• Journal of Life Science
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• v.26 no.8
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• pp.895-903
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• 2016

This study was carried out to discover the response of cucumber (Cucumis sativus L.) senescence- associated genes (SAGs) to several plant hormones in detached and developing cotyledon. Accordingly, a collection of cucumber SAGs were examined to characterize their gene expression response through semi-quantitative RT-PCR. Cotyledons were excised at day 14 after seed sowing from plantlets, then incubated in 100 μM each of IAA or zeatin solution for up to 4 days in light and darkness. They were collected at 2-day intervals and used for total RNA extraction and subjected to RT-PCR. Gene expression levels of several cucumber SAGs were significantly changed during the incubation period. More than five cucumber SAGs involving SAG 60 responded to the IAA and zeatin treatment. In the ethylene response study, cotyledons were exposed up to 10 days by ethylene gas. Most of the cucumber SAGs did not show immediate response to ethylene in green cotyledon. The exceptions were PCK, SAG 158, and SAG 288 genes, which responded after 1 day of exposure to green cotyledon, while ICL and SAG 281 revealed strong responses after 10 days of being exposed to yellowing cotyledon. These results suggest that several cucumber SAGs react actively in response to starvation or senescence against exogenously applied stimulus. This induced senescence response is able to understand the SAGs role in lipids and amino acids metabolism partly and function in organ senescence during development.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.591-604
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• 2023

This study investigated the impact of elementary science classes using metaverse on the academic achievement, positive experience in science, and digital literacy of elementary school students. In addition, we examined their perceptions. The respondents were derived from two classes in the sixth grade at an elementary school in Gyeonggi-do, who were selected designated as the experimental (n=29 students) and comparative (n=29) groups, respectively. Across five lessons under the "Plant Structure and Function" unit, the experimental group conducted science classes using the metaverse, whereas the comparative group conducted general textbook-based classes. To investigate instructional effects, the study performed ANCOVA using the pre-test score as a covariate, a survey on the perception of students about science classes using metaverse, and conducted interviews with a number of subjects. The result demonstrated that science classes using metaverse exerted no significant effect on scientific academic achievement and digital literacy. However, the study observed a statistically significant effect on science learning emotion which is a sub-element of positive experiences in science. The students were positively aware of science classes using metaverse in terms of interesting and diverse activities, and free expression of inquiry results and perceived the instability of smart devices and network connections as regrettable. Finally, the study posed the implications of the use of metaverse in science classes.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.37 no.3
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• pp.93-107
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• 2019

The purpose of this paper is to explore the application of Chinese traditional garden space construction principle studied by predecessors in modern park landscape, and to find more methods of traditional garden space construction inheritance and innovation through research. Tian Chaoyang's book "Fifteen Lectures on Chinese Classical Gardens and Modern Translation" mentions that Chinese traditional gardens are combining time and space, so he draws a brief pattern diagram containing the principle of the space construction. According to this principle of space construction, the researchers chose Qujiang Pool Heritage Park, which combines modern and traditional, then analyzed its spatial structure and and space elements. The results are as follows. The complex spatial structure of the park is composed of spatial boundary lines and spatial routes. The complex boundary space is composed of bridges, squares, plants, rows of buildings and other elements. The water space in the center of the park is designed in accordance with the traces of the historical water system, and its natural zigzag shoreline expands the water space. The central water space is divided into the big pool and the small pool, the Yanbo island and Bird island are created respectively. The building at the park boundary connects the park's interior and exterior. Most of the buildings in the park are located in the convex corner of the route or space. Through this research, it can be concluded that Qujiang park also applies the space construction principle combining time and space. And then, the garden elements of Qujiang park are recreating the history and culture of Qin, Han, Sui and Tang dynasties with modern methods, thus creating a park with Chinese regional characteristics. Since the Tang dynasty was the most prosperous period in Qujiang, the park was dominated by Tang culture. Through the research of this paper, we can see that the space construction principle of Qujiang Pool Heritage Park is the inheritance of the space construction principle of Chinese traditional garden. And the landscape element of Qujiang park is the landscape created by combining traditional history and culture, which is the innovative part of modern garden. Through this study, the creation of modern landscape with Chinese characteristics can provide some hints on the direction of inheritance and innovation.

