• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.359-372
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• 2009

The purpose of this study was to develop the FPHER (problem finding, prediction & discussion, hands-on & experiment, explanation & arrangement, enrichment) instructional model emphasizing the social interactions, and as applied, characteristics of verbal interactions were examined overall and with each step. For this study, this model was applied to the students in 10th grade chemistry classes in a science high school, and their group verbal interactions were recorded and analyzed. The results of this study show that most verbal interactions were classified as on-task interactions in the FPHER instructional model, where suggestions were predominant to the acceptance of opinions. There were a few interactions in the F step, and there were many suggestions relating to the solutions and lacking in confidence in the P step. There were many suggestions relating to the process and orders in the H step. Also, there were many questions, some explanation and dissatisfaction, as well as a lack of confidence in the E step. There were many high-level interactions in the R step, and mainly interactions with worksheets showing high-level problem-solving abilities. More in-depth research is needed to develop the teaching strategies that can activate student-to-student interaction and student-teacher interaction with regard to instructions, enhancing thought as counter-argument, justification or sophistication, based on the instructional model in this study.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.337-345
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• 2007

The purposes of this study are to investigate and compare the characteristics of classification criteria of secondary school students and science teachers in relation to the three statesof matter. For this research, 76 middle school students in the7th grade who studied microscopic viewpoints about classifying the state of matter for the first time, 69 high school students in the 12th grade who studied Chemistry I and IIcourses successfully, and 130 secondary school science teachers, through a questionnaire. As a result, while having learned the three states of matter in the microscopic viewpoints, the majority of middle school students showed a high percentage of classification in the macroscopic viewpoints. For high school students, their percentage of classification included highmicroscopic viewpoints about solid and gas, the percentage of classification included macroscopic viewpoints about liquid state as alsohigh. The secondary school teachers gave answers in the macroscopic viewpoints and microscopic viewpoints equally, but their answers were just representation of the viewpoints list without the meaningful connection of the two type of viewpoints. To solve these problems, It is necessary to form connective change from the macroscopic viewpoints to the microscopic viewpoints about the criteria for classifying the States of Matter and various educational efforts.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.75-88
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• 2008

The purpose of this study was to understand the factors affecting interactions as well as the students' learning process in small group activities. For this purpose, the changes and characteristics of students' interactions in scientific inquiry experiments were analyzed. This study focused on 2 homogeneous small groups of eighth graders. Students were involved in 13 inquiry experiments for one year and students' interactions in each experiments were observed and recorded using video/audio and the data recorded were transcribed. The analysis of data was based on the method of making a note by looking on and listening to the data repeatedly. Changes in the interactions of the two homogeneous groups differ remarkably. In small group A, owing to the conflicts of students' emotions, learning through social interactions became to be impossible. On the other hand, the interactions in small group B became more active. It seems that this changes are affected largely by the existence of peers who are able to mediate different opinions or feelings among group members. In general, middle school students were poor at receiving peers' opinion, cared a lot about writing reports. The less able students tended to be placed at a disadvantageous position in experiment lessons emphasizing social interactions. Four factors that affected the change of interactions were identified: Is the aim of experiments the understanding or completion of report? Is there any attitude towards peers' suggestions? Is there a disposition to care about peers? Is there any peer to mediate on peers' opinions or feelings? Educational implications of the progression of activities emphasizing interactions and the organization of grouping were drawn.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.331-339
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• 2008

The aim of this study was to compare the effectiveness of microcomputer-based laboratory (MBL) with the traditional laboratory experiment on science classes in middle school. MBL tools were developed and applied for five experiment subjects chosen from middle school science textbook for MBL experiment classes, while usual experiment methods suggested in the textbook were used in traditional experiment classes. In order to evaluate the effects of MBL experiment class, achievement, graphic ability, science process skills, affective aspect related to science were tested before and after applying the MBL experiment. The result revealed that MBL experiment class was more effective than traditional experiment class in improving student's science achievement, science process skills, and graphic ability. The result also indicated that there was a significant difference between experiment and control group with regards to the effect on affective aspect related to science. From the above result, we can find the positive implication of applicability of MBL experiment as a new experiment tool at the early stage of introduction in a real context.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.49-59
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• 2024

