• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.487-495
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• 2021

Using self-regulation learning strategies that can cultivate the creative and critical thinking required in the era of the Fourth Industrial Revolution, it was applied to the exploration experimental class of the section 'quantitative relationship in chemical reactions' in high school chemistry and the effects on academic performance and scientific attitudes were analyzed. In case of academic achievement, although there was no meaningful difference between the two groups in the pre-test, the average value of the experimental group was significantly higher in the post-test. In the case of scientific attitudes, the difference in average points between the two groups was the greatest in readiness and curiosity. In the post-test of the experimental group, academic achievement showed the highest correlation with meta-cognition and scientific attitude with behavioral regulation, respectively. Considering the effectiveness of metacognition and scientific attitudes, self-regulation learning strategies are the most suitable teaching-learning forms for creativity and personality education in this era.

• Journal of The Korean Association For Science Education
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• v.44 no.5
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• pp.379-390
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• 2024

In this study, chemistry teachers' noticing of high school student's chemistry problem-solving materials was explored. Fourteen high school teachers participated in the study. We created materials documenting student's problem-solving processes and conducted semi-structured interviews with teachers. The results of the study revealed that most teachers only paid attention to errors in student's scientific thinking, and the number of teachers who paid attention to scientific thinking partially or completely was the same. In interpreting, teachers were most likely to provide an exaggerated interpretation with evidence, followed by a correct interpretation with evidence, and an incorrect interpretation with some evidence. In responding, many teachers suggested responses that aligned with student's thinking, with slightly more aligning with student's specific thinking than with general thinking. Teachers who suggested actions that aligned with student's specific thinking tended to be content-focused, with some vague or off-target responses. Teachers who suggested responses that aligned with student's general thinking tended to be similar to those who suggested responses that aligned with student's specific thinking, but neither type of teacher suggested student-centered responses. Some teachers suggested responses that did not align with student thinking. Based on these findings, we discussed ways to improve teachers' noticing of student problem-solving.

• Journal of the Korean Chemical Society
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• v.64 no.3
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• pp.175-188
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• 2020

The purpose of this study was to analyze chemistry textbooks and teachers' guidebooks from the perspective of 'Ignorance', one of the important features of model. This is because the emphasis is on developing modeling capabilities for students in the 2015 Revised Curriculum. For this, Arrhenius model and Brønsted-Lowry model were selected as acid and base models in neutralization reaction which are important contents in chemistry curriculum. The analysis criteria of this study were extracted by analyzing previous studies and four general chemistry textbooks dealing with 'Ignorance' related to acid and base neutralization reaction. Based on the analysis criteria, we analyzed nine chemistry I textbooks and teacher's guides and six chemistry II textbooks and teacher's guides of the 2015 revised curriculum. In addition, we analyzed contents of four chemistry I textbooks and teacher's guides and three chemistry II textbooks and teacher's guides in the 2009 revised curriculum for comparison according to revised curriculums. We analyzed the contents related to the concept of 'neutralization reaction', 'neutrality', 'quantitative relation of neutralization reaction', 'degree of ionization', and 'ionization constant'. Based on the results of this study, we proposed a way to present 'Ignorance' of the models in teachers' guidebooks that chemistry teachers can understand 'Ignorance' of model and teach modeling capabilities for students.

• Economic and Environmental Geology
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• v.21 no.2
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• pp.175-184
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• 1988

Ten under 2 micron size fractions of the montmorillonite from Yongdongri area, Gyeongsangbug-Do were studied using X-ray powder diffraction, cation exchange measurement, differential thermal analysis, thermogravimetric analysis, differential thermal scanning calorimetry and chemical analysis. Montmorillonites occurring at same deposit show limited variation in chemical composition whereas in thermal properties they do not. Their dehydroxylation endothermic peaks are "abnormal" type with a small range of variation of peak temperature reflecting tetrahedral substitution of Al for Si. Data from DSC show that divalent-cation saturated montmorillonite has relatively a higher endothermic heat capacity than monovalent-cation saturated montmorillonite, indicating that cations with higher electronegativity hold more water molecules.

