experience activity was analyzed to be performed the most. Considering utilization material, it appeared in order of 'rice', 'sweet potato', 'potato', 'corn', 'chili', 'agricultural implement', 'farmhouse', 'animal', 'culture', 'history', 'rice cake', 'alcoholic drink', 'tofu', 'kimchi', etc. The place of ecological experience was performed in the forest the most, and lots of experience was performed in stream, valley, and river. The researcher expects that characteristic experience activity will be developed based on this result, by avoiding doubleness of the experience activity among the regions and the villages.

• Journal of the Korean Wood Science and Technology
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• v.52 no.2
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• pp.175-190
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• 2024

The increase in atmospheric carbon dioxide concentrations is known to be closely associated with climate change and global warming. In this sense, considering that facilities for appropriate education and experience on wood, which is a carbon pool, have been required, this study targets the Wood Cultural Experience Centers, which are in current operation, examines and evaluates their operation status and policy changes, and ultimately derives a successful positioning plan. To this end, it conducts a survey, and the results are as follows. First, as a result of the similarity analysis (KYST: Kruskal-Young-Shepard-Torgerson program) with facilities with leisure activities and educational functions, the Wood Cultural Experience Center have competition with natural recreation forests in terms of naturalness, and it has competition with the career experience center and youth training center in terms of experiential observation. Second, the result of positioning analysis of the attribute space map indicates that the Wood Cultural Experience Center is positively perceived in terms of such attributes as naturalness, experiential learning or recreation, and preservation of natural environment, but is negatively recognized in terms of accessibility, escape from daily life, and things to see.

• Journal of Forest and Environmental Science
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• v.34 no.6
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• pp.490-496
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• 2018

The present study aimed to identify the importance of forest experience activity by examining what effects forest experience activity has on primary school students. The study population consisted of 108 students enrolled as fourth graders in primary schools in Chuncheon as of November 2017. The study measured the changes in their attitude toward forest and personality from before and after forest experience activity. The results indicated that the primary school students who participated in forest experience activity showed statistically significant increase in attitude toward forest and personality. In other words, the study identified the positive effects of forest experience activity on recognizing the importance of nature and personality building. The present study aimed to test the importance and effects of forest experience through forest experience activity outside of the classroom, as well as to present the validity of promoting forest experience activity.

• Korea Science and Art Forum
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• v.20
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• pp.135-146
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• 2015

The purpose of this research is to highlight the importance of customer experience relating to servitization of manufacturing and to develop an index to analyze customer experience management. It occurred that customer experience management analysis should perform in diverse dimensions to get higher customer satisfaction. Following to this idea, new idex is designed : CEMC(Customer Experience Management Competency scale). CEMC includes three parties which are internal expert, external expert and customer, as evaluators of the appraisal. Each evaluator participates in the inspection about customer experience management through a questionnaire which composed four sections : Product and service, Business process, Culture and Asset. Researchers apply this index to one small manufacturing business and analyze the state of customer experience management. The result would be a reference for building strategy and align inside organization.

• Korean Journal of Agricultural Science
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• v.43 no.4
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• pp.678-687
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• 2016

Rural area development projects are being carried out in a strategy to create new value in agriculture and farm villages and to change the public perception. This study targeted rural experience participants visiting Cheong-Ho region, where the Rural Village Comprehensive Development Project was carried out. They were surveyed about attributes of visits to farm villages to determine which attributes of the experience could influence their revisits. This study was conducted under an umbrella project conducted as per the Special Act on Life Improvement and Regional Improvement for Farmers and Fishermen. Cheong-Ho region in Buan-gun produces mulberry, organic wheat, and rice grown using environmentally-friendly agricultural practices. This region as held events offering visitors the chance to experience rural villages and mulberry farms. Survey results showed that the natural landscape of villages, village experience, and the services provided by residents had a positive relationship with the probability of revisiting the village. Also, village facilities, harmony of natural landscape, hospitality of village residents, amusement value of rural experience, and the cost for rural experience were significant attributes. Therefore, it is necessary to revitalize the rural experience program targeting rural experience participants in Cheong-Ho region through continuous and monitoring of key visit attributes and revisit factors.