In this study, we investigated the philosophical background and progress of the 2022 revised curriculum development in the high school earth science field. Research that was not covered in the research report includes the relevance of the transformative competency of OECD Education 2030, and that core ideas and achievement standards are organized around knowledge understanding, process functions, and value attitudes that constitute the learning compass needle. In addition, the composition of core ideas and Earth science electives in light of the understanding-centered curriculum, and IB type inquiry-based teaching and learning. Main research results include that the 2022 revised Earth science curriculum emphasized the student agency to foster the transformative competency and scientific literacy, and the curriculum document system in the field of earth science uses a learning compass needle. In addition, based on the understanding-centered curriculum, core ideas of Earth science were derived, and elective courses were organized to help students reach these core ideas. Also, IB-type inquiry-based teaching and learning was emphasized to foster student agency with knowledge construction competency. Based on the research results, slimming of the national and general level curriculum, the need to develop process-centered assessment methods for value and attitudes, the need for curriculum backward design, and ways to develop student agency through inquiry-based teaching and learning were suggested.

• Korean Journal of Food Science and Technology
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• v.40 no.4
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• pp.436-442
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• 2008

Hydroxyproline and Pro-Hyp dipeptide are the digestive products of collagen hydrolysate called collagen peptide. Some suggested that collagen peptides could improve aged or damaged skins, however, the effects of collagen peptides on the skin have not been known. In this study, we investigated the effects of digestive products of collagen peptides, hydroxyproline and Pro-Hyp dipeptide on skin quality using the UV-damaged dorsal skin of hairless mouse as a model system. Female SKH hairless mice were pre-irradiated with UV for 7 weeks, and then hydroxyproline, Pro-Hyp dipeptide were orally administered for 7 weeks with UV irradiation. Wrinkle formation (by replica image), skin elasticity, barrier status (by TEWL, transepidermal water loss), epidermis thickness, and biophysical changes in the stratum comeum (by hematoxylin & eosin staining) were examined. With the oral peptide treatment, effects such as skin barrier maintenance, anti-skin thickening, and recovery of the stratum corneum were observed. These results indicate that oral intake of collagen peptides may have beneficial effects on damaged skin cells.

• Korean Journal of Childcare and Education
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• v.2 no.1
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• pp.65-88
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• 2006

This study intended to activate public education, researched and analyzed real conditions of preschool education to know desirable directions of public education and help parents recognize public education. The final purpose is to offer basic materials to reestablish preschool education in the public education system. First, parents' recognition concerning preschool education in the public education system was much different from that of teachers. As for definitions of preschool education as a public education, parents understood that it means 'the nation and self-governing bodies manage aid both the public and private kindergartens', and teachers recognized that it means that 'the nation and self-governing bodies not only found operate public kindergartens but also aid manage educational funds of private kindergartens. Second, the examination of educational environments of kindergartens told that teachers and parents thought that opportunity to enter the kindergarten is not equal for all children in our country, and quality of kindergarten teachers is satisfactory. Also, they thought that curriculums of preschool educational organs have been set well according to children's developmental stages, education quality is different according to preschool education organs' foundation-types. They recognized that facilities and apparatus of preschools are satisfactory, security and neatness of preschools are satisfactory, too. Third, the examination of developmental directions of preschool education as a public education proved following facts; as for foundation-types of kindergartens in the future when promoting preschool education as a public education, parents answered financial support and supervision by the government, teachers answered aid and management of operational fees as well as support for teacher personnel expenses.

• Journal of the Korean Chemical Society
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• v.56 no.6
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• pp.751-758
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• 2012

In this study, we analyzed career paths and college life plans of department of chemistry education students in teacher's college examined by their roadmaps. We let students make their roadmaps and analyzed them using the PASW 18 program. There were significant differences on gender in their career paths, learning English, traveling and volunteer activity. Female students for passing the MEET(Medical Education Eligibility Test) or DEET(Dental Education Eligibility Test) were more interested in learning English and traveling than male students. In addition, female students were more interested in volunteer activity. And the lower year students, the more interested in medical paths, learning English, traveling, getting good grades, exchange student program and scholarship. On the other hand the higher year students, the more interested in group study or E-learning. Then significant differences were in learning English, traveling and getting good grades by students's career paths. Students who wish to pass the MEET or DEET were more interested in learning English and getting good grades. Those two factors were essential in passing the MEET or DEET. Students who did not specified their career paths had more traveling plans than other students for setting their directions of careers. These results show that freshman and female students don't recognize the identity of teacher's college correctly. Because of reduction in the number of teacher recruitment according to decrease of students by birth rate drop, students in teacher's college are expected to continue like this trend that students look for other paths. Therefore, it is required career counseling and guidance for students who give priority practical path choices and college life plans over original characteristics of teacher's college. And it should be reconsidered the direction of chemistry education prepared the identity of teacher's college reflected in this actuality.

