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The purpose of this study was to analyze characteristics of environmental awareness and environmental worldviews on environmental UCCs which made by 27 pre-service biology teachers, and relationship between environmental awareness and environmental worldviews of them. Environmental worldviews were divided into planetary management worldview, stewardship worldview and environmental wisdom worldview. As for theme fo environmental UCCs, most of pre-service teachers chose themes such as environmental destruction, environmental protection, environmental conservation and coexistence with human and environment. Themes of environmental UCCs were somewhat different between females and males. Female pre-service teachers preferred UCC themes related to human’s daily life as a consumer but males preferred to environmental protection. Many pre-service teachers referred that major cause of environmental problem was development of environment. Most of them had envionmental wisdom worldview, and tried to use fear appeal to express ways of solving of environmental problems and envieonmnetal worldviews. After making environmental UCCs, more pre-service teachers had envionmental wisdom worldview. This result implies that it is necessary to develop pre-service educational programs realted to environmental worldview formation.
The purpose of this study was to develop a multimedia game program as a strategy for teaching alien species and to examine the effect of the program on recognition, motivation and achievement about alien species. In order to find the effect of developed program, 62 students among 6th graders at S Elementary School located in Gyeonggi-do were divided into two groups. Lesson with multimedia game was given to the experimental group, and the control group received traditional lesson. The results were as follows. First, the experimental and control groups showed significant difference in recognition of alien species. Second, the two groups showed statistically significant difference in learning motivation. For the subdomains of the recognition, significant results were obtained at the significance in attentiveness, relevance, confidence and satisfaction. Third, the two groups showed significant difference in academic achievement. Lastly as a result of interviewing subjects of the experimental group about lesson based on game, subjects generally had positive opinions that the new learning method is interesting and has helpful influence on the lesson.
The purpose of this study was to investigate cognitions of elementary school students of the biological resources. Subjects were 252 elementary school students in Seoul and Busan. An instrument that measures cognitions consists of 3 components: kinds of biological and non-biological resources, values of biological resources and interest of using biological resources. The three components were composed of 46 items. They had less cognition of living things than non-biological resources as resources. But, most of them conceived ecological environment to be resources. Almost 80% elementary school students thought that biological resources had values contributing to the existence and health of human beings, but less economic values except ecological values. They had cognition of biological resources which we should manage and research in. It is time to need the educational approach to integrate nature, economy and environment in environmental education. As concrete cases of biological resources are proposed, it activate elementary school students to get cognition of biological resources. In conclusion, values of biological resources will be materials for environmental education.
본 연구에서는 과학 수업에서 중학생의 메타인지 능력을 향상시키기 위하여 어떻게 학습 환경을 조성해야 하는지에 대한 기초 자료를 제시하고자 경기도에 위치한 남녀공학 중학생 231명을 대상으로 과학 학습 환경에 대한 인식과 메타인지 수준을 조사하고, 과학 학습 환경에 대한 인식과 메타인지간의 상관관계를 알아보았다. 과학 학습 환경의 인식 수준에 따른 메타인지 차이를 분석한 결과 과학 학습 환경에 대한 인식 수준이 높을 학생일수록 메타인지 수준이 높은 것으로 나타났다. 또한 과학 학습 환경 하위 영역별로 조사한 결과에서도 ``실생활 과의 관련성``, ``탐구``, ``자율적 참여``, ``학생들 간의 상호작용``, ``교사의 지원`` 등 모든 하위 영역에 대해 과학 학습 환경 인식 수준이 높은 집단이 낮은 집단에 비해 메타인지가 더 높았다. 따라서 과학 학습 환경에 대한 인식과 메타 인지 사이에는 유의미한 상관이 있는 것으로 나타났다. The purpose of this study was to explore a relationship between middle school students` perceptions of science learning environment and their meta-cognition. Subjects were 231 boys and girls in a middle school in Gyeonggi-do. The results of this study were as follows; First, Meaningful correlation statistically were found between students` perceptions of science learning environment and their meta-cognition(p<.01). The highest level of correlation was reported between ``Personal relevance``, ``Science inquiry`` and meta-cognition(p<.01). Second, the upper group students who perceived positively about ``Personal relevance``, ``Science inquiry``, ``Autonomous participation``, ``Student-student interaction`` and ``Teacher Support`` scored higher in meta-cognition than middle group and lower group students(p<.01).
