• Journal of the Korean Chemical Society
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• v.61 no.1
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• pp.34-44
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• 2017

The purpose of this study was to analyze the conception type change and to investigate the effect of understanding on concepts in electrochemistry after general chemistry lessons. The significant differences in concept understanding of electrochemistry were shown in both groups. Statistically significant gains in both groups were as shown in distinguishing the chemical cell, in identifying the anode and cathode, and in understanding current formation and flow, while, significant achievements in understanding the role of the salt bridge, and the need for a standard half-cell were not found. Taking elective chemistry II in high school had an effect on understanding related concepts of electrochemistry in general chemistry lessons. It was shown that many freshmen had difficulties in understanding exact related concepts in several kinds after general chemistry lessons. In order to solve these problems, it is necessary to teach contents of the basic concepts in electrochemistry exactly and to hold supplementary lessons.

• Applied Chemistry for Engineering
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• v.26 no.4
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• pp.381-388
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• 2015

Organic Light Emitting Diodes (OLEDs) have been receiving great attention in academic and industrial fields, and it is being actively applied to mobile display, as well as large area TV and next-generation flexible display due to their excellent advantages. In addition, the scope of research on OLED materials and device fabrication technology is getting expanded. This review discusses the principle and basic composition of OLED and also classifies OLED materials with different chemical structures according to their usages. Systematic classification of OLEDs by technical concept and material characteristics can help developing new emitting materials.

• Journal of the Korean Chemical Society
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• v.64 no.1
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• pp.30-37
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• 2020

The purpose of this study was to identify the problems faced by students in sub-microscopic representation of acid-base reactions. Herein, we selected 30 students of 12^th grade science classes, who had studied various acid-base models. In order to investigate the sub-microscopic representation ability of the students, we developed nine items related to various contexts, such as one type of solute and solvent, two types of solutes and solvent, cases with water as solvent or with nonaqueous solvents. For all items, we consistently observed lack of concept of chemical change. In context of aqueous and nonaqueous solutions, the frequency of lack of concept of chemical bonding was high if ammonia was the solute or solvent. Moreover, the frequency of lack of concept related to the degree of electrolytic dissociation was high. Therefore, chemistry teachers should understand that students' ability to sub-microscopic representation of acid-base reactions can be enhanced by analyzing the difficulties faced by the students in solving diverse acid-base problems.

• Journal of the Korean Chemical Society
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• v.50 no.5
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• pp.394-403
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• 2006

purpose of this study was to analyze high school chemistry teachers perception of the Chemistry I & Chemistry II in the 7th national curriculum and their demands on the revision of curriculum. A nationwide survey was administered to obtain the responses from 108 high school chemistry teachers. More than half of the participants thought the current curriculum of Chemistry I and Chemistry II needed revising. As the results, a major drawback of Chemistry I was a difficulty in explaining phenomena due to absence of basic concepts, and that of Chemistry II was an excess of the contents for high school science courses. Unfortunately, it was found out that inquiry activities existed only in name, especially in case of Chemistry II. Regarding the manner of content organization of Chemistry I in new curriculum, demand on a concept-based approach outnumbered theme-based approach. For revising Chemistry, the majority of participants demanded basic chemistry concepts to be introduced, without supplementation of quantitative approaches and deepening level of concepts. An urgent request for Chemistry II was reducing content by shifting relevant concepts to Chemistry I. Implications for high school chemistry education including revising curriculum were discussed.

• Journal of the Korean Chemical Society
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• v.54 no.5
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• pp.621-632
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• 2010

In this study, we examined the characteristics of analogies generated by science-gifted students depending on the consideration of attributes and relationships in the processes of generating analogies and investigated the applicability of analogy-generating activities in science-gifted education programs. The analyses of the results revealed that the analogy-generating processes of science-gifted students were categorized into three kinds of patterns depending on the consideration of attributes and relationships of the target concept and the source analog. There are also some differences in the types of analogies generated and selected to be good, and in the proper mapping numbers by the patterns depending on the consideration of attributes and relationships. Most science-gifted students used the analogy-generating activities to other target concept, and recognized them to be useful. However, they had difficulties in selecting source analogs at the processes of generating analogy. These obtained in this study will help to explore a potential use of the analogy-generating activities in an effective education program for fostering the creativity of science-gifted students.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.471-481
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• 2008