• Journal of Distribution Science
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• v.17 no.8
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• pp.35-44
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• 2019

Purpose - This study examines the changes in the mobile MMORPG market in recent years and the factors affecting the performance of mobile games through flow experience according to the characteristics of game content. Research design, data, and methodology - This study focuses on the fact that the cause of game use behavior changes is the flow experience which influences the duration of mobile game continuation. The flow experience and the influencing factors are divided into the relationship between first, second-leading factors, and lagged factors. Results - The user's sense of challenge, skillfulness, concentration, and reality influenced the flow experience as a leading factor influencing the performance of MMORPG games. On the other hand, fun and preference were found to be the outcomes of the flow experience. This is because the game content is experienced not through passive enjoyment but by intentionally enjoying the game content. The flow experience has a positive effect on the intention of continuous use as in the previous study. Conclusions - This study found that the flow experience of game users is necessary for continuous use by organizing relationships of flow experience in mobile MMORPG users' gaming behavior.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.553-568
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• 2022

This study investigated the level of academic passion for elementary school teachers' science pedagogical content knowledge (PCK) and examined the factors that influence the passion. To this end, 161 elementary school teachers in Seoul were selected, and academic passion tests were then administered to evaluate their academic passion for science subject matter knowledge and science pedagogical knowledge. Individual in-depth interviews were also conducted with some of the participating teachers. The results revealed that 'importance' and 'harmonious passion' for learning science subject matter knowledge and science pedagogical knowledge were found at a high level. However, 'time/energy investment' and 'obsessive passion' for learning the knowledge were slightly higher or lower than normal. The 'like' for learning science subject matter knowledge was relatively high, but the 'like' for learning science pedagogical knowledge was slightly higher than normal. The differences in academic passion for science subject matter knowledge and science pedagogical knowledge were greater according to advanced major at undergraduate than teaching career. The teachers evenly selected some factors that influenced their academic passion for science subject matter knowledge and science pedagogical knowledge. These identified characteristics included 'individual interest', 'high school track', 'experience in advanced major at undergraduate', 'experience in science-related graduate school', 'experience teaching science in elementary school', 'experience teaching science at the gifted education institute', 'experience in charge of science subject teacher', 'experience in science-related teacher training', 'experience in developing science-related teaching and learning materials', 'experience in charge of science or science-gifted related work', and 'experience in a science-related teacher community'. However, a slight difference was noted in the selection ratio depending on advanced major at undergraduate. Based on these results, the practical implications for improving their academic passion for science PCK are suggested.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.635-645
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• 2014

The purpose of this study is to identify elementary school teachers' perceptions, practices, and background factors related to introducing students' everyday experience in science teaching process. The participants of this study were four elementary school teachers who have different features such as major, teaching period, gender, growth area, and age. The data was collected through semi-constructed and in-depth interviews. The results of the research are as follows: Teachers mostly used students' everyday experience during the introduction phase of science lessons for the purpose of motivation. They hold a positive view of using students' everyday experience during science lessons and thought that science teaching needs to actively use more of students' everyday experience, while in actual practice they disregarded or only passively introduced students' everyday experience. The various background factors found to affect teachers' practice are as follows: positive memory on their science class; educational experience of their own children; their own childhood environment; their learning style; their insufficient knowledge or enthusiasm; perceived educational value of everyday life in science education; teacher's duties; importance of students' achievement; difficulty in guiding experiment; reaction of students on introducing everyday experience; characteristics of science textbook and teacher's guidebook; lack of lesson time; realization of national common basic education; characteristics of their students; demands from parents or students; effect of introducing everyday experience. In addition, we found that the teachers behave not in accordance with what they thought due to external factors related to their profession and that, for a more active use of students' everyday experience in their teaching, teachers need support from textbooks and teachers' guidebooks.