• Korean Journal of Heritage: History & Science
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• v.54 no.2
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• pp.136-153
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• 2021

The restitution of cultural heritage located abroad has been going on for 107 years, starting with the return of the Jigwangguksa Tower to Beopcheonsaji Temple in Wonju after it was taken during the Japanese occupation in 1915. The Overseas Cultural Heritage Foundation, established in 2012, has laid the foundation for retrieval, preservation, restoration, and exchange of cultural heritage through research cooperation and the purchasing of cultural heritage items. The pace of the collection of cultural heritage objects and the locating of others has increased every year since its establishment, and the number of returned, rather than recovered, cultural heritage items has also increased. The present study aimed to complete a value inquiry of the cultural relics of Waryongmae (臥龍梅) and a restitution of cultural heritage as the main focuses. The process of recovering relics from Waryongmae has been recorded in the book The Cultural Property Returned into Our Arms, published by the above-mentioned foundation. This record was revised and supplemented to try and raise its cultural value by adding elaborate storytelling to the process of recovering the Waryongmae that grew in the courtyard of Changdeokgung Palace. The cultural value of Waryongmae is that it is unique. The Waryongmae is the first living cultural heritage, and therefore has cultural value due to its uniqueness. Second, the Waryongmae has unique cultural value due to its restitution and return to Korea twice, once in 1992, and another time in 1999. The first restitution was special in that it was featured by the Japanese media, and the second was special in that it was intensively reported by the Korean media. Third, 42 Waryongmae cultural content types were explored, including nineteen visual contents, eleven interactive contents, and twelve skate contents.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1084-1096
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• 2010

In this study, class criticism by elementary school teachers was analyzed on the subject of science classes by beginner teachers. And then the viewpoints and characteristics of the class criticism were investigated. Teachers for class criticism consisted of six members, including two each of low- and high-career teachers. The viewpoints were analyzed in comparison with all the teachers. The subject of class criticism was 'Activity of leaves in plants', which is in the seventh unit of the science textbook for fifth grade elementary students of the first semester. The result of this study was as follows. Teachers criticized the science class mainly with three codes of viewpoints: motivation, inquiry focused on student, and summary of the results, where viewpoints consisted of 18 codes. They criticized the class by factors on a standard checklist and their criticism was characterized by partial situation and context. Low-career teachers criticized the class with the viewpoint in sympathy with the beginner teachers and criticized the class with the viewpoint of recollecting their teaching experience as beginners. While high-career teachers criticized the class mainly overall situations rather than specific matters. The result of this study can be used as basic data for a program of professional development and teacher education for science classes.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.751-762
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• 2013

The purpose of the study is to develop a science writing program for middle school students and to analyze the effects of this program. The program consists of twenty-one 10-minute long sessions in 2 chapters (stimulus and response; the structure and function of plants) from the $2^{nd}$ year middle school textbooks. The team selected themes in science writing that can cultivate multiple facets of creativity in students: flexibility, originality and elaboration. The format of the science writing was diverse. The program was conducted through worksheets, and there was separate section within the worksheet for teacher to give feedback to students. The science writing program with teacher's feedback improved students' scientific creativity(p<.01). It seems like teacher's feedback is critical in checking students' concept and boosting students' creativity. The program is statistically effective in improving students' flexibility(p<.01), however it is not the case for improving on their originality and ability to elaborate(p>.05). We assumed that the relatively extensive portion of the writing was not suitable to improve students' ability to elaborate their ideas further as well as fostering originality. In order to improve the students' creativity and ability to elaborate, there is a need to adjust the amount of science writing, content, time.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.486-500
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• 2013

