This study aimed to investigate a perception of teachers engaged in special education for scientifically gifted regarding nature of science and identify attitudes toward teaching nature of science. The sample of this study consists of 122 science teachers who are teaching or taught students attending gifted classes of any primary school in Korea and any gifted education center of every District Office of Education. We made a partial amendment of a VOSE that was developed by Chen(2006) and then used. We tested their perception and attitudes in regard to nature of science. In terms of nature of science, we devide it into 7 sub-areas to analyse. For attitudes toward teaching nature of science, we investigate and analyse following 5 sub-areas; tentativeness of scientific knowledge, nature of observation, scientific methods, theories and laws and subjectivity and objectivity. The result showed that the generally teachers have a desirable recognitions about a nature of science. For attitudes toward teaching nature of science, the teachers showed that they have positive attitudes. However between degrees of teachers' recognition about a nature of science and attitudes toward teaching nature of science showed a low correlation. To increase their understanding of nature of science and develop attitudes toward teaching nature of science, there should be more training time for the teachers and training contents also should be changed. In addition, we hope that this study contribute to develop contents and direction of training for the teachers as a basic reference.
In order to improve the consumer acceptance of fragrant yellow hybrids of $Phalaenopsis$ ($Phal.$), crosses between yellow hybrid varieties were made and the obtained hybrids were investigated for horticultural characteristics as well as difference in fragrance patterns. Cross combination of $Phal.$ Brother lawrence and $Phal.$ Brother saragold yielded good seedling population of 500 plants. Segregation was noticed in color density, spot and stripe patterns on yellow color base of petal and also in fragrance. Six lines with multi-branch on flower stalk and strong fragrance flower were finally selected. Volatile fragrance components were compared among $Phal.$ Brother lawrence, $Phal.$ Brother saragold and their hybrids by GC/SAW electronic nose. In the derivative pattern of chromatogram and polar derivative pattern of fragrance, similar dominant peaks appeared on retention time 7-9 s and some hybrid lines had two strong peaks on retention time 20-25 s, respectively. Also in polar frequency pattern of fragrance obtained by $VaporPrint^{TM}$ image analysis among parent flowers and hybrids, an identical strong peak near 8 s of retention time was shown. This single fragrance component is considered a key element of fragrance in $Phal.$ Brother lawrence, $Phal.$ Brother saragold and their hybrids. This peak could be used as a marker for the breeding of fragrance in $Phalaenopsis$.
Journal of the Korean Society of Earth Science Education
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v.12
no.3
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pp.184-197
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2019
The purpose of this study is to explore needs and the direction for the development of localization data in the geological field of elementary school. Many studies show that geology-related learning is highly effective in the form of direct learning, and It is reported that this learning has a positive effect on students' scientific attitudes. As such, the first-hand experience of the geological learning is outdoor geology learning and is the basis and core of the development of localization materials. However, the analysis of this study shows that the development of outdoor geology learning site is mainly conducted in some regions. In addition, considering that geological sites are distributed evenly throughout Korea, it is necessary to actively develop geological-related localization materials to learn elementary school geology-related units. In addition, some areas where outdoor geological study grounds were developed are composed only of learning places and no specific learning materials have been developed. In this regard, not only geological researchers but also field teachers working in the area need much effort. Development of localization material in the geological field needs to be developed at the level of material presented in the geology unit of the textbook. And in the actual class, it is desirable to use the textbook data and the developed localization data at the same time. In addition, the development of the outdoor geology field should be developed in consideration of the pre-experience-post activities so that learners can have various geological experiences.
The effects of phenolic acids on inhibition of browning by the Maillard reaction were investigated with a glucose-glutamic acid model for doenjang with citric acid as the antibrowning agent and phenolic acid as its synergist. Five phenolic acids, cinnamic, coumaric, caffeic, hydroxybenzoic, and protocatechuic acids, were used. In order to investigate the antibrowning capacity, 0.1M glucose, 0.1M glutamic acid, 50mM citric acid, and 1mM phenolic acid were dissolved in 1M phosphate buffer (pH 7.0), heated at $50^{\circ}C$ for 24hr in the presence of 0.2mM $FeCl_{2}$, and stored at $4^{\circ}C$ or $30^{\circ}C$ for four weeks. Phenolic acid addition more efficiently inhibited browning during storage at $30^{\circ}C$ than at $4^{\circ}C$, without changes in pH. Hydroxybenzoic acid was the most efficient and increased the antibrowning capacity by 13% compared to sample without phenolic acids. Although caffeic and protocatechuic acids inhibited most the formation of 3-deoxyglucosone or fluorescence, they increased browning by forming colored complexes between two hydroxy groups of phenolic acids and iron ions. Hydroxybenzoic acid will be able to be a useful synergist of citric acid, an antibrowning agent in doenjang, since it is permitted for doenjang.