In this study, a STEAM program for specialized vocational high school students was developed as an adoptable learning structure based on specialized role-playing. It mainly contained contents of ‘Science’, food resources of the human health, and the scientific technology. Data was collected by test operation performed with 73 sophomores of a specialized vocational public high school in Seoul. Effects of this program are analyzed by 21st century questionnaires for scientific literacy. Also, results were analyzed by descriptive statistic, t-test, and analysis of frequency in the use of SPSS 12.0, and the conclusions were as follows: Students improved integrated thinking skills by searching data, discussing with others, and presenting materials. Furthermore, they showed enhancement of skills in creative design and emotional touch. With increased participation in the class, students’ interest on science was increased as well, as a result, overall students’ scientific literacy was developed (p<.01). Especially it was observed that the program was more successive in ‘fair’ group and ‘poor’ group students than in ‘good’ group students (p<.01). Students’ satisfaction toward STEAM program was measured high as well (3.99). Therefore, this program was proved to be appropriate to prepare students to be life-long learners in institutions of higher education, skilled trade programs, future career paths, and besides well-balanced lives.
꼬리고사리속의 두 개의 신교잡종과 한 개의 미기록교잡종이 발견되었다. 이들 종들의 형태적 형질에 있어 부모종들의 중간형태를 보였다. 거미사철고사리(A. × uiryeongse)는 서울 북한산 우이령길에서 발견 되었고 거미고사리와 사철고사리의 교잡에 의해 분화되었다. 다른 교잡종, 산꼬리고사리(A. × montanus)는 경기도 연천군, 성산에서 발견되었고, 거미고사리와 차꼬리고사리가 교잡에 의해 만들어지고 다시 꼬리고사리와의 중복교잡에 의해 형성되었다. 아울러 미기록 교잡종인 거미돌담고사리(A. × kitazawae)는 대구 도동에서 발견되었고, 거미고사리와 돌담고사리의 교잡에 의해 형성되었다. 이들 교잡종들은 부모종들과 같은 장소에서 자란다. 각 분류군의 형질을 분석해 교잡종임을 입증해 보였으며, 이들에 대한 기재, 도해 및 자생지의 서식 사진을 수록하였다. Two new and one unrecorded hybrids of the genus Asplenium were newly found in Korea. They were proved to be hybrid based on intermediate morphology between putative parents. The first hybrid is A. × uiryeongse C.S. Lee & K. Lee (Aspleniaceae), nom. nov. (vernacular name: geo-mi-sa-cheol-go-sa-ri). This new hydrid is a cross between the Asian walking fern, A. ruprechtii and A. pekinens in Uiryeong-gil, Mt. Bukansan, Seoul, Korea. The other new one occurs in Mt. Seongsan in Yeoncheon-gun, Gyeonggi-do, Korea, A. × montanus C.S. Lee & K. Lee, nom. nov. (vernacular name: san-kko-ri-go-sa-ri) which might have experienced multiple hybridization events between A. ruprechtii × A. trichomanes and A. incisum following the hybrid between A. ruprechtii and A. trichomanes. In addition, one unrecorded hybrid, A. × kitazawae Kurata & Hutoh (vernacular name: geo-mi-doldam- go-sa-ri), reported first from Japan, is found in natural habitats in Do-dong, Daegu-si, and is a hybrid, between the Asian walking fern and A. sarelli. These hybrid taxa grow in sympatric regions with both putative parental species. The diagnostic characters for each taxon and evidence for their hybridization have been suggested. Descriptions, illustrations, and photographs of these hybrid taxa in their habitats are provided from Korea.