• Journal of The Korean Association For Science Education
• /
• v.9 no.1
• /
• pp.69-74
• /
• 1989

For the advancement of research in biological education in Korea, research trends shown in Journal of Biological Education(JBE)of England were analyzed by using a PC program(REFMENU). Papers Published in JBE between 1977 and 1987 were registered on the program with classifying keys of biological education and biology including names of authors, year, title, volume pages, and key words. Those input-date were analyzed by sorting depend-ing on either the classifying keys or the key words. Among the 361 papers 28.8% was dealing with the theory of science education. The rest dealt with biology and biological education, together. Of the six categories of biological education, the research on biological curriculum was 41 % of total and was the most. The major trends in this category was in developing the content of the curriculum. In the research of biological instruction, 37 papers dealt with the instruction theory and the rest 60 papers dealt with the tactics of Instruction. Of the 60 papers on materials in biological education, the research in developing the biological material was the most. Thus, the general research trend was far more practical aspect than the theoretical aspect of biological education. In the analysis of the papers depending on the biological categories, the one dealt with ecology was the most(26.8%). The rest papers showed almost even distribution in the 13 categories of biology. The results of this analysis was discussed by comparing with the research trends in Korea to suggest the possible future studies.

• Journal of Korean Biological Nursing Science
• /
• v.20 no.1
• /
• pp.47-53
• /
• 2018

Purpose: The purpose of this study was to investigate the extent and the nature of biological nursing science education for clinical nurses in general hospital. Methods: Five advanced general hospitals located in Seoul and Gyeonggi province were conveniently sampled. Contents of education for nurses conducted by the hospital nursing department from January 1 to December 31 of 2015 were collected. Contents of education included biological nursing science and the scope of inclusion and time of assignment were analyzed. Results: A total of 271 cases of nursing education data were collected and 223 cases were analyzed after excluding 48 cases whose contents were not confirmed. Biological nursing science was included in the contents of education for 117 cases (52.5%), but not for 106 cases (47.5%). Regarding the frequency of the biological nursing science education contents, 'pathophysiology'was the most frequently included (n= 286), followed by 'structure and function of the human body' (n= 191), 'mechanisms and effects of drugs' (n= 114) and 'clinical microbiology' (n= 43). Conclusion: Results of this study confirmed that the education for clinical nurses included a lot of biological nursing science related contents. These results can be used as basis for the development of curriculum and training course for nurses.

• Hwankyungkyoyuk
• /
• v.22 no.4
• /
• pp.26-39
• /
• 2009

The purpose of this study was to investigate cognitions of elementary school students of the biological resources. Subjects were 252 elementary school students in Seoul and Busan. An instrument that measures cognitions consists of 3 components: kinds of biological and non-biological resources, values of biological resources and interest of using biological resources. The three components were composed of 46 items. They had less cognition of living things than non-biological resources as resources. But, most of them conceived ecological environment to be resources. Almost 80% elementary school students thought that biological resources had values contributing to the existence and health of human beings, but less economic values except ecological values. They had cognition of biological resources which we should manage and research in. It is time to need the educational approach to integrate nature, economy and environment in environmental education. As concrete cases of biological resources are proposed, it activate elementary school students to get cognition of biological resources. In conclusion, values of biological resources will be materials for environmental education.

• Proceedings of the Zoological Society Korea Conference
• /
• 1998.10b
• /
• pp.156.1-156
• /
• 1998

No Abstract, See Full Text

• Proceedings of the Zoological Society Korea Conference
• /
• 1998.10b
• /
• pp.155.2-155
• /
• 1998

No Abstract, See Full Text

• Journal of The Korean Association For Science Education
• /
• v.5 no.1
• /
• pp.11-17
• /
• 1985

This study had its objective to indentify the basic biological concepts as recommended by scholars in biology and by high school biology teachers for inclussion in the high school biology curriculum and to determine the importance levels of the concepts. The scholars for this study were selected to insure that their majors are evenly distributed across the biological areas. The final concept list contains 137 biological concepts along with their importance level judged by the scholars and high school biology teachers. The biological concepts are categorized into 12 biological areas. This study suggests that the concepts in the final list can not refect the conceptual hierarchy or inclusiveness, goals or objectives of biology education in the high school, and difficulty levels of the concepts. This study also claims that the concept list like the one produced by this study should be successively' checked and revised due to the continuous development of biological knowledge system and the constant change in the meanings of the knowledge system.

