• Korean Journal of Breeding Science
• /
• v.42 no.6
• /
• pp.721-726
• /
• 2010

'Nampung', a new soybean cultivar for soy-paste, was developed from the cross between Suwon190 and 'Pokwangkong' by soybean breeding team at the National Institute of Crop Science (NICS) in 2007. A promising line, SS97215-S-S-20, was selected and designated as the name of Milyang162. It was prominent and had good result from regional adaptation yield trials(RYT) for three years from 2005 to 2007 and was released as the name of 'Nampung'. It has a determinate growth habit, white flower, brown pubescence, yellow seed coat, light brown hilum, medium spherical seed (19.9 grams per 100 seeds). 'Nampung' is resistant to soybean mosaic virus and bacterial pustule, the major soybean disease in Korea. It is possible to harvest of 'Nampung' using combine because of it's lodging tolerance, few branches, and high position of pod attachment. The average yield of 'Nampung' is 2.97 ton per hectare in the regional yield trials (RYT) carried out for three years from 2005 to 2007 which is 21 percent higher than the check variety, 'Taekwang'.

• Journal of Korean Elementary Science Education
• /
• v.42 no.3
• /
• pp.467-479
• /
• 2023

For the successful implementation of education using artificial intelligence (AI) in schools, the perception of teachers is important. This study focuses on elementary school teachers and their perception of the need and teaching efficacy of science classes using AI before and after participating in a research school program. The analysis explores four key aspects, namely, learning, teaching, assessment, and communication. The study recruited 24 elementary school teachers from a school designated by the Gangwon Provincial Office of Education to participate in a year-long research school program. The study collected data using pre- and post-program surveys to explore changes in the perception of teachers regarding AI-based science classes. Furthermore, the researchers conducted individual in-depth interviews with four elementary school teachers to investigate the experience factors that influenced the changes in their perception of the aforementioned classes. The main findings were as follows. First, elementary school teachers were positively aware of the need for science classes using AI even prior to their research school experience; this perception remained positive after the research school program. Second, the science teaching efficacy of the elementary school teachers using AI was generally moderate. Even after the research school experience, the study found no statistically significant increase in efficacy in teaching science using AI. Third, by analyzing the necessity-efficacy as quadrants, the study observed that approximately half of the teachers who participated in the research school reported positive changes in learning, teaching, and assessment. Fourth, the study extracted four important experience factors that influenced the perception of the teachers of science classes using AI, namely, personal background and characteristics, personal class practice experience, teacher community activities, and administration and work of school. Furthermore, the study discussed the implications of these results in terms of the operation of research schools and science education using AI in elementary schools.