• KOREAN POULTRY JOURNAL
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• v.53 no.9
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• pp.162-165
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• 2021

• Proceedings of the Zoological Society Korea Conference
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• 2000.10a
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• pp.293.1-293
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• 2000

• KOREAN POULTRY JOURNAL
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• v.4 no.5 s.31
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• pp.35-37
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• 1972

가금의 육종은 주로 유전학의 지식을 근거로 하여 이루어지므로 우선 유전의 법칙에 대해 간단히 살펴보기로 한다.

• Journal of Science Education
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• v.38 no.3
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• pp.718-736
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• 2014

This study was intended to determine PCK of the middle school science teachers on Mendelian genetics and factors influenced to form their PCKs. Two science teachers with biology major with a teaching experience over 5 years were chosen as the subject. Data were collected by class observation, semi-structured interview, teacher questionnaire survey, Content Representation and Pedagogical and Professional-experience Repertoire. The collected data were analyzed based on Magnusson's PCK for science teaching consisting of five components: (a) the orientation toward teaching science, (b) the knowledge of science curriculum, (c) the knowledge of students' understanding, (d) the knowledge of assessment, and (e) the knowledge and belief in the instructional strategies to teach science. Teachers could have the orientation toward teaching science served as an assisting role to support students' abilities. Both subject teachers seemed to focus on giving lectures. Their efforts to improve students' exploration methods and abilities were not expressed enough in their real classes and they found that students struggled to understand Mendelian genetics. Therefore, they should have explained them in an easier way and worked harder to make their students understood accurately and applied basic and advanced concepts of Mendelian genetics. They found students' preconception and misconception regarding Mendelian genetics and wished to enhance their learning effects by various teaching strategies such as correcting misconception, adding the history of science and simply assessing students' affirmative domains. It was also found that factors influenced to form PCK regarding Mendelian genetics by both teachers were as follows: teacher's personality and endeavor, textbooks and guidance books, schools and their circumstances, teaching experience, experience as a learner, interaction with their colleagues, and university curriculum. Both teachers said that it was important for teachers to make every efforts to give better classes.

• Journal of The Korean Association of Information Education
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• v.26 no.2
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• pp.97-104
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• 2022

As the era of digital transformation begins in earnest, the importance of convergent thinking based on software, artificial intelligence, and big data is increasing. In line with these social needs, this study developed a 5th hour SW-STEAM education program using Monte Carlo simulation techniques for Mendelian inheritance in the field of life science. By programming and implementing Mendelian inheritance using Monte carlo simulation, the program was organized so that not only convergent thinking skills but also related knowledge could be understood in depth. In order to verify the validity of the developed education program, 11 experts in related fields were requested to test the content validity, and the validity was verified by meeting the CVR reference value of 0.59 suggested by Lawshe.

• Journal of Plant Biotechnology
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• v.31 no.4
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• pp.261-266
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• 2004

This experiment was carried out to confirm the stability of bar gene introduced into petunia plant through Agrobacterium-mediated transformation, in successive generation, or after crossing or back-crossing. Some of different 25 transgenic plants were used in crossing and back-crossing to wild type, or repeated-selfing to T$_4$ generation. On the processing of experiment, it was found that some lines lost their resistant ability to herbicide basta, or showed non-Mendelian segregation mode: produced much more susceptible segregants than resistant plants. Even though there are exceptional cases, which was off from expected, the genetic stability of bar gene introduced could be confirmed strongly, because in almost case, the segregation of resistant and susceptible plants to basta was done under Mendelian-law according to single gene dominant model.

• Communications for Statistical Applications and Methods
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• v.15 no.3
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• pp.303-324
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• 2008

From mid-1890's, biometricians and Mendelians debated over Darwin's evolutionary theory. Biologist W. Weldon and Mathematician K. Pearson were leaders of the biometric school and biologist W. Bateson led Mendelian school. In this paper topics of the controversy such as causation vs. correlation, frequency distribution are considered. And in relation to the tradition of British statistics, we consider the philosophy of Karl Pearson revealed in this debate. Besides many statistical methods and concepts by Karl Pearson, the newly born mathematical statistics got a new journal Biometrika, a department in university, and a school of researchers from this controversy.

