• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.1-10
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• 2014

The purpose of this study is to introduce the science-play in the regular class, stimulate the student's curiosity, motivate them and take active part in their science class. To make an effective science class, we developed the science-play activity instead of experiments in the text, and applied it to the class. The experimental group has statistically meaningful results in the science process skills, expecially in subordinate elements such as observation, deduction, expectation, data analysis and assumption establishments(p<.01). However, the comparative group has no meaningful results in the science process skills. Though the average value of the science related attitude in the experimental group had only a little increase and had no statistically meaningful results, that in the comparative group has decreased during the same period. As for the experimental group, the science-play activities were repeated and their science related attitude has increased a little. Even though there were no meaningful statistic results(p>.05), the science-play activity was effective in the science related attitude. As a result of this research, it could be said that the science-play activity can improve the student's science process skills and the science related attitude, and the science-play program should be further developed and applied to make easy and effective science classes.

• The Research Journal of the Costume Culture
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• v.7 no.3
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• pp.50-57
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• 1999

Folk belief, which originated with the rise of human existence is a fundamental and comprehensive mode of living that reflects sociocultural conditions. Adherents of folk belief accept a certain thing to be true and real without scientific authority and absolute certainty. Taboo can be seen as a king of folk belief. The object of this study is to examine the taboos in relation to the manufacturing process and the quality of the shroud and to shrouding customs. I will also try to find out the meaning and significance in this. Through this task, I hope to contribute to the enhanced understanding of the cultural characteristics, the spiritual life, and the views on after life of the Korean people. In Korea, it is considered to be propitious to prepare the shroud on the intercalary month of the leap year , as it allows one to enjoy longevity healthy and sound. Moreover, as this belief gives credence and repose while preparing for the “final departure”, this custom is relatively well observed. From the taboo concerning leap months, we infer that death as viewed as a commencement of a new life, which reveals a positive view on afterlife. This can be seen as a return to the origin of anti-universal space in this “bonus” month of anti-universal time. Taboos on the manufacturing process of the shroud is related to the belief that it allows the deceased to go the nest world without any hesistation or disturbances. This symbolizes the immortality of the human soul: I. e. that the human spirit does not end in this world but continues on to the next. Taboos concerning the preparation process of the shroud as well as various other taboos are related to the belief that preparation for the shroud should be done in sincerity and secredness with a thoughtful consideration for the deceased. This can be perceived as an implication to sanctity for the dead.

• Journal of The Korean Association For Science Education
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• v.17 no.2
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• pp.201-207
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• 1997

This study was performed to survey the achievements in problem solving by the inquiring experiment, which was done by the superior group in the traditional cocepts-centered written tests. The purpose of this study was to identify characteristics of inquiring experimental assessment by analyzing differences between concepts-centered written and inquiring experimental tests. The subjects of this study was 211 applicants. They are the superior group of the 9th grade students, and score in the top 1% of total achievements percentage in school. They also have passed the primary entrance examination. The inquiring experimental test was developed according to the curriculum in school, and is composed of 5 subcategories: problem-perception and formulating hypothesis, designing an experiment, carring out an experiment, recording data and drawing conculsion, and generalizing conculsions and communicaton. The checklists of each subcategory were made and testing methods were divided into observation and report. The major results of this study are as follows: 1. The achievements in each subcategory of inquiring experimental performance were very low in the superior group who took the concepts-centered written tests. 2. The results of factor and correlation analyses in this study confirmed the abilities measured by inquiring experimental assessment differed from abilities measured by existing tests. These results indicated that even students who achieved high in scientific knowledge, these abilities were not automatically transformed inquiry process which many other abilities were integrated into. Therefore, problem solving ability requires integrated abilities which are fostered by inquiring experimental tasks. This suggests that new instrument for assessment must be developed to measure integrating ability especially where scientifically gifted students are selected, or where entrance examinations to the science schools are administered.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.182-200
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• 2012

There is growing recognition that secondary students must be given the opportunity to write in their science classrooms as well as in scientific inquiry based learning situations, yet the development of writing education standards for secondary school science teachers still needs to be addressed. The primary objective of this research was to explore the writing education standard for secondary school science teachers. The research objective was attained through the use of literature analyses. Drawing upon those results of the related literature analyses, this study suggests a list of writing education standards for secondary school science teachers. The list consists of 17 education standards and includes 42 sub-standards in total across four education areas.

• Korean journal of food and cookery science
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• v.9 no.4
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• pp.266-271
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• 1993

In order to investigate the traditional value of Ewhaju (traditional wine) and to establish the brewing condition, studies on of traditional background and field inquiry were carried out. Scientific evaluation and possibility of revealation of Ewhaju were searched by the experiments of microbial and enzymatic properties of brewed Ewhaju and Nuruk by traditional method. In flora of microorganisms in Nuruk of Ewhaju, Aspergillus oryzae and Hansenula sP. were isolated, and, showed a level of 1.2$\times$$10^6$ CHU/g, respectiveln but other microorganisms were not grown in diluted cultivation test. The a-and f-amylase activity of Nuruk were 30.74 and 34.4, respectively and their activities of two amylases were 19.28 and 18.8 at first stage of brewing, 21.21 and 19.80 at 100 day after brewing, and 20.25 and 19.90 at one year aged Ewhaju, respectively. The brewed Ewhaju could be remained with high quality long period without teat treatment or addition of preservatives, also, stored Ewhaju contains remarka-bly high activity of amylases which might contribute to digestion.