• The korean journal of orthodontics
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• v.33 no.6 s.101
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• pp.485-497
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• 2003

The form and function of the craniofacial structure critically depend on genetic information. With recent advances in the molecular technology, genes that are important for normal growth and morphogenesis of the craniofacial skeleton are being rapidly uncovered, shaping up modem craniofacial biology. One of them is fibroblast growth factor receptor 2 (FGFR2). Specific point mutations in the. FGFR2 gene have been linked to Apert syndrome, which is characterized by premature closure of cranial sutures and craniofacial anomalies as well as limb deformities. To study pathogenic mechanisms underlying craniosynostosis phenotype of Apert syndrome, we used a transgenic approach; an FGFR2 minigene construct containing an Apert mutation (a point mutation that substitute proline at the position 253 to arginine; P253R) was introduced into fertilized mouse germ cells by DNA microinjection. The injected cells were then allowed to develop into transgenic mice. We used a bone-specific promoter (a DNA fragment from the type I collagen gene) to confine the expression of mutant FGFR2 gene to the bone tissue, and asked whether expression of mutant FGFR2 in bone is sufficient to cause the craniosynostosis phenotype in mice. Initial characterization of these mice shows prematurely closed cranial sutures with facial deformities expected from Apert patients. We also demonstrate that the transgene produces mutant FGFR2 protein with increased functional activities. Having this useful mouse model, we now can ask questions regarding the role of FGFR2 in normal and abnormal development of cranial bones and sutures.

• The korean journal of orthodontics
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• v.28 no.1 s.66
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• pp.165-174
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• 1998

The turnover of collagen is controlled by the balance between collagen synthesis and degradation. The production of collagenase (matrix metalloproteinase-1) and its inhibitor, tissue inhibitor of matrix metallopmteinase-1 (TIMP-1) are one of the substances which regulate this balance. The periodontal ligament fibroblast plays an important role in collagen metabolism during orthodontic treatment and is believed to be an origin of the osteoblast in the alveolar bone. The collagenase secreted by the periodontal ligament fibroblast and the osteoblast initiates the bone resorption by removing the osteoid layer in the alveloar bone. The interleukin-$1{\beta}$ is secreted by the macrophage during orthodontic treatment. The present study was undertaken to assess the effect of mechanical stress and interleukin-$1{\beta}$ on the expression of collagenase and TIMP-1 in the periodontal ligament fibroblasts using reverse transcription polymerase chain reaction and immunohistochemical staining. The periodontal ligament fibroblasts were stitched by placing the $Petriperm dish^{\circledR}$ dish on the top of spheroidal convex watch glass ($5\%$ surface increase) and tented with interleukin-$1{\beta}$ (1.0 ng/ml), or treated with both of them. Treatment with mechanical stress and/or interleukin-$1{\beta}$ resulted in increased collagenase mRNA expression. The mechanical stress treated group (1.61, 1.62, 1.37 fold increase), the interleukin-$1{\beta}$, tented group (1.68, 1.60, 3.78 fold increase), the mechanical stress and interleukin-$1{\beta}$ treated group (1.89, 1.72, 5.48 fold increase) induced increases in collagenase mRNA compared with the control group after 2, 4, 8 hours respectively. But TIMP-1 mRNA expressions at experimental groups were decreased after 2, 4 hours and increased after 8 hours. The mechanical stress treated group (0.16, 0.49 fold decrease and 3.77 fold increase), the interleukin-$1{\beta}$ treated group (0.15,0.44 fold decrease and 4.46 fold increase), the mechanical stress and interleukin-$1{\beta}$ tented group (0.15, 0.69 fold decrease and 4.81 fold increase) induced changes in TIMP-1 mRNA compared with the control group after 2, 4, 8 hours, respectively. Immunohistochemical stain showed that increased collagenase and TIMP-1 staining of the mechanical stress tented group, the interleukin-$1{\beta}$ treated group, and the mechanical stress and interleukin-$1{\beta}$ treated group compared with that of the control group after 8 hours. These findings suggest that mechanical stress and interleukin-$1{\beta}$ regulate expression of collagenase and TIMP-1.