• Journal of Korean Elementary Science Education
• /
• v.39 no.2
• /
• pp.284-295
• /
• 2020

The purpose of this study is to explore the possibility of artificial intelligence convergence education (AICE) in elementary biological classification learning. First, the possibility of AICE was analyzed in the field of 2015 revised elementary life science curriculum. The artificial intelligence biological classification (AIBC) education program targeted plant life. The possibility of AICE in the elementary life science curriculum was suggested through the consultation process of three elementary science education experts. The AIBC education program was developed through the review process of elementary education experts. The results of this study are as follows. First, 8(32%) achievement standards were available for AICE in elementary life science. Second, 18(86%) of the 21 items reviewed by the experts for the AIBC education program developed in this study were positively evaluated. Third, in this study, through the analysis of the possibility of AIBC in the elementary life field and the review of the experts, the AIBC education program including teaching and learning models, strategies, and guidance was developed. The results of this study were based on the review of the experts, and as a follow-up study, applied research to elementary students is needed. It is also hoped that various studies on AICE will be conducted not only in the life field but also in science and other fields. Finally, we expect that the results of this study will be applied to bio-classification learning to help students improve classification capabilities and generate classification knowledge.

• The Mathematical Education
• /
• v.47 no.3
• /
• pp.337-351
• /
• 2008

The intersection between mathematics and biology is rapidly expanding. The purpose of this paper is to develop college mathematics curriculum to improve the quantitative and mathematical skills of life & biological science students, and to help them better appreciate the importance and utility of mathematics. We deal with 4 questions. We first study how mathematics plays an important role in biological education and the history of biology. Secondly, we do a case study about partnership between mathematics and biology societies not only in university but in highschool of US, specially via Bio2010 and Math & Bio2010. We then investigate a way to enhance new mathematics curriculum as a service in biological science. Finally, we survey university students' basic background in order to determine the level of curriculum. From our investigation, we suggest some points to renew curriculum.

• The Korean Journal of Physiology and Pharmacology
• /
• v.18 no.2
• /
• pp.183-190
• /
• 2014

This project's aim was to determine the reserpine-induced gastric ulcer preventive effect of polysaccharide of Larimichthys crocea swim bladder (PLCSB) in ICR mice. The anti-gastric ulcer effects of polysaccharide of Larimichthys crocea swim bladder was evaluated in mice model using morphological test, serum levels assay, cytokine levels assay, tissue contents analysis, reverse transcription-polymerase chain reaction (RT-PCR) analysis and western bolt assay. High concentration (50 mg/kg dose) of PLCSB reduced IFN-${\gamma}$ as compared to low concentration (25 mg/kg dose) and control mice. SS and VIP serum levels of PLCSB treated mice were higher than those of control mice, and MOT and SP serum levels were lower than control mice. Gastric ulcer inhibitory index of PLCSB treatment groups mice were much lower than control mice, and the high concentration treated mice were similar to the ranitidine treated mice. The SOD and GSH-Px activities of PLCSB treated mice were higher than control mice, close to normal mice and ranitidine treated mice. PLCSB treated mice also showed the similar contents of NO and MDA to normal group. By RT-PCR and western blot assay, PLCSB significantly induced inflammation in tissues of mice by downregulating NF-${\kappa}B$, iNOS, and COX-2, and upregulating $I{\kappa}B-{\alpha}$. These results suggest that PLCSB showed a good gastric ulcer preventive effect as the gastric ulcer drug of ranitidine. Polysaccharide of Larimichthys crocea swim bladder may be used as a drug material from marine products.

• Psychiatry investigation
• /
• v.15 no.12
• /
• pp.1100-1114
• /
• 2018

Objective Personality traits can be the basis for individual differences in the biological response of stress. To date, many psychobiological studies have been conducted to clarify the relationship between personality and biological reactivity to stress. This review summarizes the most important findings in this area of research. Results Key findings related to the relationship between personality factors and stress-sensitive biological systems in four research models have been summarized; model of psychosocial characteristics, model based on Rumination and Emotional Inhibition, Eysenck's biopsychological model, and Five-Factor Approach of Personality. Conclusion According to the results of this review, it can be concluded that personality typology of individuals influenced their biological reactivity to stressful events. Understanding the biological basis of personality can help to better understand vulnerability to stress. Future research can be continuing based on framework of the four models.