• Korean Journal of Animal Reproduction
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• v.20 no.4
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• pp.453-458
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• 1997

It is known that the incorporation of genes into transgenic mice is generally stable and is p passed on to succeeding generations in a Mendelian fashion. In this report, transgenic mice were set as a model to evaluate whether the transgenes are transmitted in a Mendelian principle in a successive generations and how they are tran s smitted into their offspring. A 3.0 kb linear DNA fragment, containing the MMTV LTR, bovine aSI casein cDNA and SV 40 splicing and polyadenylation site; was microinjected into fertilized mouse embryos. The tail DNAs of the resulting pups were subjected to dot and Southern hybridizations to screen transgenic founders. The DNAs of their offspring were anlyzed by PCR to confirm the transmission of the transgene from F0. Out of 72 live pups four pups (5.6%), 3 males and 1 female, were positive for the transgene. The rates of transmission from F0 into F1 were 33.3, 7.7, 0, and 62.5%. Those from F1 into F2 were 63.6, 5.9, and 68.8% and those from F2 into F3 were 85.7, and 88.2%. In this report, the transmission pattern of transgenes in transgenic mice into their offspring was demonstrated. It either follows or does not follow in a Mendelian fashion. Deletion or loss of the transgenes from F0 in some lines became apparant to the succeeding generations.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.1033-1053
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• 2011

In the process of establishing the principle of genetics, Mendel discovered problems based on various observations. Mendel's scientific thinking ability can be effective if this ability is embedded in gifted science education programs. The study aims to develop a science gifted education program utilizing Mendel's scientific thinking ability shown in the principles of genetics and examine students' changes in scientific thinking ability before and after the program implementation. For the program development, first, the characteristics of Mendel's scientific thinking ability in the process of establishing the principle of genetics were investigated and extracted the major elements of inquiry. Second, the science gifted education programs was developed by applying the inquiry elements from the Mendel's Law. The program was implemented with 19 students of $7^{th}$, $8^{th}$ graders who attend the science gifted education center affiliated with university during July 2011. The Mendel's scientific thinking ability was classified into induction, deduction, and integration. The elements of inquiry extracted from the Mendel's scientific thinking include making observation, puzzling observation, proposing causal questions, generating hypothesis, drawing inference, designing experiment, gathering and analyzing data, drawing conclusions, and making generalization. With applying these elements, the program was developed with four phases: $1^{st}$ - problem finding; $2^{nd}$ - hypothesis generating; $3^{rs}$ - hypothesis testing and $4^{th}$ - problem solving. After implementation, students' changes in scientific thinking ability were measured. The findings from the study are as follows: First, students' abilities of problem finding is significantly (p<.05) increased. Second, students' abilities of hypothesis generating is significantly (pp<.05) increased.

• Journal of Korean Society of Forest Science
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• v.87 no.3
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• pp.422-428
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• 1998

Polymerase chain reaction(PCR)-based inter-simple sequence repeats(I-SSR) markers were analyzed in 48 megagametophytes of a single tree of Abies koreana $W_{ILS}$. Nineteen of the 35 primers, screened with 6 megagametophyte DNA and produced the clearest amplification products in the preliminary experiment, were used for PCR with 48 megagametophyte DNAs sampled from a single tree. On the basis of the chi-square test, a total of 51 amplicons, amplified by the 19 primers, were revealed to be segregated according to the Mendelian ratio(i.e., 1 : 1 segregation ratio) in the 48 megagametophytes at 5% significance level. Based on the linkage analysis, the observed 51 Mendelian loci turned out to be unlinked each other, which suggested that they are evenly distributed in the genome. However, majority of RAPD markers are known to belong to the independent linkage blocks, which frequently results in the amplification of RAPD markers from the restricted regions of the genome. Owing to the nature of even distribution of the 51 loci observed in this study, the I-SSR markers could give better resolution of estimating genetic diversity from the whole genome than RAPD markers. And I-SSR markers are also more suitable than RAPD markers for reconstructing phylogenetic relationship by a cladistic method which requires to fulfil the assumption of independent evolution of the different characters.