• Journal of the Korean Chemical Society
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• v.45 no.5
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• pp.481-490
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• 2001

The purpose of this study was to find out the problems on the fractional distillation experiments in the middle school science textbooks based on the 6th curriculum and to suggest an efficient experiment method for the middle school students. The first step was the classification of the experiments in 8 science textbooks according to heating apparatus and liquid mixtures. The second step was doing each experiment 3 times followed by the experimental process in the textbooks. The third step was developing the alternative experiments for solving the problems found in the second step. The heating method used in the alternative experiments were direct heating, oil bath, and heating mantle. The results of the second step showed that the direct heating experiment of branched round flask was more close to the theoretical prediction than the experiment of water bath heating of branched test tube. Also the direct heating experiment of thermally insulated branched round flask was better than the result of the experiment which was not insulated. The results of the third step showed that the experiment using heating mantle regulated heating power by observing the temperature of distillate gave the closest result to the theoretical prediction. From the above results, it is concluded that the experiment using branched test-tube with water bath heating is not adequate for the fractional distillation and an alternative experiment using insulated branched round flask with heating mantle regulated heating power during experiment is recommended.

• Applied Chemistry for Engineering
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• v.29 no.5
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• pp.519-523
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• 2018

Cyclodextrins are a class of oligosaccharides having an extremely low toxicity, so that they have been used for the formation of host-guest complexes and removal of toxic gases or molecules. In this study, the subtle phenomenon associated with the formation of host-guest complexes between cyclodextrin and toxic molecules (methyl paraben) was experimentally investigated. First, the formation of cyclodextrin-methyl paraben complexes was monitored by UV/Vis spectroscopy as a function of the cyclodextrin concentration. Secondly, the electrochemical measurement was performed with the surface engineered Au electrode having cyclodextrin molecules on the Au substrate. The sensing signal derived from the addition of methyl paraben solution into the Au surface was measured delicately. This study can be informative for future applications such as sensors.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.649-657
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• 2014

The purpose of this study was to develop a teaching strategy focused on science writing and to investigate its effects on enhancing students' problem solving ability. A teaching strategy using science writing enhancing problem solving ability (REWS model) was designed. The REWE model consisted of four stages: 1) Sensing and Stating of Scientific Problem by Reading (R stage), 2) Exploring Problem (E stage) 3) Explaining by Writing (W stage), 4) Integrated problem-solving (S stage). 135 10th grade of students were assigned to one experimental group and one control group. Students in the experiment group were taught by REWE model. Students in control group were taught by traditional lecture-based instructions. The program was implemented over a semester. The results indicated that the experimental group presented statistically meaningful improvement in critical thinking necessary to solve problems (p<.05). This study suggests that science writing can be effective for improvement of problem solving ability.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.988-1001
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• 2010

The purpose of this research was to investigate how the peer review activity of lab report in the problem-solving experiment effected on the description ability and the quality improvement. The students who were taking the general chemistry experiment course were the subjects for this study. They finished lab reports and received peer review from their peers more than two times. The students who got feedback answered on peer review, revised their reports, and subsequently, completed final reports. The result showed that peer review affected the qualitative improvement of the lab report, specially in the process of 'designing experiment' and 'drawing conclusion and evaluation'. Students could organize their thoughts through writing lab reports. During this process, peer review activities provided the opportunity of self-examination and the way for viewing as objective standpoint. Moreover, the activities established communication fields for exchanging mutual opinions and learning.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.271-280
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• 2023

The purpose of this study is to investigate the effect of chemistry program based on metacognitive learning strategies using realistic contents on prospective teachers' creative thinking skills and science core competencies, and their perception. In particular, it was intended to further improve the effectiveness of the program by introducing a strategy to strengthen metacognition. Participants were classified into the experimental group subject to the newly developed chemistry curriculum and traditional group subject to general programs that exclude realistic contents and metacognitive strategies. Both groups were surveyed before and after the application of the program to measure the degree of change in metacognitive competencies, creative thinking competencies, and science core competencies. It also analyzed the impact of metacognitive competencies and science core competencies on creativity thinking competencies. As a result of the study, relevance and rationality among sub-factors of metacognitive competencies and creative thinking competencies of the experimental group were improved, and all sub-factors except for scientific participation and lifelong learning ability among science core competencies were significantly improved. In addition, it was found that metacognitive knowledge among metacognitive competencies, scientific inquiry ability and scientific thinking ability among science core competencies affect creative thinking competencies. Through the results, it was suggested that realistic content that incorporates metacognitive learning strategies is needed to improve creative thinking competencies, and learning models and programs that can utilize them are needed.

