• Journal of Science Education
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• v.36 no.2
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• pp.198-215
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• 2012

Purpose of this study is to clarify the effect of creative science writing for interest of biology and scientific attitude on high school student. Creative science writing is a learning method to enhance comprehension and expression of thinking of science contents related to daily life. 148 students were recruited and divided into two groups, experimental group were experience creative science writing lessons. On the other hand, contrary group were applied interest enhancement lessons excepted creative science writing activity. To investigate the effect of creative science writing, interest check of biology was used, and scientific attitude test was used to understand changes in student's scientific attitude. Experimental group had taught using creative science writing and their awareness of the instruction was analyzed with questionnaire. As a result of this study, the class based on creative science writing was effective in improving high school students' interest in biology and in particular it was helpful in promoting interest in biology and learning of biology. It suggested that the class based on creative scientific writing used a new teaching method unlike existing methods, caused them to have interest in the instruction by making them express their daily life freely not to memorize learning contents, applied learning contents to daily life through many kinds of writings and then enhanced their interest in biology. Indeed, the class based on creative science writing had the positive influence on changes in the scientific attitude of high school students. Since creative science writing is writing one's own idea through extensive thinking based on learning contents, it was effective in arranging the process of thinking and changing their scientific attitude into positive one. Consequently, it was concluded from the above results of the research that the teaching using creative science writing was available as the effective teaching methods to improve high school students' interest in biology and change their scientific attitude into positive one.

• Proceedings of the Zoological Society Korea Conference
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• 1997.10b
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• pp.323.2-323
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• 1997

• Proceedings of the Zoological Society Korea Conference
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• 1999.10b
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• pp.306.1-306
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• 1999

• Proceedings of the Zoological Society Korea Conference
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• 2003.08a
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• pp.221.2-221
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• 2003

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1537-1550
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• 2012

This study aims to explore the differences between Korean and United States college students regarding their degree of religiosity, interest in, understanding and acceptance of evolution, and the effects of their interaction on these variables. A total of one thousand and fifteen Korean and US biology majors and non-majors college students participated in this study and a sub sample of 516 students were randomly selected for statistical tests. The results illustrated that Korean college students harbored significantly lower degrees of religiosity and interest in evolution but significantly higher degrees of knowledge and acceptance of evolution than US college students. The path analysis uncovered that the knowledge of and interest in evolution played a mediating role between religiosity and acceptance of evolution. Korean college students' interest in evolution was less correlated to other variables than US college students' interest. The acceptance of evolution was less predicted by knowledge of evolution in the Korean biology major sample than in the US biology major sample. The acceptance of evolution was predicted more by religiosity in the Korean non-major sample than in US non-major sample. This study suggests that future Korean science curriculum for evolution needs to enhance the degree of students' interest in evolution. In addition, future Korean science curriculum needs an instructional strategy in developing students' ability to make scientific decisions, such as the acceptance of evolution, without interference from their personal religious belief.

• Journal of the Korean Chemical Society
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• v.33 no.3
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• pp.321-325
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• 1989

There has been a continuing interest in the sterols and sterodis of marine organisms. The most exciting results of recent studies have been the characterization of a host of novel sterols, many with unique alkylation patterns in the side chain, but some with modified ring structures. The isolation and characterization of three sterols from the Korean alga codium fragile are presented. The major sterol was (24S)-24-ethylcholesta-5,25-dien-3${\beta}$-ol (clerosterol) and two minors are codisterodl and cholesterol.

• KOREAN POULTRY JOURNAL
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• v.3 no.5 s.19
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• pp.103-107
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• 1971

1969년도에 가금영양학자들은 가금영양학의 기초지식과 이의 응용분야에 대해 많은 연구결과를 발표하였다. 오늘날 가금영양학에 관한 연구는 크게 두 가지 분야로 대별된다. 첫째는 주요영양소의 생물학적 효율에 대한 보다 정확한 데이터를 얻는것과 특정 영양소의 정확한 요구량을 조사하는 기술 및 시험이며, 둘째 분야는 영양소들간의 상호작용과 대사과정의 효율성에 관한 정확하고 폭넓은 지식을 얻는 것이다. 이 시험집은 1969년도에 가금학자들이 연구발표한 가금영양학에 관한 하이라이트이다. 지면 관계로 전시험결과를 모두 수록치 못하였으나 사료공장이나 농장의 실제응용에 흥미가 많을 것으로 생각된다.

• Proceedings of the Korean Society of Fisheries Technology Conference
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• 2000.10a
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• pp.254-255
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• 2000

임해지역의 산업온배수를 수산양식에 이용하는 문제는 흥미있는 과제의 하나로 연구되어 왔다. 특히 양식대상 어패류의 월동을 위한 승온효과는 매우 긍정적인 연구결과를 보이고 있는 반면 온배수중에 함유된 화학물질에 의한 생물저해성에 대한 부정적인 연구결과도 보이고 있다(Naylor, 1965). (중략)

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.194-209
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• 2015

본 연구의 목적은 스크래치 프로그래밍을 활용한 초등과학 '작은 생물' STEAM 수업을 개발하고 적용하여, 초등 영재학생의 창의적 인성, 창의적 문제해결력, 과학적 태도의 향상에 어떠한 영향을 미치는지 알아보고자 하였다. 개발한 STEAM 수업은 과학 지식과 스크래치 프로그래밍을 통합한 내용적 융합의 방법을 통해 학습자가 창의적 설계와 감성적 체험을 효과적으로 경험할 수 있도록 설계되었다. 연구 대상은 26명의 초등과학 영재학생들이었으며, 양적 및 질적 접근을 통해 자료를 수집하였다. 7차시의 수업을 적용한 결과, 개발한 STEAM 수업이 창의적 인성 및 과학적 태도에 효과가 있었다. 창의적 인성 하위 요소 중, 독립성에서 효과가 있었으며, 과학적 태도 측면에서는 자발성 및 인내심에서 유의한 상승을 보였다. 본 연구는 생명 과학 및 컴퓨터 프로그래밍처럼 STEAM 수업을 위한 효과적인 수단을 통합하는 일이 과학 기술에 대한 학생들의 창의성과 흥미를 신장시킬 수 있음을 제안한다.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.89-99
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• 2019

The purpose of this study is to investigate the effect of students' formation of evolutionary concept and learning on the development of digital teaching materials. The explanation of biological evolution, which explains the changes that living organisms undergo over a long period of time, can provide various contents for use in a book. The production and editing of images in digital textbooks would provide explanation of difficult concepts in a fun way. For this study, we designed instructional materials consisting of four class hours using iBooks Author, an electronic book authoring tool based on the 5E learning cycle model. In order to verify the effectiveness of the developed digital textbooks, we compared instructions by the general textbooks to those using digital textbooks. Both teaching through general textbook form and teaching using digital textbook materials had a significant effect on the formation of the concept of evolution, but interest in biological science and evolution increased significantly only in the group taught using digital textbooks. As a result of testing the instruction effect by the digital textbooks by classifying the students by type, the group that is familiar with smart devices was more active and interesting in class depending on digital literacy. The satisfaction of the developed digital textbooks also showed a positive score in the group with high digital literacy. The results of this study suggest that the development of digital textbooks in the unit of evolution can be an instructional material for easy and interesting approach to difficult concepts in the teaching of evolution.