• Journal of agricultural medicine and community health
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• v.26 no.1
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• pp.105-114
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• 2001

This study was conducted to analyze the change of sex-related knowledges and attitudes of female students after sex education intervention at rural high school. After conducting a pre-survey on 119 subjects of 1st and 2nd grade female students in two rural high schools in November 1999, 150 minute-sex education was provided for the students by health professional from health center. Two follow-up survey were conducted in one month and six months later to evaluate the effect of sex education. The score of knowledge of AIDS was increased from 8.46 in pre-education to 11.90 in one month and 11.87 in six month later. The positive attitude toward the pre-marage sexual relationship was changed from 16.9% in pre-education to 14.4% in one month and 23.5% in six month later. The opinion for the heterosexual intercommunion during school age was not changed by sex education intervention and the subjects were pro for the making male friends during their school period. The subjects were more understood that AIDS patient should be treated humanly and they recognized that the mode of disease transmission and how to prevent the disease. To maintain the effect of sex education, the continuous and regular educational intervention and team approach from school and health professional should be necessary.

• Journal of Science Education
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• v.43 no.2
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• pp.239-257
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• 2019

This study attempts to understand the context of shared learning in the trading zone formed by teachers from different backgrounds and the process in which this shared learning varies in the educational context, focusing on the case of 'Woodwork Science Education Study Group.' To do this, data was collected through in-depth interviews with eight teachers who participated in the 'Woodworking Science Education Research Group' and analyzed their responses based on grounded theory. As a result, the causal conditions of the teachers' research group were 'various contexts of entering the trading zone' and the central phenomenon was 'encounter with learning in the trading zone.' Contextual conditions affecting this phenomenon were 'woodwork as a boundary object and individual transfiguration experience,' and action/interaction strategy was 'various efforts and influences in the field.' The intervention condition was 'practical effort and experience in educational field.' Final result in this model is 'the new practice of learning shared in the trading zone.' In selective coating, it was found that the practice of the teacher's research group appears as four types of' 'Extracurricular creative experience type,' 'career education type,' 'curricula education type,' and 'school management type.' The results of this study suggest that the shared learning and antonymous practice among teachers in the teachers' research group as trading zone do not only meet their learning needs but also lead to various teaching practices in the individual teachers' context of education and improve the diversity and quality of education.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.396-410
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• 2000

In this study, the concept presentation form, the content coherence of sub-dimensional concepts and the number of concepts of the 6th and the 7th Korean curriculum were analyzed comparing the guide to developing the secondary biology curricula to develop biological literacy with BSCS. According to the result, the discrimination between concept levels in the frame of contents of the Korean curricula is insufficient, because each of concepts presented in the knowledge domain as upper level and sub-dimensional concept elements as lower level are simply arrayed. Considering too much concepts of ecosystem, genetics, reproduction and metabolism, there should be an effort to reform the biological curriculum to include concepts evenly, not in the biased state, to reflect all the 6 unifying principles by BSCS for developing students' biological literacy. Finally there should be an effort to reflect the characteristics of each subjects concretely among Science 10, Biology I and Biology IT in the 7th curriculum considering the result that essential concepts to develop biological literacy are presented more in some principles of Biology II than Biology I. Thinking the results of the present study, concrete discussions should be made to set up the standard reference about biological literacy and to present essential concepts for teaching and learning to develop it in the process of biology textbook development for meeting the 7th Korean curriculum and in the development of 8th Korean curriculum in advance.

• Journal of Korean Home Economics Education Association
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• v.29 no.1
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• pp.15-33
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• 2017

The purpose of this study was to develop and evaluate a practical problem-based teaching learning process plan for safety in residential environment to raise safety awareness of middle school students. The plan consisting of 4 lessons has been developed and implemented according to the ADDIE model. Various activity materials (26 student's activity sheets and 8 reading texts, and 8 teacher's reading texts) and visual materials (4 sets of pictures & photos and 8 moving pictures) as well as questionnaire were developed for the 4-session lessons. The plans were implemented by the researcher to 4 classes 121 freshmen of M boy's middle school in Kyeongbuk during December 21st to 29th, 2015. Students were highly enjoyed and satisfied with the whole 4-lessons in the aspects such as the level of participation in the lesson, understanding of the contents, adequacy of materials and activities, and usefulness in own's daily life. Students also reported that they were highly aware to practice the contents learned from the lessons in daily family life at home with one's family and recommended to teach the lessons to other schools, too. It can be concluded that the teaching learning process plan for safety in residential environment would raise safety awareness of middle school students through the Home Economics subject.

