• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.568-580
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• 2006

The purpose of this study was to investigate the brain activities by 4-types of Generating Process of Scientific Emotion (GPSE) in the hypothesis-generating biological phenomena by using fMRI. Four-types of GPSE were involved in the Basic Generating Process (BGP), Retrospective Generating Process (RGP), Cognitive Generating Process (CGP) and Attributive Generating Process (AGP). For this study, we made an experimental design capable of validating the 4-types of generating process (e.g. BGP, RGP, CGP and AGP), and then measured BOLD signals of 10 pre-service teachers' brain activities by 3.0T fMRI system. Subjects were 10 healthy females majoring in biology education. As a result, there were clear differences among 4-types of GPSE. Brain areas activated by BGP were at right occipital lobe (BA 17), at left thalamus and left parahippocampal gyrus, while in the case of RGP, at left superior parietal lobe (BA 8, 9), at left pulvinar and left globus pallidus were activated. Brain areas activated by CGP were the right posterior cingulate and left medial frontal gyrus (BA 6). In the case of AGP, the most distinctively activated brain areas were the right medial frontal gyrus (BA 8) and left inferior parietal lobule (BA 40). These results would mean that each of the 4-types of GPSE has a specific neural networks in the brain, respectively. Furthermore, it would provide the basis of brain-based learning in science education.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.765-774
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• 2006

The purpose of this study was to suggest an instructional direction for improving scientific problem-finding ability. For this purpose, the present study made an in-depth analysis about activity on problem finding tasks of high school students in an ill-structured scientific problem situation. Subjects were divided into two groups (cooperative and individual) and two kinds of problem finding tasks were administered to two groups. Results indicated that a cooperative activity on problem finding happened to a series of steps exploring problem situation, expressing knowledge and experience, discussing provisional problems, creating various problems and selecting the best problem. Besides, a cooperative activity on problem finding depended heavily on prior knowledge and experience, and in the meantime, various scientific concepts turned out to naturally be expressed. As for the problems found out during a cooperative activity, their scores in creativity factors, including the degree of agreement in original problem selection came out to be on the whole, as excellent. In addition, the types of the problems found out in open problem situation showed that they were more various than those found out in closed problem situation. Subjects perceived that activity on problem finding had positive influence on scientific concept and science process skills. Findings of this study have the following educational implications: First, it is needed to prepare for educational environment that enables students to explore various knowledge and information. Second, the offering of various opportunities is needed to enlarge the scope of scientific knowledge and experience. Third, it is needed to prepare for a study atmosphere that lets students express their knowledge and experiences freely.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.373-387
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• 2009

The purpose of the study was to investigate the roles of parents in science learning at the Everyday Science Classroom (ESC). Discourses of 20 parent-child dyads were analyzed to identify the roles of the parents and their significance. Data were also gathered through questionnaires that were made to survey the perception of parents and students of the Everyday Science Classroom (ESC) in Gwanak-gu. The results showed that parents played the role of Guide as well as Learner. Parents as the Guide showed roles of Process guide, Cognitive facilitator, Participation inducer, and Authoritative manager. Parents helped their children to accomplish the experiment successfully (34.5%) and offered cognitive scaffolds (21.3%) and affective scaffolds (8.7%) for children to reach a level of understanding that they could not reach by themselves. However, parents who helped their own children without considering their needs repressed children's autonomous learning (1.6%). The roles of parents as the Learner were categorized into Active learner (16.1%), Collaborative fellow learner (15.1%), and Authoritative leading learner (2.7%). The multiple roles of parents can influence the children's understanding of science in both positive and negative ways. This study can provide basic information on the roles of parents and their interaction with their children. Reflection on positive aspects of parent participation in program development will promote the understanding of science in both parents and children.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.12 no.4
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• pp.349-358
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• 2007

In order to understand biogeochemical cycles of organic carbon in the permeable intertidal sandy sediments of the Nakdong estuary, we estimated the organic carbon production and consumption rates both in situ and in the laboratory. The Chl-a content of the sediment and the nutrient concentrations in below surface pore water in the sandy sediment were lower than in the muddy sediment. The sediment oxygen consumption rates were relatively high, especially when compared with rates reported from other coastal muddy sediments with higher organic carbon contents. This implied that both the organic carbon degradation and material transport in the sandy sediment were enhanced by advection-related process. The simple mass balance estimation of organic carbon fluxes showed that the major sources of carbon in the sediment would originate from benthic microalgae and detrital organic carbon derived from salt marsh. The daily natural biocatalzed filtration, extrapolated from filtration rates and the total area of the Nakdong estuary, was one order higher than the maximum capability of sewage plants in Busan metropolitan city. This implies that the sandy sediment contributes greatly to biogeochemical purification in the area, and is important for the re-distribution of materials in the coastal environment.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.12 no.3
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• pp.225-233
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• 2007

To verify which loop regions of 18S rRNA gene are suitable as species-specific genetic markers in ciliates, we analyzed the genetic variation of 18S rRNA gene among 9 Euplotes species (Hypotrichia : Ciliophora). In our result, no inter-specific variation was detected from V1, V3 and V5 regions, and the length of V7 and V8 are 44 bp and 79 bp, respectively, which are too short to make genetic marker. In contrast, V2 and V4 may be good candidate segments of species-specific diagnostic molecular markers because these two regions are most variable ($1.75{\sim}20.61%$) and showed good inter-specific phylogeny. Furthermore, the sequences of V2 and V4 are 123 bp and 306 bp, respectively in length which are enough to make species-specific marker.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.346-353
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• 2007