Penicillium sp. CB-20 was selected for strong polygalacturonase activity among various strains of molds found in soil. The optimum pH for the enzyme activity was 5.0 and optimum temperature was 4$0^{\circ}C$. The enzyme was relatively stable in acidic condition and unstable by heat treatment. The activation energy, Km and V$_{max}$ for the polygalacturonase were 2.499 Kcal/mol, 2.13$\times$10$^{-2}$mol/l, and 104.17 $\mu$mol/min. The activity of polygalacturonase was inhibited by Ag$^{+}$, Cu$^{++}$, Pb$^{++}$, Fe$^{+++}$, $Ca^{++}$, Na$^+$, Mn$^{++}$. The enzyme can be inactivated by the treatment ethylenediamintetra acetic acid, 2,4-dinitrophenol and $H_2O$$_2$. The results indicate the possible involvement of histidine, chelate and terminal amino group as active site. The enzyme was endo-type polygalacturonase.
The purpose of this research is to find the effect of the lesson using open-inquiry report Lubric on open-inquiry standard and science process skill; to find the change of cognition on open-inquiry for elementary school 5th grade students. Two classes (elementary school 5th grade) were selected which located in a small and medium-sized city for this research and they were separated as an experimental group and a comparative group. Open-inquiry lesson was done by referring teaching method which introduced through the curriculum. The procedure was understanding about open-inquiry, making open-inquiry subject, planning, and performing inquiry, mid-term, performing inquiry, making a report, presentation, and evaluation. Open-inquiry report Lubric which developed by Sook-Kyung Kim et al. (2010) was provided to the experimental group. Comparative group was instructed by using open-inquiry report which introduced to the elementary school 5th grade science text book. Interview paper was developed in order to check out the effect of the research by using a test paper of science process skill. The following could be found out through the research. After open-inquiry lesson, 10 open-inquiry reports(5 reports from experimental group, 5 reports from comparative group) have been drawn at random as samples from the total 62 sets (30 reports from experimental group, 32 reports from comparative group) and evaluated by a researcher and two elementary school teachers who have master degree. The reliability of the 3 scorers was 0.923 of mean correlation coefficient. And then the researcher evaluated all open-inquiry reports. The average score of open-inquiry report was 66.78 for experimental group, 54.27 for comparative group, respectively. And there was a significant difference at p<0.05 level as a result of the t-test. The experimental group rated high at p<0.05 level according to the analysis of post-science process skill test. According to the result of survey, both experimental group and comparative group had understood open-inquiry activity. It was especially rated high for experimental group on understanding scientific inquiry process, interest and satisfaction in open-inquiry and re-participation rate. By interviewing experimental group, it is recognized that the students utilized Lubric very well through the overall process. Finally, self-evaluation was done during open-inquiry activity and it was reported that the students gained more knowledge about science and changed to positive about science. As a result, the lesson using open-inquiry report Lubric was effective for students to improve writing skill of an open-inquiry report and science process skill and finally changed the cognition to positive about open-inquiry lesson.
The purpose of this study was to compare characteristics of students lived in volcanic region or not while observing the igneous rocks basalt and granite. For the study we recruited 68 fifth-grade students in Jeju Island, 29 fifthgrade students in Ulleung Island and 61 fifth-grade students in inland area area. This study was conducted as follows: After observing of granite and basalt, the students wrote observations. At the end of observation they also wrote all knowledges about granite and basalt except for the observations. The results are as follows: First, igneous rocks observations did not show a statistically significant difference between regional characteristics variables. Second, the amount of knowledge that students knew about granite and basalt except for the observation facts also did not show significant differences. Third, in the results of qualitative analysis for knowledges about granite and basalt except for the observation facts, many students knew about the igneous origin and about the substance but there were few statements that reflected the characteristics of the location. This results will provide a meaningful implication that the science class must consist of the use a various examples associated with a real-life.