• Journal of the Korean Data and Information Science Society
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• v.28 no.5
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• pp.1021-1026
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• 2017

Mixture experiments are commonly encountered in many fields including food, chemical and pharmaceutical industries. In mixture experiments, measured response depends on the proportions of the components present in the mixture and not on the amount of the mixture. Statistical analysis of the data from mixture experiments has mainly focused on a continuous response variable. In the example of quantal response data in mixture experiments, however, the tumor incidence data have been analyzed in Chen et al. (1996) to study the effects of 3 dietary components on the expression of mammary gland tumor. In this paper, we compared the logistic regression models with linear predictors such as second degree Scheffe polynomial model, Becker model and Akay model in terms of classification accuracy.

• Journal of the Korean Chemical Society
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• v.43 no.5
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• pp.578-588
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• 1999

The purpose of this study is to develope the more effective chemistry teaching strategy through analyzing the demanded cognitive levels of contents in high school chemistry I textbooks and the cognitive levels of students who learn these textbooks. For this purpose, the levets of cognitive development stages of 821 second grade students of high schools in Seoul City were anaIyzed using the GALT short version test. The demanded cognitive levels of understanding the contents of chemistry I textbooks in high school were analyzed using the curriculum analysis taxonomy developed by CSMS (Concept in Secondaly Mathematics and Science) program of the Great Britain. The resuIts showed that the proportion of students in the concrete operational stage, the transition stage, and the formal operational stage was l0.7%, 43.0% and 46.3%, respectively. The demanded levels of textbook contents were mostly the early formal operational stages. The concepts demanded the level of the late formal operational stage were 'atomic and molecular weight', 'stoichiometry of chemical reaction', and 'periodic properties of elements'. The results will be helpful for teachers in knowing what concepts are difficult for students to understand and in planning strategies for teaching those concepts. To demonstrate the application of the results obtained in this study, an example of developing teaching strategy which includes the adjustment of cognitive level of contents was shown.

• Applied Microscopy
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• v.37 no.4
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• pp.271-280
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• 2007

Tonicity-responsive enhancer binding protein(TonEBP) is a transcriptional factor essential in the function and development of the renal medulla. TonEBP plays a critical role in protecting renal medullary cells from the deleterious effect of hypertonicity. TonEBP is a key regulator of urinary concentration via stimulation of transcription of urea transporter(UT) in a manner independent of vasopressin. UT in the renal inner medulla is important for the conservation of body water due to its role in the urine concentrating mechanism. Mongolian gerbil(Meriones unguiculatus) has been as an model animal for studying the neurological disease such as stroke and epilepsy because of the congenital incomplete in Willis circle, as well as the investigation of water metabolism because of the long time-survival in the condition of water-deprived desert condition, compared with other species animal. In this study, we divide 3 groups of which each group include the 5 animals. In the study of 7 or 14 days water restricted condition, we investigated the TonEBP and UT-A by using a immunohistochemistry in the kidney. In the normal kidney, the distribution of TonEBP is generally localized on nuclei of inner medullary cells. Nuclear distribution of TonEBP is generally increased throughout the medulla in 7 and 14 days dehydrated group compared with control group. Increased nuclear localization was particularly dramatic in thin limbs. In control groups, UT-A was expressed in inner stripe of outer medulla(ISOM) and inner medulla(IM). UT-A was present in the terminal part of the short-loop of descending thin limbs (DTL) in ISOM and also present in the inner medullary collecting duct(IMCD), where the intensity of it gradually increased toward the papillary tip. In the dehydrated kidney, UT-A immunoreactivity was increased in the short-loop of DTL in ISOM and in the long-loop of DTL in the initial part of IM, where was expressed moderate positive reaction in the normal kidney. Also it was up regulated in the IMCD in initial & middle part of IM. However UT-A down regulated in the IMCD, where the intensity of it gradually decreased toward the papillary tip. These findings suggest that increased levels of TonEBP in medulla and UT-A in shot-loop of DTL and IMCD play a important role for maintain fluid balance in the water-deprived mongolian gerbil kidney.