• Journal of the korean academy of Pediatric Dentistry
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• v.36 no.2
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• pp.253-261
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• 2009

The purpose of this study was to present new data on the timing and sequence of permanent teeth emergence and to compare these findings with the results of earlier studies. The dental examinations had been performed to E-elementary school students, who visited the Yonsei University Dental Hospital between 1998 and 2005; 1,307 boys and 1,312 girls with the age ranging from 6 to 12 years old. The followings were concluded. 1. Eruption time of the maxillary permanent teeth is as follows. It was 6.81 years in male and 6.73 years in female for the central incisor, 7.78 years in male and 7.65 years in female for the lateral incisor, 10.48 years in male and 9.92 years in female for the canine, 9.76 years in male and 9.63 years in female for the first premolar, 10.66 years in male and 10.49 years in female for the second premolar, 6.39 years in male and 6.26 years in female for the first permanent molar, and 12.13 years in male and 12.03 years in female for the second permanent molar. 2. Eruption time of the mandibular permanent teeth is as follows. The central incisor could not be determined in this study, but it is assumed to erupt before the age of 6.08. In the mandible, eruption time was 6.78 years in male and 6.65 years in female for the lateral incisor, 9.76 years in male and 9.05 years in female for the canine, 9.82 years in male and 9.59 years in female for the first premolar, 10.67 years in male and 10.52 years in female for the second premolar, 6.22 years in male and 6.12 years in female for the first permanent molar, and 11.58 years in male and 11.14 years in female for the second permanent molar. 3. The eruption sequence is as follows. In the maxilla, the first permanent molar erupted first, followed by the central incisor, the lateral incisor, the first premolar, the canine, the second premolar, and the second permanent molar. In the mandible, the central incisor erupted first, followed by the first permanent molar, the lateral incisor, the canine, the first premolar, the second premolar, and the second permanent molar. 4. Tooth eruption occurred earlier in female compared to male by average of 0.19 year in the maxilla and 0.29 year in the mandible. 5. In both male and female, the hiatus (interval of rest) occurred between the emergence of lateral incisor and first premolar in the maxilla while it was observed between the lateral incisor and canine in the mandible. Male had a hiatus of 1.98 years in the maxilla and 2.90 years in the mandible, while the female's were 1.98 years and 2.40 years, respectively.

• Reproductive and Developmental Biology
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• v.31 no.3
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• pp.161-167
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• 2007

In this study, we constructed and tested retrovirus vectors designed to express the human thrombopoietin gene under the control of the tetracycline-inducible promoters. To increase the hTPO gene expression at him-on state, WPRE sequence was also introduced into retrovirus vector at downstream region of either the hTPO gene or the sequence encoding reverse tetracycline-controlled transactivator (rtTA). Primary culture cells (PFF, porcine fetal fibroblast; CEF, chicken embryonic fibroblast) infected with the recombinant retrovirus were cultured in the medium supplemented with or without doxycycline for 48hr, and induction efficiency was measured by comparing the hTPO gene expression level using RT-PCR, western blot and ELISA. Higher hPTO expression and tighter expression control were observed from the vector in which the WPRE sequence was placed at downstream of the hTPO (in CEF) or rtTA(in PFF) gene. This resulting tetracycline inducible vector system may be helpful in solving serious physiological disturbance problems which have been a major obstacle in successful production of transgenic animals.

• Journal of the Korean Geographical Society
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• v.29 no.4
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• pp.438-449
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• 1994

This paper focuses on recontextualizing geography curriculum, i.e. examining recent changing aspects in three geography curriculum locators-society, student and discipline of geography-and searching future directions of geography curriculum in light of such changes. For conciliation and reflection of changing aspects of each locators, this paper dealt with social issues and societal changes in terms of locator of society, increased concern to student and development of cognitive science in terms of students, and challenging views on science and the meaning of epistemological changes in geography in terms of discipline. As a result, three future directions in geography curriculum are searched : issue-based geography curriculum, thinking geography curriculum, geography curriculum toward equity and accessbility.