• Journal of The Korean Association For Science Education
• /
• v.29 no.1
• /
• pp.90-105
• /
• 2009

This study analyzed current programs practiced by science-gifted education centers. This study was based on concerns of 18 science teachers on six science-gifted education centers of the Seoul Metropolitan Office of Education that had local representatives. For this study, we collected data using journals, documents, reports, survey reviews and interviews with science teachers. Science teachers were concerned about the selection and identification of gifted students, education periods, curriculum, and student evaluation. More authentic measurement for students' potential ability were needed for the identification and selection process. If the purpose of science-gifted centers was to be met, the number of students selected should be determined by local differences rather than regional equality. The curriculum and educational period could make good use of time allotted for vacation to increase lesson periods. Lessons based on strategies like contests for improving the students' creativity, free inquiry and communication skills had to be encouraged. A consistent system for science-gifted education from primary school to high school was needed.

• Journal of The Korean Association For Science Education
• /
• v.29 no.5
• /
• pp.531-540
• /
• 2009

The purpose of this study is to investigate the meaning and process of scientific observation. Hence, this study reviewed and discussed meanings and process of scientific observation described in philosophy, the philosophy of science and science education. Major researches on scientific observation are focused on a characteristic and type of scientific observation behavior. These research can suggest what is the characteristic of observation facts generated by observer. But it cannot show what is the meaning and process of scientific observation, it should be provide to students. According to the result in this study, scientific observation is affected by observer's subjective factors, such as experience, background knowledge, interpretation(not inference) and observation skill. All factor are integrated as an intellectual framework, and it is able to be changed by the observed facts. On the other hand, inference is excluded on scientific observation, but it have constantly affect on intellectual framework through feedback. This study on scientific observation provides a scaffold in various activities of scientific observation to be provided to students.

• Journal of The Korean Association For Science Education
• /
• v.27 no.1
• /
• pp.50-58
• /
• 2007

In this study, students' thoughts were searched according to the types of experiments related to the "law of definite proportions" in 9th grade science textbooks. The most common four types of experiments in textbooks were selected and analyzed for this study. It was found that the experiments needed various preconceptions and complex inferring process by students. But most of the students could not catch the concept understanding desired from the experiments. They just perceived simple observation from their senses. These phenomena were common regardless of types of experiments. These means that the level of preconceptions and inferring process for the interpretation of the experimental data did not match with students' level of thoughts. The goals of the experiments in science textbooks are to increase students' inquiry ability, and to acquire science concepts by themselves from the experiment results. But if the contents of experiments are not suitable to students' understanding level, the educational effects of the performance of these experiments were not positive. Therefore, these experiments need contents revisions for students to acquire the concept related to the "law of definite proportions" by themselves.

• Journal of The Korean Association For Science Education
• /
• v.28 no.6
• /
• pp.592-602
• /
• 2008

The purpose of this research is to explore types of pedagogical content knowledge (PCK, hereafter) for effective science teaching. In this research, we explored three science teachers' PCK on light, who were effective in teaching the topic with particular students. The data analysis consisted of identifying the three teachers' unique PCK and ways to improve each teaching episode through the teacher meetings. These analyses, which consisted of verbal exchanges among the participants, were identified on the basis of our understanding. Using grounded theory methods, the types of science PCK drawn from this research are: (1) teaching through curriculum reconstruction, (2) teaching to help students build their own explanation models about surrounding nature, (3) teaching for learning the social language of science, (4) teaching to motivate students' learning needs based on relevance of science to students, (5) teaching through lowering students' learning demand by providing scaffolding, (6) teaching based on the teacher's understanding of students, (7) teaching through inquiry with argumentation, (8) teaching through reification of abstract science concepts, and (9) teaching none marginalized science. Common features of science teachers with quality PCK and their professionalism in teaching are discussed.

• Journal of The Korean Association For Science Education
• /
• v.27 no.7
• /
• pp.623-630
• /
• 2007

The assessment affects the learning motivation of students. If we know what factors in assessment affect motivation, we could find the method for stimulating the motivation. In this study, we used two kinds of method, the recollection paper and the questionnaire. 54 undergraduates of a university in Seoul made the recollection paper about the science learning before, and 63 undergraduates also answered the question for the effect of factors in assessment on the science learning motivation. In result, the factors in assessment that affect the science learning motivation of high achieving students are the achievement, difficulty, validity, and preparation for science fair. This study suggests that difficulty and validity of assessments remarkably affects the science motivation and the science fair is more affective to the science motivation than regular examination in school. Therefore we suggest two methods for the science motivation of high achieving students. The first method is to make questions that can assess scientific thinking faculty and investigating faculty without pre-learning and memorizing. The second method is to encourage various activities in science to increase the number of chance for participating in them.