In order to be efficient in teaching, a teacher should understand the current learner's level through diagnostic evaluation. This study has examined the major issues arising from the noble diagnostic assessment tool based on the theory of knowledge space. The knowledge state analysis method is actualizing the theory of knowledge space for practical use. The knowledge state analysis method is very advantageous when a certain group or individual student's knowledge structure is analyzed especially for strong hierarchical subjects such as mathematics, physics, chemistry, etc. Students' knowledge state helps design an efficient teaching plan by referring their hierarchical knowledge structure. The knowledge state analysis method can be enhanced by computer due to fast data processing. In addition, each student's knowledge can be improved effectively through individualistic feedback depending on individualized knowledge structure. In this study, we have developed a diagnostic assessment test for measuring student's learning outcome which is unattainable from the conventional examination. The diagnostic assessment test was administered to middle school students and analyzed by the knowledge state analysis method. The analyzed results show that students' knowledge structure after learning found to be more structured and well-defined than the knowledge structure before the learning.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.685-695
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• 2008

An analysis on the Inquiry unit of Science 10 textbooks was conducted in terms of nature of science (NOS). The subject of the analysis was instructional objectives, activities and sentences in the unit of ten Science 10 textbooks. Contents of the instructional objectives could be grouped into nature of science, nature of scientists, scientific methods, and Science-Technology-Society. The concrete nature of scientific knowledge (SK) and constructing scientific theory or model, however, were not found in the objectives. The total number of activities in the Inquiry unit was 38. Seventeen out of them were presented without any supplemental or introductory materials, and 21 activities were provided with information followed by questions, discussions or investigations. For the most activities, any clear statements about NOS elements and desired/informed views of NOS were not made. The sentences of the Inquiry units were mixed up with constructivist and inductive views on NOS. The definition of science tended to be described based on the inductive view. And the generation of SK tended to be described as discovering regularities in natural phenomena rather than constructing theories. For science teachers who want to teach NOS effectively, stating clear learning objectives and elements of NOS and presenting reading materials with relevant views on nature of science were necessary.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.818-831
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• 2007

Recognizing the importance of abductive inquiry in Earth science, some theoretical approaches that deploy abduction have been researched. And, it is necessary that the abductive inquiry in a geological field excursion as a vivid locale of Earth science inquiry should be researched. We developed a geological field trip based on the abductive learning model, and investigated students' abductive inference, thinking strategies used in those inferences, and the impact of a teacher's pedagogical intervention on students' abductive inference. Results showed that students, during the field excursion, could accomplish abductive inference about rock identification, process of different rock generation, joints generation in metamorpa?ic rocks, and terrains at the field trip area. They also used various thinking strategies in finding appropriate rules to construe the facts observed at outcrops. This means that it is significant for the enhancement of abductive reasoning skills that students experience such inquiries as scientists do. In addition, a teacher's pedagogical interventions didn't ensure the content of students' inference while they helped students perform abductive reasoning and guided their use of specific thinking strategies. Students had found reasoning rules to explain the 01: served facts from their wrong prior knowledge. Therefore, during a geological field excursion, teachers need to provide students with proper background knowledge and information in order that students can reason rues for persuasive abductive inference, and construe the geological features of the field trip area by the establishment of appropriate hypotheses.

• Journal of Service Research and Studies
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• v.14 no.2
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• pp.117-137
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• 2024

ESG has become a necessity for all companies, and major Korean banks are actively practicing ESG management. Banks are playing a role in providing ESG finance as intermediaries in the supply of funds. Recently, they have launched ESG digital banking products that offer preferential interest rates for eco-friendly activities in combination with digital technologies. However, indiscriminate provision of preferential interest rates can adversely affect profitability of banks, and they may face the problem of 'Greenwashing' if they do not contribute to improving environmental awareness. Therefore, this study selected ESG digital savings products linked to electricity savings as the subject of the study, and empirically analyzed consumers' environmental awareness and savings behavior through actual data of consumers (N=2,478). The main findings of this study are as follows First, the analysis of the consumer status of ESG digital banking products shows that the 30-50s are the main consumer base, and the MZ generation shows relatively high performance in achieving preferential interest rates through electricity saving practices. Second, consumers' environmental awareness has a significant impact on achieving the goals of ESG banking products. ESG banking products can contribute to environmental awareness while fulfilling the basic function of saving. Third, environmental awareness did not drive consumers' savings contribution behavior, suggesting the need for continued consumer engagement. Based on environmental awareness and the theory of saving behavior, this study provides a theoretical explanation in ESG financial products. The results suggest that the appropriateness of the preferential interest rate design of ESG financial products is important.

• Journal of Service Research and Studies
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• v.14 no.2
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• pp.18-36
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• 2024

As interest in ESG has been increased, it is easy to find papers that empirically study that a company's ESG activities have a positive impact on the company's performance. However, research on what ESG activities companies should actually engage in is relatively lacking. Accordingly, this study systematically classifies ESG activities of companies and seeks to provide insight to companies seeking to plan new ESG activities. This study analyzes how Chinese manufacturing companies perform ESG activities based on their dynamic capabilities in the global economy and how they differ in their activities. This study used the ESG annual reports of 151 Chinese manufacturing listed companies on the Shanghai & Shenzhen Stock Exchange and ESG indicators of China Securities Index Company (CSI) as data. This study focused on the following three research questions. The first is to determine whether there are any differences in ESG activities between companies with high ESG scores (TOP-25) and companies with low ESG scores (BOT-25), and the second is to determine whether there are any changes in ESG activities over a 10-year period (2010-2019), focusing only on companies with high ESG scores. The results showed that there was a significant difference in ESG activities between high and low ESG scorers, while tracking the year-to-year change in activities of the top-25 companies did not show any difference in ESG activities. In the third study, social network analysis was conducted on the keywords of E/S/G. Through the co-concurrence matrix technique, we visualized the ESG activities of companies in a four-quadrant graph and set the direction for ESG activities based on this.