Earticle

본 연구는 한국 PR 연구 논문의 양적(논문편수), 질적(주제 및 주요용어 변화와 방법론적 접근 등) 성장과 변화 그리고 인식론적 메타 분석을 통하여 한국 PR 연구에 대한 시대 별 진화와 동향을 알아보고자 하였다. 이를 위하여 지난 18년 동안 “홍보학 연구”에 게재된 총 327편의 모든 논문들을 대상으로 내용 분석하였다. 분석 결과를 요약하면, ① 2010년 이후로 한국 PR 논문의 양적 성장이 있었으며, ② 질적으로도 다양한 PR 관련 주제들이 다루어지며 PR 학문의 영역 확장이 이루어지고 있으며, ③ 방법적으로는 양적 연구 방법 위주의 다양하고 고차원의 통계분석 방법들이 최근에 많이 사용되고 있으며, ④ 한국 PR 연구의 인식론적 진화는 PR 이론을 바탕으로 하는 실증연구들이 주를 이루어, 종합적으로 진보적인 형태를 보였다. 이에, 한국형PR 이론과 모델 등의 개발과 확립을 위한 연구적 방향을 도출하는 함의를 제시하였다.

The main aim of this research was to determine how Korean public relations(PR) research andliterature has evolved during the last 18 years, based on quantitative, terminological,methodological, and epistemological evolutionary views. A content analysis-based empiricalexamination of all 327 papers published in a major PR journal in Korea, Journal of PublicRelations (JPR), during the period was be conducted. Four significant findings resulted: 1)Korean PR research has been growing quantitatively over time; 2) Korean PR research hasbeen linked and applied to many different PR-related terms; 3) quantitative research methodshave dominated in Korean PR research over time; and 4) the epistemological evolution ofKorean PR research fits with a progressive view.

The southwestern Australian frog Crinia georgiana (Anura; Myobatrachidae) inhabits ephemeral pools in which the tadpoles often face desiccation. Under these conditions selection on tadpoles can be severe and can directly affect fitness during the aquatic as well as the terrestrial developmental stages. A quantitative genetic study using a half-sib breeding design was conducted to understand the genetic effects on larval life-history traits. We found no significant additive genetic variance in any of larval traits. Except for hatching period, heritability estimates based on females were high in egg size, larval period, snout-vent length, and weight at metamorphosis, suggesting non-additive genetic effects. These results indicate that any response to selection during hatching and larval periods should be predominately governed by non-additive genetic effects in C. georgiana.

This study examines the institutionalization of digital humanities (DH) education in Chinese universities through a quantitative analysis of 341 CNKI-indexed publications (2010–2025) and qualitative case studies of leading institutions. The findings reveal a "policy-driven institutionalization" model, where national strategic directives and university infrastructure interact to establish a unique educational ecosystem. The discourse has evolved from an initial phase of legitimation through institutional design to a current phase of specialization and standardization, closely aligned with the "New Liberal Arts" (新文科) initiative and national AI strategies. Case studies of institutions such as Peking University and Renmin University of China highlight six instructional design patterns, including modular curricula, library-centered education, and project-based learning (PBL). In conclusion, DH education in China has transitioned from basic technical training into an integrated system that combines organizational infrastructure, collaborative networks, and output-oriented learning. This shift signifies a comprehensive reorganization of humanities knowledge production in response to the intelligent information environment. By empirically demonstrating the longitudinal trajectory and design principles of Chinese DH education, this study provides a foundational framework for understanding its institutionalization.

The purpose of this study was to analyze quantitatively the effects of the biology field-trip inquiry program on elementary pre-service teachers’ evolution related concept, perception and endangered species conservation related knowledge, awareness and attitude. The study subjects were 25 students, one class of science education department of B National University of Education. The biology field-trip inquiry program was consist of 3 steps. The first step was the preactivity at university, second was the main field work at Upo wetland, and the last third step was the post-activity including additional experiments, writing final report. The results of this study were as follows. First, the biology field-trip inquiry program influenced highly significantly the improvement of elementary pre-service teachers’ evolution related concept and influenced significantly those of evolution related perception partly. And the numbers of elementary preservice teachers to acquire precise definition of evolution increased after the biology field-trip inquiry program. Second, the biology field-trip inquiry program significantly improved the elementary pre-service teachers’ endangered species conservation related knowledge, awareness, but did not influenced significantly pre-service teachers’ endangered species conservation related attitude.