• Bulletin of the Korean Chemical Society
• /
• v.32 no.10
• /
• pp.3756-3759
• /
• 2011

• School Mathematics
• /
• v.4 no.3
• /
• pp.331-346
• /
• 2002

This study has two purposes. One is to know that it is Possible to use portfolio in the elementary math class. The other is to make a useful method for using portfolio. We got the following conclusion through the study. Portfolio gave students an opportunity that they could review their mathematical thinking. But it couldn't work very well for the low-level students. They didn't pay attention to the class. So, careful prepa-ration and training were necessary for the portfolio material. And the portfolio material must be prepared by appropriate contents. Teacher had to do math class by considering students ability. The math class could be much better for motivation, teaching-learning activity impro-vement and communication tool by using portfolio material. There are several imple-mentation processes in preparation, execution and utilization of the class. 1) Preparation: Teacher must decide if it is appropriate for portfolio by analyzing the course and textbook and set a final goal. And then teacher has to select an appropriate item and make a schedule for the class. The portfolio material must contain valuable things from which students learn mathematics and use in their life. The student level, utilization purpose and contents are considered when one prepares portfolio material. 2) Execution: Students are supposed to understand about the portfolio very well. It is important for them to get the opportunity for reviewing through math class diary, their opinion, friends opinion and teachers opinion. 3) Utilization: Parents review ameliorates the communication among teacher, student and parents about learning activity.

• Journal of the Korean School Mathematics Society
• /
• v.9 no.2
• /
• pp.209-227
• /
• 2006

From this research, we want to get results that have interested the difference from character of students with the motivation of the learning, confidence and habit through the activity oriented class. When teacher teach students of the learning disability with participant class and activity class, they have encouraged and have positive disposition about mathematics. Therefore teachers should try to give chance doing in mathematics class to students with learning disability.

• Journal of the Korean Chemical Society
• /
• v.64 no.1
• /
• pp.38-48
• /
• 2020

The purpose of this study was to analysis characteristics and changes of epistemic thinking in middle school students on class-argument activities in an argument-based inquiry(ABI) science class. Data was collected from class recording video and activity worksheets of five subjects argument-based inquiry. Results of the analysis of student epistemic cognition characteristics show that experimental data was presented the most as evidence, and depending on the ABI activity, personal experience-based evidence and evidence based on scientific principles were used. As a result of analyzing the changes between claims made before and after class argumentations on five ABI activities in an argument-based inquiry science class, student claim modifications could be classified, according to reasons for the modification, into three types: correcting incorrect claims, clarifying unclear content, and expanding the concept.

• Journal of the Korean earth science society
• /
• v.28 no.1
• /
• pp.1-13
• /
• 2007

The purpose of this study was to understand characteristics of students' reflective inquiry disposition in the contexts of classroom and to find educational implications for the promotion of the reflective inquiry activity in the inquiry-based class. In this study, we determined a characteristic of the reflection inquiry by examining students' responses showed in response to the different class types in high school earth science inquiry class. The result of the study indicated that the difference between the newly developed class type to promote the reflective inquiry and the existing inquiry class type was found significant. The newly developed reflective inquiry class had a multitude of reflective inquiry statements related to various elements of data context in terms of the quantity and diversity of the reflective inquiry. In conclusion, we found that the newly developed class type had a positive impact on the students' reflective inquiry activity. We believe that the development of the inquiry activity to promote students' reflective inquiry is critical.

• Biomolecules & Therapeutics
• /
• v.19 no.1
• /
• pp.77-83
• /
• 2011

Sulforaphane is an isothiocyanate found in cruciferous vegetables that has been reported to be an effective cancer preventive agent inducing growth arrest and/or cell death in cancer cells of various organs. This paper reports that sulforaphane exerts immunomodulatory activity on the MHC-restricted antigen presenting function. Sulforaphane efficiently increased the class II-restricted presentation of an exogenous antigen, ovalbumin (OVA), in both dendritic cells (DCs) and peritoneal macrophages in vitro. The class II-restricted OVA presentation-enhancing activity of sulforaphane was also confirmed using mice that had been injected with sulforaphane followed by soluble OVA. On the other hand, sulforaphane did not affect the class I-restricted presentation of exogenous OVA at concentrations that increase the class II-restricted antigen presentation. At a high concentration ($20\;{\mu}M$), sulforaphane inhibited the class I-restricted presentation of exogenous OVA. Sulforaphane did not affect the phagocytic activity of the DCs, and the cell surface expression of total H-$2K^b$, B7-1, B7-2 and CD54 molecules, even though it increased the expression of I-$A^b$ molecules to a barely discernable level. These results show that sulforaphane increases the class II-restricted antigen presenting function preferentially, and might provide a novel insight into the mechanisms of the anti-cancer effects of sulforaphane.

