• Journal of Science Education
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• v.36 no.2
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• pp.279-292
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• 2012

The purpose of this study is to find the concept of life, the categories of living things and the systems of categorizing them contained in Buddhism, a sort of metaphysical philosophy. For this, monks who devotes themselves to Buddhism were interviewed, and the differences of the definition of life, the categorizing of living creatures and categorizing systems between biology and other subject teachers and students who are Buddhist and ones who are not were inquired. The result shows that in Buddhism, they use 'being' and 'sentience being' as the terms for creatures and they believe creatures are not individual ones but one collective existence connected with each other, which is very different from the biological definition of creatures. Buddhist include metaphysical beings in categories of living things rather than plants. Buddhist criteria for categorizing things which have life, that is living beings, are how they are born, whether they have a certain form and, lastly, whether they are conscious or not. Through this research results we could expect to identify the misconceptions about concept of life and the categories of living things.

• (The)Study of the Eastern Classic
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• no.32
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• pp.245-278
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• 2008

The purpose of this paper is to create an inter-religious dialogue between the Western Christian concept of the spirit and Eastern ch'i philosophy within the category of panentheism. The Hebrew term ruah means 'moving air' and 'wind' which derive from the particular experience of the ancient Hebrew people living in the desert. The Greek pnuema also means 'life' and 'wind' which denote the natural power. Both ruah and pneuma consist of the main idea of the spirit exploring the symbol of relationality of the divine in Western tradition. Eastern ch'i philosophy indicates a vital force for keeping the body and soul alive, which is unconscious and spontaneous. Ch'i as a vital force constitutes cosmogony and cosmology with the constant movement of yin and yang. Yin and Yang as representing earth and heaven are dynamic breaths, blending harmoniously to become all existence. The ethical implication of the inter-religious dialogue between the spirit and ch'i would be the integration and interconnection of heaven, earth, and human beings. The dialogue suggests becoming one body with nature and human community through embodying the non-dualistic spirit of life. The inter-relationality means that since all modalities of existence are made of the cosmic life, human beings are part of the divine cosmic process. This is related to degree of spirituality in the entire chain of being: rocks, trees, animals, humans, and goods represent different levels of spirituality based on the varying composition of the spirit and ch'i. All beings that internally embody with the spirit and ch'i are organically inter-connected, and they are integral part of a continuous process of transformation of life towards holistic liberation of human and nature community.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1139-1153
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• 2013

Misconceptions are one of the most important and long-lasting studied themes on science education. It is because their nature is obstinate and settled as well as they corrupt students' understanding of science concepts. This study examines whether preservice elementary school teachers enrolled in biology teaching material research course changed positively on science teaching efficacy and correcting life science misconceptions when they used the handbook developed for this study. The handbook comprises 203 life science concepts surveyed among preservice teachers holding from advanced researches and arranged by 2007 Revised Science Curriculum. 107 preservice elementary school teachers participated in the study. Forty-six (46) of them were assigned to the experimental group and the other 61 to the control group. ANOVA was conducted for analyzing data. Science Teaching Efficacy Belief Instrument (STEBI) and the life science misconception test which was developed for this study, were administrated as assessing instruments for pretest and posttest. The experimental group, using the handbook, acquired higher scores in both tests on statistical significance level than the control group who were not using the handbook. The results indicate the handbook developed for correcting life science misconceptions for this study is effective in enhancing science teaching efficacy and correcting life science misconceptions.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.463-472
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• 1998

Biotechnology is the process of using biological system for the production of materials. Genetic engineering, a subset of biotechnology, is the process of altering biological systems by the purposeful manipulation of DNA It is a new field in biology and no topic in biology is more likely to impact our personal lives and is therefore more worthy of our attention and understanding. The purpose of this study was to investigate students' understanding of the concepts of biotechnology, and a test tool which is made up of 20 basic questions was developed for the study. The subject of this study was high school students and the sample size was 486. In order to find out the source of students' misunderstanding, we also analysed high school textbooks and teachers were given the same tool applied to students. Two-way ANOVA was used for the analysis. Major findings of this study are as following; 1. Mean score of students was 41, and there was a significant difference between the scores of boys and girls(p<0.05). Female students scored higher than male students. The variables "region" and "major" had no significant influence. 2. Students' the most misunderstood concepts were "monoclonal antibody" and "gene cloning". Many students thought that a plamid DNA originally has a useful DNA in it, which is apparently wrong. 3. Mean score of teachers was 82, and the variabes of gender and career did not have statistically significant influence on the result(p>0.05). 4. Teachers got the lowest scores on the concepts of "gene therapy", "the accomplishment of biotechnology in agriculture and medicine", and "plasmid DNA". The results of item analysis implied that teachers' misunderstanding might be a part of the sources of students' misunderstaning. 5. Out of 18 basic concepts selected in the study, only 10 concepts were explained well enough in most textbooks. The results of item analysis indicated that textbooks also could be a part of the source of students' misunderstanding.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.691-707
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• 2015