Journal of The Korean Association For Science Education
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v.32
no.5
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pp.841-854
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2012
The purpose of this study is to investigate the teaching methods of prediction, inference, and hypothesis. The major data source was gathered by in-depth interview of science teachers (about 50-80 minutes for each interview). The interviews were conducted using semi-structured interview protocol, which consisted of three major parts: (1) Teacher's definition of prediction, inferences, hypothesis, (2) Teaching methods of prediction, inferences, and hypothesis and (3)Reasons of teacher's inaccurate perceptions of prediction, inference, and hypothesis. All the interviews were audio-taped and transcribed. Topics in the questions were categorized. The results were as follows: Teachers recognized the importance of prediction, inferences, and hypothesis. But they didn't have an accurate conception and they have great difficulty in classifying and explaining the prediction, inferences, and hypothesis. To find out the teaching methods, researcher investigated the inquiry activities, teaching times, usage of terms, teachers' questions, and teaching difficulties. Reasons for having difficulty were lack of teaching competency, difficulties from the students, and problems in the present curriculum. Finally, we discovered that the reasons for teacher's inaccurate perceptions of prediction, inference, and hypothesis were two factors. One is internal factors, which include the lack of scientific inquiry process skills, burdens of science subject and lack of science education knowledge. The other is external factors, which include education system for evaluations and lack of teacher education. In conclusion, this study suggested establishing more elementary teacher education programs that include strengthened concepts of inquiry process skills and teaching methods.
Journal of the Korean Society of Food Science and Nutrition
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v.39
no.4
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pp.560-566
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2010
Changes in characteristics of low-salted Kochujang added with mixed additives (licorice 0.8%, mustard 0.7%, chitosan 2%) were investigated during fermentation for 40 days. There was no significant difference in viable and yeast cell counts and color among all treatments, whereas lactic acid bacteria counts of 6.8% and 5.9% salted Kochujang added with the mixed additives (p<0.05) were significantly lower than that of control. The phenomenon of abnormal fermentation was observed on surface of low-salted Kochujang but not the low-salted Kochujang added with the mixed additives. The level of amino nitrogen in low-salted Kochujang was close to that of 8.5% salted Kochujang at 20 days of fermentation; however, the amino nitrogen content in 5.9% salted Kochujang added with the additives was 1.6 times higher than in 8.5% salted Kochujang at 40 days. In sensory evaluation, 5.9% salted Kochujang with the additives had the highest score in overall palatability. These results indicate that salt contents of Kochujang could be lowered up to 5.9% by addition of the mixture of licorice, mustard and chitosan, resulting in improvement of palatability and shortening of fermentation time.
Journal of the Korean Society of Food Science and Nutrition
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v.33
no.4
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pp.711-715
/
2004
The stability of 80% ethanol-soluble pigments from Monasus purpureus CBS 281.34 was investigated according to storage temperature, pH and addition of organic acid. Also, the stability of ethanol-soluble pigment in aqueous system was examined after the addition of distilled water in the range of 0∼80% during the storage at 1$0^{\circ}C$ and 2$0^{\circ}C$ for 4 weeks with water soluble pigment. The heat stability was the highest (9.74%) when the 80% ethanol-soluble pigments were stored at 1$0^{\circ}C$ for 4 weeks. However, the 80% ethanol-soluble pigments stored at 6$0^{\circ}C$ and 8$0^{\circ}C$ for 24 h and 12 h greatly decreased by 23.06% and 30.36%, respectively. Although the 80% ethanol-soluble pigments were stable in the range of pH 4∼8, the degradation rate of pigment increased at pH 2 and PH 10.80% ethanol extract was adjusted to PH 4 by adding organic acids. The rate of pigment degradation was not different from control for 4 weeks. Red pigment was stable in the treatment of organic acids. And the stability of ethanol-soluble pigment in aqueous system was gradually decreased as the pigment content and storage time increased. Additionally, the stability of ethanol-soluble pigment was higher at 1$0^{\circ}C$ than at 2$0^{\circ}C$.
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