• Journal of the Korean Chemical Society
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• v.66 no.4
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• pp.323-332
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• 2022

The purpose of this study is to investigate the effects of science classes using smart devices that combine augmented reality (AR) and virtual reality (VR) on the scientific attitude of middle school gifted students. In addition, it is intended to find out the perception of science classes using these smart devices. In addition to actual experiments, a science class program that allows students to experience science experiments virtually using AR and VR was applied to 15 middle school gifted students. Before and after the application of the program, the questionnaire is to investigate the interest in scientific classes, the attitude toward science exploration, and the professional interest in science, and the recognition of classes that combine AR and VR. In addition, through in-depth interviews, the perceptions of gifted students was accurately investigated. As a result of this study, the content of science classes and instructors showed high class satisfaction, but the smart devices and applications used during the science classes showed lower class satisfaction than others. As a result of comparing and analyzing the pre-post of gifted students, interest in science class, attitude toward science inquiry, and professional interest in science increased significantly among the sub-areas of the scientific attitude test. As a result of analyzing free responses and indepth interviews, gifted students responded with the advantage that classes using smart devices that combine AR and VR can be tested quickly and safely for a short time compared to actual experiments. On the other hand, they responded with low completeness of the application and dizziness when operating virtual reality. Based on this, implications for the development of applications and instructional programs using advanced technologies that can experience realistically limited scientific experiments such as experimental preparation, class time, and risk factors were obtained.

• Biomedical Science Letters
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• v.2 no.2
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• pp.153-158
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• 1996

Verapamil, a potent calcium channel blocker, has been proved to be one of the modulators to overcome drug resistance in cancer chemotherapy. In the present experiment, the possibility of verapamil as a MDR modulator was investigated by using MTT assay. Sole treatment of verapamil on the HeLa and Caski cervical cancer cell line revealed dose dependent cytotoxicity within a range of tested dose. Combined treatment of verapamil with 5-FU, DDP on two human cervical cancer cell line led to a significant synergistic cytotoxicity. Therefore , these studies showed that verapamil had a possibility to be applicable to cancer chemotherapy in gynecological oncology.

• Journal of Science Education
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• v.41 no.3
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• pp.297-317
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• 2017

The purpose of this study was to investigate the possibility of Science Social and Emotional Learning(SSEL). The factors of SSEL were suggested, and by utilizing them, the contents of middle school's science and Chemistry 1 textbook were analyzed. The factors are as follow: numeracy, information and communication technology, critical thinking, creative thinking, personal and social capability, ethical understanding, and intercultural understanding. The results showed that the 60~70% of textbooks put emphasis on numeracy, information and communication technology, critical thinking, creative thinking while some factors were limited in th contents, which were personal and social capability, ethical understanding, and intercultural understanding. Therefore, teacher should try to reconstruct the teaching and learning materials and fill in the deficiencies of SSEL factors through class activities. In addition, it is suggested to study specific application methods such as science activities or experiment activities in detail to meet social and emotional learning.

• Journal of the Korean earth science society
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• v.18 no.6
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• pp.453-463
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• 1997

The contents of high school 'Common science' textbooks was analyzed qualitatively and quantitatively. Seven common science textbooks were selected and its contents, structure, inquiry, activities, appendix and its characteristics were investigated, and analyzed using the Goal Clusters of Project Synthesis and Romey's indices of text evaluation were calculated. The contents of each unit are not much different among textbooks because they are written according to the curriculum ordinance and textbook guidelines of the Ministry of Education. The textbooks was consist of $471{\sim}519$ pages. It was distribute similarly among the chapter of 'materials', 'forces', lives' and 'earth'. The chapter of 'energy' and 'environment' was treat significantly. The contents and structure of common science is a mere physical consolidation. I make an alternative plan that a topic form. Inquiry activities used in the textbooks are 11 type, however most of that is interpretation of data, experiment, survey and discussion. Ninety six percents of the experiment, belong to the 1st level, four percents of that belong to the 2nd level of the Schwab's inquiry level and there are no activities of the 3rd level. Little attention is given to Goal Cluster I, II, IV in the common science textbooks currently employed. Its content should be broadened to include all Goal Clusters of Project Synthesis. Homey's indices representing the degrees of student involvement. are $0.57{\sim}1.14$ for sentence analysis, $0.60{\sim}1.67$ for figure and diagram analysis, $0.67{\sim}1.50$ for analysis of questions at chapter ends, respectively, student activity per page investigated being $0.6{\sim}0.9$. But chapter summaries cease to repeats the conclusions of the chapter also it be rather formally and inattentively written.

• Journal of The Korean Association For Science Education
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• v.5 no.1
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• pp.49-61
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• 1985

In this study, I compared and analyzed the new and old secondary school science textbooks to find the charateristics of them and the differences between them. The results of the study are the following. Major concepts in the new textbook are almost similar to those in the old one. The-new textbook reinforces the functions of the introudction and checking the result of learning, and presents more and diverse learning materials and reduces the degree of learning difficulty by omitting the several abstract knowledges and mathematical formulas which can be understood through formal operational thinking. The results show that the new textbook is more effective in arousing student's interest and curiosity there fore it increases the efficiency of learning. But the new textbook is less suitable for inquiry because it is mainly composed of explanation and fact rather than experiment and observation. I think that this is the result from the actual approach to the real conditions of school when the curriculum was reformed and the new textbook was written.