This study is conducted to examine how epistemic reasoning and argument structures of students vary according to data sources used in the process of argumentation implemented in the context of inquiry. To this end, three argument tasks using first-hand data and three argument tasks using second-hand data were developed and applied to the unit on 'Nutrition of Plants' for first year middle school students. According to the results of this study, epistemic reasoning of students manifested during the process of argumentation and varied according to data sources. While most students composed explanations with phenomenon-based or relation-based reasoning in argumentation using first-hand data, all the small groups composed explanations that included model-based reasoning in argumentation using second-hand data. In the case of arguments including phenomenon-based or relation-based reasoning, students described only observable characteristics, with warrants omitted from arguments in many cases. On the other hand, in the case of arguments that included model-based reasoning, explanations were composed by combining the results of observations with theoretical knowledge, with warrants more apparent in their arguments.

• Korean journal of food and cookery science
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• v.19 no.3
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• pp.263-270
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• 2003

This study was conducted to investigate the isoflavone (daidzein and genistein) contents, and the antioxidative and fibrinolytic activities of red and mung beans. Daidzein was not found in either the red or mung beans. The genistein contents of the red and mung beans were 40.7 and 27.8 mg/kg, respectively. Both samples had very high electron donating abilities and SOD-like activities. Fibrinolytic activities were not detected in the crude mung bean extract, but fibrinolytic substances were purified or activated under various pH conditions and with heat treatments. With heat treatment at 100 $^{\circ}C$ for 10 min, the specific activity was increased 4.61 fold. This study revealed that, although red and mung beans were poor in isoflavone, they could be good sources for functional products due to their strong antioxidative activities and heat- and acid-resistant proteolytic abilities.

• Anatomy & Biological Anthropology
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• v.29 no.2
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• pp.35-46
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• 2016

Leonardo da Vinci is remembered as the greatest genius of the Renaissance. He left outstanding achievements as an artist, scientist and inventor, and contributes up to today's science. He ranks the best in a variety of fields, such as botany, mathematics, geology, astronomy, geometry and optics. It has well known that Leonardo is an artist, scientist, inventor and philosopher. And he was a great anatomist that dissected dead bodies and animals directly and left many anatomical drawings. He took an interest in anatomy from the point of view of the artist, which is why the human body structure and function to know the sakes were "ignorant of the anatomy should not be upset." Over time, he became interested in the structure and function of the body, even get the human body in a difficult environment; he dissected many the human bodies directly. His scientific inquiry and infatuation made him as an advanced pioneer for more than 100 years, and got enough level to surpass the artistry. Leonardo left about 1,800 anatomical figures of the muscular, skeletal, vascular, nervous and urogenital system, and they are also very scientific and high artistic achievements. The aim of this article is to take a look at Leonardo da Vinci's anatomical achievements and thoughts. In addition, the goal is to knowledge today's anatomists about Leonardo da Vinci's astonishing achievements as a great pioneer in anatomy.

• Journal of vocational education research
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• v.29 no.3
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• pp.41-60
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• 2010

The purpose of this study was to investigate the relationships between teachers' characteristics and schools' peculiarities and to analyze relevant variables which influence the organization and implementation of the curriculum in specialized industry high schools. Subject were 414 teachers in specialized industry high school. The main result of this study are as follows. First, according to teachers' sex distinction, position, teaching experience, career of industry-related companies, subtle stress difference were found in establishment of education programs, relevance of educational activity, propriety of equipment. Second, in case of schools' subject of establishment, dormitory, specialized types, number of class, type of the sex of recruitment, subtle difference were found in connectivity of graders and subjects, relevance of the organization of education activity, substantial curriculum, push ahead with specialized high school. Third, measures to support development of specialized curriculum arrange sub-items in order of frequency. The way we understand things on vocational education must be settled without delay.