This study aims to develop biology teachers' education program based on argumentation activity about core concepts of evolution and to analyze the characteristics of core concepts of evolution learned during the program. The eight core concepts of evolution in this study were variation, heritability of variation, competition, natural selection, adaptation, differential reproductive rate of individuals, changes in genetic pool within a population, and macroevolution. The performances of teachers participating in the program were compared before and after argumentation activities; consisting of seven sessions on the eight core concepts of evolution. The process of the program was specially designed by learning cycle model for teacher education, consisting of seven phases: identification of the task, production of a tentative argument, small group's written argument, share arguments with the other groups, reflective discussion, final written argument, and organization by an instructor. Participants in the study were two pre-service biology teachers and four in-service biology teachers. The results suggest that biology teachers reduced the teleological explanation for biological evolution and improve its adequacy after the intervention. Teachers lacked the opportunity to discuss variation, heritability of variation, competition, and macroevolution because science textbooks lack information on the concepts of biological evolution. The results of this study suggest that because the argumentation program developed for teachers helps to improve understanding the concepts of evolution and to reduce inadequate conceptions in biology, teacher education programs using argumentation activity and eight core concepts of evolution will play a role for efficient evolution education for biology teachers.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.432-443
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• 2002

This study is to investigate the level of science learning concepts presented in life and matter fields of the 7th science textbooks. 6 units were analysed; 'the structure of living things', 'digestion and circulation' and 'respiration and excretion' of life field, and 'three states of matter', 'molecular motion', 'a change of state and the energy' of matter field. The gross number of concepts was 305 in life field, and 73 in matter field of the 7th science textbooks. Among publishing companies, the number of concepts was a little difference. Much more concepts in life field were presented than those in matter field. Percentages of the number of concrete and formal concepts were 58% and 42% in life, and 14% and 86% in matter field. The ratio of the number of concrete versus formal concepts was different between life and matter field. Thus, it is implied that science learning concepts are presented considering cognitive level of learner, and unit and content are constructed on the basis of properties of science fields in developing science curriculum and textbooks.

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.13
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• pp.102-109
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• 2004

생명정보 인프라 구축을 통해 바이오인포매틱스 핵심기술을 축적함으로써 생명정보 전반의 기반기술을 구축할 것이다. 유수 생명정보 데이터베이스에 대한 향상된 검색기능을 제공하고 새로운 개념의 통합검색 관리시스템을 구축함으로써 관련 연구자들의 연구능력을 고취함과 동시에 독창적인 검색시스템으로 보다 풍부한 연구기회를 부여하여 국내 생명정보 연구에 기여할 것이다.

• Journal of Korean Medical classics
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• v.20 no.1
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• pp.125-136
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• 2007

본연구장이송대이후유의적성립화의이투과명대적대표적유의장개빈(本硏究將以宋代以後儒醫的成立和意而透過明代的代表的儒醫張介賓), 진행검시의론화의덕지중유학이론적투영과정화전개(進行檢詩醫論和醫德之中儒學理論的投影過程和展開). 송대이후유학적인산생유의적지중칭지위인술적개념(宋代以後儒學的仁産生儒醫的之中稱之爲仁術的槪念), 효화인성위의학적존립목적(孝和仁成爲醫學的存立目的). 저래원재어유학구유적도덕적생명의(這來源在於儒學具有的道德的生命議), 이차이생명도덕적해석위중심(而且以生命道德的解釋爲中心), 해석형기적문제(解釋形氣的問題). 생리적변화촉진심성변화적촉발(生理的變化促進心性變化的觸發), 심성적부중절조성병리(心性的不中節造成病理). 유의문장유학적절욕양생적의미전이도의학(儒醫們將儒學的節欲養生的意味轉移到醫學), 이차장욕구화감정절제주장적성리학화의학재어일개구조지중상통(而且將欲求和感情節制主張的性理學和醫學在於一個構造之中相通). 유학적추구시인간화자연이급사회적도덕주체적확립(儒學的追求是人間和自然以及社會的道德主體的確立), 이차전개장개빈이급유의문적유학이상(而且展開張介賓以及儒醫們的儒學理想). 유의적의의부지재어장의학적과학기술문제(儒醫的意義不只在於將醫學的科學技術問題), 장유추인간생명적도덕적의의(將類推人間生命的道德的意義), 재어의학적문화화도덕적해석적가능성(在於醫學的文化和道德的解釋的可能性).

• Science & Technology Policy
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• v.6 no.2 s.83
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• pp.78-83
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• 1996

• Proceedings of the Zoological Society Korea Conference
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• 1999.10b
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• pp.304.2-304
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• 1999