• Korean Institute of Interior Design Journal
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• v.24 no.1
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• pp.12-22
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• 2015

When it comes to the architecture design, Kuma Kengo rejects a strong and violent subject-centered position and advocates the design that is object-oriented. As can be seen in 'gentle architecture', 'three lows principle', 'natural architecture', and 'connecting architecture', he clearly expresses the objective nature of architecture design in those terms. In this respect, the purpose of this study is to make a close inquiry into the meaning, effect and characteristics of objectivity. In particular, we try to identify the contents of 'impure architecture', which has a clear ambivalence to be an instrumental expression strongly settled in the objectivity, in an aesthetic standpoint. To do that, we systemized the concept of mimesis and the theory of subversive appropriation by Walter Benjamin and Theodor Adorno in to a frame of interpretation. By systemizing translation, subversion, verbalization and the dialectic structure of the aesthetics of negation, we interpreted the features of his works as an objective work and 'impure architecture'. His objectivity leads the situation by subversively appropriating the inherent elements of architectural conditions based on a dialectic solution in which inquiries on logical and scientific materials have played a critical role. Above all, through all these processes, he tried to suggest a language as a new technique for materials and structures. Ultimately, we could find out that this object oriented design sublates a subject oriented way that is monolithic and repetitive regardless of objects. Rather, it is a way that is effective in creating a new way of design by making a different approach to a new object rather unfamiliarly, yet deeply.

• Journal of Korean Elementary Science Education
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• v.39 no.2
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• pp.183-203
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• 2020

The purpose of this study is to investigate the factor for improving elementary and secondary students' positive experiences about science (PES). In-depth interviews with 32 students and 8 teachers from 8 elementary and secondary Science Core schools were conducted to explore the factors for improving the student's PES. The analysis of the results reveal that the eight key factors which had a decisive impact on a student's PES were 'practice-centered exploratory activities', 'student-led class', 'positive and professional feedback', 'construction of knowledge through exploration', 'class considering student's interest and aptitude', 'use of materials related to real life', 'smooth communication and collaboration in group activities', and 'appropriate difficulty in learning content'. There were also five environmental factors that affected these key factors: 'teacher's professionalism for science classes', 'science class environment', 'teacher community in unit schools', 'change in curriculum', and 'scientific activities other than regular classes'. Based on these results, the practical implications for improving the student's PES are suggested.

• Journal of the Korean Chemical Society
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• v.56 no.5
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• pp.617-627
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• 2012

We investigated pre-service science teachers' understanding of and problem-solving ability with regard to chemistry concepts in the high school curriculum. For this purpose, we used related certain items and analyzed the results. We found that in the case of all items, some pre-service science teachers, who do not have clear concepts, selected incorrect answers. The in-depth interviews we conducted with the participants revealed some of the causes for the results obtained. First, although pre-service science teachers have better concepts as compared to high school students, they have the same misconceptions as students with regard to some concepts. Second, although they are familiar with the general definitions or meanings of scientific concepts, they do not understand the specific content that is emphasized in the curriculum. Moreover, they tend to solve problems by the information visually conceived. Third, although they know the necessity of general concepts related to problem solving, they sometimes fail to apply inquiry skills and tend to suggest concepts from the higher education curriculum that are not helpful for solving problems.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.649-657
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• 2014

The purpose of this study was to develop a teaching strategy focused on science writing and to investigate its effects on enhancing students' problem solving ability. A teaching strategy using science writing enhancing problem solving ability (REWS model) was designed. The REWE model consisted of four stages: 1) Sensing and Stating of Scientific Problem by Reading (R stage), 2) Exploring Problem (E stage) 3) Explaining by Writing (W stage), 4) Integrated problem-solving (S stage). 135 10th grade of students were assigned to one experimental group and one control group. Students in the experiment group were taught by REWE model. Students in control group were taught by traditional lecture-based instructions. The program was implemented over a semester. The results indicated that the experimental group presented statistically meaningful improvement in critical thinking necessary to solve problems (p<.05). This study suggests that science writing can be effective for improvement of problem solving ability.

• Journal of Science Education
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• v.38 no.2
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• pp.443-453
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• 2014

Observation is the base of creativity and inquiry. The purposes of this study were to analyze the characteristics of observation of middle school students, and to investigate their creativity by observation activities. The subjects of the study were 25 students for characteristics of observation and 144 students for both observation activity group and non-observation group, as a control, in a middle school. As a result, 25 students wrote 206 cases for the characteristics of observation. The cases were mostly classified in visual ways, such as color, figure, and movement. Students analyzed in primitive ways, observed in the given-limited situation, and confirmed with teachers or other students, The results of this study for creativity by observation activity were analyzed by ANCOVA and this study showed that observation activity was found to be effective in increasing students' creativity (p<0.05).