This study investigated connecting errors by students' field independence-dependence in learning chemistry concepts with multiple external representations in current science textbooks. Seventh graders (N=196) at a middle school were assigned to the BL and CL groups, which were respectively taught "Boyle's Law" and "Charles's Law." A field independence-dependence test was administered. After learning the target concept with text and picture emphasizing the particulate nature of matter, a connecting test was also administered. Five types of connecting errors were identified: Insufficient connection, misconnection, rash connection, impossible connection, and failing to connect. 'Failing to connect,' 'Misconnection,' and 'Rash connection' were found to be the frequent types of connecting errors regardless of the target concepts. The frequencies and percentages of the types of connecting errors were not significantly different between the field independent and field dependent students. Educational implications of these findings are discussed.

• Journal of the Korean Chemical Society
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• v.60 no.2
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• pp.137-143
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• 2016

Effective teaching and learning is a continuous process of monitoring and re-organization of teaching method, so to benefit both students and educators. Reflective journal writing is an effective method for students to reflect on their learning experience about a new concept or subject taught and at the same time enables educators to improve on their academic skills. In the present paper, we have examined and evaluated the effectiveness of the Uncritical Inference Test (UIT) that was conducted in our basic organic chemistry course through a systematic network built based on students’ reflective writing. From the data analysis, the UIT has benefited students in three dimensions, namely cognitive, affective and group learning domains. Moreover, the UIT activity instilled an active learning environment in organic chemistry classroom and deeper learning among chemistry students as shown in the collected data. In future, this activity could be adapted as a teaching method to enhance students’ critical thinking skills and question-asking capability in other teaching courses.

• Bulletin of the Korean Chemical Society
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• v.35 no.6
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• pp.1654-1658
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• 2014

High value-added aromatic aldehydes (e.g. vanillin and syringaldehyde) were produced from heavy fraction of bio-oil (HFBO) via catalytic oxidation. The concept is based on the use of metalloporphyin as catalyst and hydrogen peroxide ($H_2O_2$) as oxidant under alkaline condition. The biomimetic catalyst cobalt(II)-sulfonated tetraphenylporphyrin ($Co(TPPS_4)$) was prepared and characterized. It exhibited relative high activity in the catalytic oxidation of HFBO. 4.57 wt % vanillin and 1.58 wt % syringaldehyde were obtained from catalytic oxidation of HFBO, compared to 2.6 wt % vanillin and 0.86 wt % syringaldehyde without $Co(TPPS_4)$. Moreover, a possible mechanism of HFBO oxidation using $Co(TPPS_4)/H_2O_2$ was proposed by the research of model compounds. The results showed that this is a promising and environmentally friendly method for production of aromatic aldehydes from HFBO under $Co(TPPS_4)/H_2O_2$ system.

• BMB Reports
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• v.38 no.5
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• pp.517-525
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• 2005

Solid phase peptide synthesis method, which was introduced by Merrifield in 1963, has spawned the concept of combinatorial chemistry. In this review, we summarize the present technologies of solid phase peptide synthesis (SPPS) that are related to combinatorial chemistry. The conventional methods of peptide library synthesis on polymer support are parallel synthesis, split and mix synthesis and reagent mixture synthesis. Combining surface chemistry with the recent technology of microelectronic semiconductor fabrication system, the peptide microarray synthesis methods on a planar solid support are developed, which leads to spatially addressable peptide library. There are two kinds of peptide microarray synthesis methodologies: pre-synthesized peptide immobilization onto a glass or membrane substrate and in situ peptide synthesis by a photolithography or the SPOT method. This review also discusses the application of peptide libraries for high-throughput bioassays, for example, peptide ligand screening for antibody or cell signaling, enzyme substrate and inhibitor screening as well as other applications.

• Journal of the Korean Chemical Society
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• v.27 no.3
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• pp.208-212
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• 1983

The stability constants for the complexes formed between dibenzo-18-crown-6 compound and alkaline earth metal cations in dimethylsulfoxide, dimethylformamide, and acetonitrile have been obtained by conductometry at $25{\circ}C\;and\;35{\circ}C$respectively. The stability constants were increased in order of $Ca^{2+} in any solvent, and the magnitudes were found to be reversely proportional to the solvent donicities. The result could be understood in terms of ion-cavity radius concept, solvent basicity, and solvation of the cations.