• Journal of the Korean earth science society
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• v.41 no.2
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• pp.176-193
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• 2020

The purpose of this study was to explore the effects of science classes on positive science experiences and science learner identity, using smart devices in a future school: C middle school. We conducted a paired t test at the beginning and end of the first school year with first-grade students at the future school to investigate positive experiences with science (Shin et al., 2017). Additionally, first and second-grade students in future schools using smart devices wrote and drew their own depictions in science classes to explore science learner identity, based on a modified analytical framework (Luehmann, 2009). The results show that significant effects on science-related career aspirations, self-concepts, and academic emotions were produced by science classes using smart devices. Science classes using smart devices helped students improve their level of agency and activity, solve problems with immediate and sufficient feedback, and experience meaningful perceptions of the nature of science. On the other hand, if students were immature in terms of their use of smart devices, they felt pressured to participate in the classes. The results of this study can be used as a foundation for designing various classroom contexts for the use of smart devices.

• Korean Journal of Animal Reproduction
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• v.23 no.4
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• pp.323-331
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• 1999

The effects of insulin-like growth factor-I (IGF-I) and cumulus cells during in vitro maturation in porcine oocytes were examined. When follicular oocytes were cultured in medium with different concentrations of IGF-I, maturation rates were 60, 61 and 62 and 72% for 0, 15 and l0ng/$m\ell$ IGF-I. In medium with 10ng/$m\ell$ IGF-I, maturation rates were not significantly difference between oocytes with (68%) and without (52%) cumulus cells during the culture. In medium with-out IGF-I, however, the maturation rates in oocytes with cumulus cells (63%) was significantly (P＜0.05) higher than oocytes without cumulus cells (32%). On the other hand, when IGF-I was added for first 24 h period or later 24 h period of culture, maturation rates were higher in oocytes with (61 and 49%) that than without (49 and 45%) cumulus cells. In experiment used medium without fetal calf serum (FCS) and porcine follicular fluid (PFF), the maturation rates in oocytes with cumulus cells for 48 h (48 and 67%) or first 24 h (46 and 63%) period after culture were significantly (P＜0.01) higher than in oocytes without cumulus cells (16 and 18%) in the presence or absence of IGF-I. These results indicated that cumulus cells is essential on maturation in vitro in porcine oocytes, but IGF-I can promote oocytes maturation of oocytes without cumulus cells in medium with FCS and PFF.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.457-476
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• 2009

The research aimed to investigate characteristics of middle school students in a biology class as science gifted education in terms of self-regulated learning abilities, personality traits and learning preferences. The twenty subject in the study responded to questionnaires of a self-regulated learning ability instrument, a personality trait tool, and a learning preference survey in March, 2009. It was found that the research subjects showed higher levels of cognitive strategies, meta-cognition, and motivation than those students in a previous study(Jung et. al., 2004), while environment was opposite. The level of cognitive strategies was significantly correlated with meta-cognition(r=.610, p=.004) and motivation (r=.538, p=.014) and meta-cognition with environment(r=.717, p=.000). Those students who showed highest levels of self-regulated learning ability displayed various personality traits. One male student with the highest level of self-regulated learning ability showed a personality of hardworking, tender-minded, and conscientious traits and wanted to be a medical doctor. The female student with the second highest level of self-regulated learning ability presented a personality as creative, abstract and divergent thinker and she showed a strong aspiration to be a world-famous biologist with breakthrough contribution. The five students with highest levels of self-regulated learning ability showed a common preference in science learning: they dislike memory-oriented and theory-centered lecture with note-taking from teacher's writings on chalkboard; they prefer science learning with inquiry-oriented laboratory work, discussion among students as well as teachers. However, reasons to prefer discussion were diverse as one student wants to listen other students' opinions while the other student want to present his opinion to other students. The most favorable science teachers appeared to be who ask questions frequently, increase student interests, behave friendly with students, and is a active person. In conclusion, science teaching for the gifted should employ individualized teaching strategies appropriate for individual personality and preferred learning styles as well as meeting with individual interests in science themes.

• Korean Journal of Rural Living Science
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• v.4 no.2
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• pp.155-162
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• 1993

BIDANI is the action-research program. BIDANI aims to be truly a people's program embodying their own activities and aspiration. BIDANI sees an integrated development approach at the community level with participatory services embodied in a Barangay Integrated Development Plan(BIDP) designed by the people themselves. Community situational analysis is conducted by the people to identify the priority problems and potential resources in the barangay. Participatory planning, using the “bottom up” apporach, is exercised to formulate a BIDP. Proper motivation and advocacy encourage barangay people's participation. Accessibility and efficiency in the use of various services and resources of government and private agencies increase. Family groups who are at high-risk to malnutrition become aware of the importance of nutrition through their participation in development program activities. Integration of political and socio-economic concerns at the lowest level is operationalized. Implementation and sustainability of the program on a wider scale from a model project to a model program is facilitated through institutionalization at the municipal/city level with the mayor as the project director. “Top to bottom” planning through a City/Municipal Integrated Development Program(C/MIDP) interacts with “bottom up” planning at the barangay level. The establishment of a local Training School for Barangay Development(TSBD) in each municipality and city for continuing education of indigenous village workers and barangay people is a vital component for success and viability. The role of non-political entities such as academic institutions and non-government organizations, as catalytic agents of development, is stressed.