• Journal of The Korean Association For Science Education
• /
• v.27 no.9
• /
• pp.907-918
• /
• 2007

This study was conducted to explore key factors of expertise development of talented scientists who achieved outstanding research performance according to the stages of expertise development and dimensions of individual-domain-field. To fulfill the research purpose, 31 domestic scientists who were awarded major prizes in the field of science were interviewed in-depth from March to September, 2007. Stages of expertise development were analyzed in light of Csikszentmihalyi's IDFI (individual-domain-field interaction) model. Self-directed learning, multiple interests and finding strength, academic and liberal home environment, and meaningful encounter were major factors affecting expertise development in the exploration stage. In the beginner stage, independence, basic knowledge on major, and thirst for knowledge at university affected expertise development. Task commitment, finding flow, finding their field of interest and lifelong research topic, and mentor in formal education were the affecting factors in the competent stage. Finally, placing priority, communication skills, pioneering new domain, expansion of the domain, and evaluation and support system affected talented scientists' expertise development in the leading stage. The meaning of major patterns of expertise development were analyzed and described. Based on these analyses, educational implications for nurturing scientists were suggested.

• Journal of The Korean Association For Science Education
• /
• v.27 no.1
• /
• pp.18-27
• /
• 2007

This study examined the influences of cognitive conflict and non-cognitive variables induced by a discrepant event on process of conceptual change, and the processes that a discrepant event lead to situational interest. Seventh graders participated in this study. A preconception test was administered to select students possessing misconceptions about density. The tests of cognitive response and situational interest to a discrepant event were administered. After learning with a CAl program, the tests assessing attention and effort allocated to the CAl, and conceptual understanding were also administered. A path analysis revealed that cognitive conflict induced by a discrepant event caused situational interest, which in turn increased attention and/or effort and thus, resulted in conceptual change. The results of the path analysis on the processes in which a discrepant event led to situational interest suggested that novelty may be a primary source of situational interest. Novelty influenced situational interest directly as well as through attention demand, exploration intention, and instant enjoyment. Moreover, novelty exerted a direct effect on challenge, which in turn had negative effects on instant enjoyment directly as well as through cognitive conflict, and thus, decreased situational interest. However, the path coefficients of the latter were relatively smaller than those of the former. Educational implications are discussed.

• Journal of The Korean Association For Science Education
• /
• v.28 no.6
• /
• pp.546-564
• /
• 2008

The purpose of this study was to examine the types and characteristics of the knowledge constructed by pre-service secondary science teachers. Data included 26 student-teachers' narratives regarding their experiences in teaching high school students who were enrolled in extra-curricular science classes. It was revealed that the pre-service teachers awoke to the importance of subject matter knowledge, and learned it themselves in the situation of their own teaching. Especially their concern about science content knowledge was strongly associated with the matter of didactic transposition of the knowledge. The result also showed that the pre-service teachers constructed knowledge about the relationship with students as well as pedagogical knowledge to help students learn, and that they newly realized the nature of science in the context of teaching science. In addition, the teaching experiences allowed for the student-teachers to develop knowledge of oneself as a teacher and knowledge about science education in schools. It was believed that the knowledge constructed personally by the pre-service teachers from their teaching experiences could be a platform for the development of teacher expertise. Implications of the present study for science teacher education and relevant research were discussed.

• Journal of The Korean Association For Science Education
• /
• v.27 no.9
• /
• pp.854-869
• /
• 2007

In this study, we investigated secondary science teachers' internalization of constructivistic science teaching who participated in a collaborative program between teachers and researchers designed by researchers according to constructivist views. The program consisted of lecture, workshop, and small group activities. New trends in science education and framework for science teaching were introduced during lectures, and understanding about the framework were deepened by analyzing school science classes recorded during workshops. In small group activities, participating teachers and researchers cooperated to design science lesson plans using science teaching frameworks. Five secondary science teachers participated in collaborative workshops. Collaborative programs were video-taped. Semi-structured interviews were conducted before and after workshops. All data recorded were transcribed and analyzed. In the process of internalization, participating teachers attended on different parts. Various and discernable factors such as there own background, beliefs, values, and school context produced tensions with or facilitated internalization of constructivistic science teaching. Teaching experiences and student understanding affected teachers' lesson planning activities. Teachers also showed different understandings on inquiry, application, and model from the framework, and they interpret those concepts in the framework based on their prior understanding. They perceived that too much content should be dealt within relatively limited time. Therefore, they tended to separate science class into two parts when developing science lessons: explaining science content by lecture and science laboratory as a constructivistic activity. The results of the study provide meaningful implications to the constructivist teacher education and professional development.

• Journal of Life Science
• /
• v.34 no.6
• /
• pp.434-441
• /
• 2024

Mammary gland tumors are the most common tumors detected in non-spayed female dogs and pose a significant clinical challenge. Due to the strong similarity between canine mammary tumors (CMT) and human breast cancer (HBC), biomarkers identified in HBC can also be detected in CMT. These biomarkers have been shown to offer valuable insights into early diagnosis, prognosis, and treatment strategies. The purpose of this article is to provide a concise overview of CMT biomarkers based on the current literature. Traditional treatments for CMT in dogs typically begin with surgery, followed by chemotherapy, radiotherapy, or hormonal therapy. However, these treatments alone are not always fully effective. A diagnostic biomarker can detect the presence of a disease or the characteristics of a disease and classify an individual's status. Prognostic biomarkers focus on predicting the expected progression, recurrence, or survival of the disease in patients. By utilizing advances in understanding the mechanism of canine-specific mammary gland tumors, the estimation of biomarkers offers hope for improved outcomes in cancer patients. Novel technologies, such as single-cell RNA sequencing analysis, could provide a valuable resource for deciphering intra- and inter-tumoral heterogeneity. This review paper explores current research on CMT biomarkers and suggests directions for their development.