• Journal of Convergence for Information Technology
• /
• v.10 no.4
• /
• pp.73-80
• /
• 2020

The purpose of this study is to find out the usefulness of color contrast program for 50 high school students through comparing the traditional class and the class using the entry software : understanding, utilization, satisfaction, and interest. The results of the study were as follows: First, in the case of the class results, there were no limitations on colors due to materials in the class using the entry software, so students used various colors that match the theory. Second, the activity class using the entry software showed a positive response in terms of utilization, satisfaction, and interest except for the comprehension area, compared to the traditional class using the paper activity. Therefore, this study proved the effectiveness of the practice activity using the entry software in the color management class.

• Bulletin of the Korean Chemical Society
• /
• v.32 no.11
• /
• pp.3996-4000
• /
• 2011

In an attempt to find a new class of anti microbial agents, a series of thiazolidinone and their 5-arylidene derivatives containing 4-(4-methyl benzamido)-benzoyl moiety were synthesized via the reaction of benzocaine with appropriate chemical reagents. These compounds were screened for their antibacterial activity against Gram-positive bacteria (Bacillus subtilis and Bacillus thuringiensis), Gram-negative bacteria (Escherichia coli, Pseudomonas aeruginosa) and antifungal activity against Botrytis fabae, Fusarium oxysporan and Candida albicans. On the other hand the synthesized compounds were also screened for their anti tubercular activity. IR, $^1H$ NMR, $^{13}C$ NMR and MS spectral analyses established the structures of the newly synthesized compounds. The results revealed that some of these compounds have shown promising antimicrobial and anti tubercular activity in comparison with standard drugs.

• Human Ecology Research
• /
• v.58 no.4
• /
• pp.561-583
• /
• 2020

This study developed and implemented a teaching · learning process plan for Home Economics in middle school by converging Habermas's three systems of action. It also examined the effect of the class through the evaluation of students and teachers who participated in the class. This study developed 10 sessions for a teaching and learning process plan by converging three systems of action and reconstructing learning elements related to 'balanced meal plan' and 'food choice' according to the practical action teaching model. After class, we surveyed the degree of help for students, analyzed the learning activity sheets, and analyzed the reflection journals of teachers to evaluate the effects of the class. This class was found to be the most helpful in practicing the healthy dietary life of students, expanding their thoughts, understanding learning contents, and helping them change their lives. As a result of analyzing the learning activity sheet, students gained enlightenment by reflecting and evaluating their action through the class; in addition, changes in interest, awareness, and action appeared. Through the convergence of three systems of action, teachers who practiced the class criticized and realized the act that students were unconsciously accepted. In addition, it confirmed the possibility that students could change their lives, family and society by promoting optimal nutrition and health for a good life that pursues the best good.

• The Mathematical Education
• /
• v.47 no.1
• /
• pp.27-47
• /
• 2008

In this paper, we study the effect of writing activity as mathematical communication on the students's mathematics achievement, learning attitude, and mathematical tendency. For this purpose, we construct a experimental class and then analyze the students' change in those aspects after applying three-divided-note writing activity and colleague feedback on their works those students are in the experimental class. As a result of the experiment, we find that three-divided-note writing activity and colleague feedback made some significant changes on the students achievement in mathematics, learning attitude, but does not affect on mathematical tendency. We also offer some suggestions for further research. Firstly, the mathematical communication ability must be stressed in mathematics education. For this purpose, we need to develop the teaching and the evaluation method to use not only writing but also reading, speaking, and listening skills so that many teachers can apply this method easily to their classes. Second, we need to fix some realistic problems such as fair evaluation , the numbers of students per class, the numbers of lesson, and too much extra-work, and so on. Thirdly, we suggest to explore some methods for extending three- divided-note writing activity to evaluate mathematical essay and to study educational effects of colleague feedback on mathematics performance assessment.