The spread of infectious diseases is a spatial process, including Coronavirus disease 2019 . Cluster infections of COVID-19 have arisen globally in various urban spaces, implying that tracking the spread necessitates a spatial approach to understanding the dynamics of the disease. In this study, we employ an online survey in the Seoul metropolitan area in South Korea to examine changes in the use of urban spaces and factors that affect individual's choice in using urban spaces in the COVID-19 era. We classify various urban spaces into three activity types according to the previous studies: spaces for mandatory activities, maintenance activities, and discretionary activities. The results show that every type of urban space is visited less than before the COVID-19 outbreak. Factors involved in the use of spaces for mandatory activities include the preference for offline consumption, gender, and risk perception of COVID-19. In the case of non-mandatory activity spaces, factors that commonly influence the use of the spaces are compliance with social distancing regulations, preference for offline consumption, refraining from outdoor activities, risk perception of COVID-19, and perceived safety in the city concerning COVID-19. The present study is significant as it identified not only different factors affecting the choice of mandatory and non-mandatory activity spaces but also distinctive variables determining the choice of urban spaces for maintenance activity and discretionary activity. From the analysis, this study draws policy implications to effectively prevent and control infectious disease in the context of urban spaces.

The purposes of this study are: (1) to develop educational program designed to improve high school students' knowledge integration and their system thinking skills about global warming and (2) to identify the change of students' system thinking level. The developed program was implemented to twenty seven high school students, and six students grouped into three highs and three lows in their performance were selected to analyze their level of system thinking. The word association, casual map and drawing were used to measure and identify any significant change. As a result, the low level system thinking group improved their system thinking skills for global warming and the earth and sub-systems after the intervention. However, participants' misconception remained the same. And the high level systems thinking group showed more organize system thinking skills about a global warming topic. It is suggested that more educational programs be developed on various topics in order for high school students to improve their systems thinking skills as well as knowledge integration of earth systems and earth environment in school curriculum.

Integrative STEM education is an engineering design-based learning approach that purposefully integrates the content and process of STEM disciplines and can extend its concept to integration with other school subjects. This study was part of fundamental research to develop an integrative STEM education program based on the science inquiry process. The specific objectives of this study were to review relevant literature related to STEM education, analyze the key elements and value of STEM education, develop an integrative STEM education model based on the science inquiry process, and suggest an exemplary program. This study conducted a systematic literature review to confirm key elements for integrative STEM education and finally constructed the integrative STEM education model through analyzing key inquiry processes extracted from prior studies. This model turned out to be valid because the average CVR value obtained from expert group was 0.78. The integrative STEM education model based on the science inquiry process consisted of two perspectives of the content and inquiry process. The content can contain science, technology, engineering, and liberal arts/artistic topics that students can learn in a real world context/problem. Also, the inquiry process is a problem-solving process that contains design and construction and is based on the science inquiry. It could integrate the technological/engineering problem solving process and/or mathematical problem solving process. Students can improve their interest in STEM subjects by analyzing real world problems, designing possible solutions, and implementing the best design as well as acquire knowledge, inquiry methods, and skills systematically. In addition, the developed programs could be utilized in schools to enhance students' understanding of STEM disciplines and interest in mathematics and science. The programs could be used as a basis for fostering convergence literacy and cultivating integrated and design-based problem-solving ability.

No abstract