• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.05a
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• pp.598-600
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• 2018

International Baccalaureate is one of the most widely used curriculum in international schools in Europe. It aims not only for the student's academic growth, but also for the development of personality. The purpose of this paper is to investigate the case of the Education Office, which is promoting the introduction of IB curriculum to develop IB-based software coding education contents. It will be used in the development of coding contents for computer education of IBDP course.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.611-624
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• 2017

The purposes of this study are to explore Iceberg(IB) model as a systems thinking analysis tool for high school students, suggest a systems thinking analysis method using rubrics and verify its validity and reliability. For this study, the theoretical basis was examined through literature analysis about IB model and rubrics of evaluating the systems thinking. And 6 high school students participated in IB model activity and were interviewed about polar climate change. In addition, quantitative tests using systems thinking scale were also conducted to support the results of the IB model activity analysis. Data obtained from IB model activity was analyzed by using the rubrics of evaluating system thinking developed by Hung (2008). The analysis results were reviewed by two professors to confirm the validity and reliability. In order to confirm the validity, correlation analysis were performed between the rubrics and the quantitative test results. Finding are as follows: Six students used the IB model to express their systems thinking in detail and the results of the systems thinking analysis of students using rubrics showed a distribution of 17~35 points. Furthermore, the results of correlation analysis between rubrics and systems thinking scale was highly correlated (Pearson product-moment is .856) on significance level from .05. Using the IB model introduced in this study, students express their systems thinking effectively and the results of the systems thinking analysis using IB model is considered to analyze validity and reliability. Based on the results of this study, implication suggests how to study the systems thinking in science education.

• Bulletin of the Korean Mathematical Society
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• v.42 no.2
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• pp.415-420
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• 2005

Let $IB_n$ be the set of all irreducible matrices in $B_n$ and let $SIB_n$ be the set of all symmetric matrices in $IB_n$. Finding an upper bound for the set of indices of matrices in $IB_n$ and $SIB_n$ and determining gaps in the set of indices of matrices in $IB_n$ and $SIB_n$ has been studied by many researchers. In this paper, we establish a best upper bound for the set of weak exponents of indecomposability of matrices in $SIB_n\;and\;IB_n$, and show that there does not exist a gap in the set of weak exponents of indecomposability for any of class $SIB_n\;and\;class\;IB_n$.

• Journal of Plant Biotechnology
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• v.45 no.4
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• pp.364-368
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• 2018

The R2R3-type protein IbMYB1 transcription factor is a key regulator for anthocyanin biosynthesis in the storage roots of sweet potatoes. It was previously demonstrated that the IbMYB1 expression stimulates anthocyanin pigmentation in tobacco leaves, arabidopsis and storage roots of sweet potatoes. In this study, we generated the transgenic potato plants that express the IbMYB1 genes, which accumulated high levels of anthocyanins under the control of either the tuber-specific patatin (PAT) promoter or oxidative stress-inducible peroxidase anionic 2 (SWPA2) promoter. The PAT-MYB1 transgenic lines exhibited higher anthocyanin levels in the tuber than the empty vector control (EV) or SWPA2-MYB1 plants. When combined, our results indicated that overexpression of the IbMYB1 is a highly promising strategy for the generation of transgenic plants with enhanced tissue specific anthocyanin production.

• Journal of Plant Biotechnology
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• v.40 no.1
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• pp.9-17
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• 2013

Ran is a small GTP-binding protein that binds and subsequently hydrolyzes GTP. The functions of Ran in nuclear transport and mitotic progression are well conserved in plants and animals. In animal cells, stress treatments cause Ran relocalization and slowing of nuclear transport, but the role of Ran proteins in plant cells exposed to stress is still unclear. We have therefore compared Ran genes from three EST libraries construed from different cell types of sweetpotato and the distribution pattern of Ran ESTs differed according to cell type. We further characterized two IbRan genes. IbRan1 is a specific EST to the suspension cells and leaf libraries, and IbRan2 is specific EST to the root library. IbRan1 showed 94.6 % identity with IbRan2 at the amino acid level, but the C-terminal region of IbRan1 differed from that of IbRan2. These two genes showed tissue-specific differential regulation in wounded tissues. Chilling stress induced a similar expression pattern in both IbRan genes in the leaves and petioles, but they were differently regulated in the roots. Hydrogen peroxide treatment highly stimulated IbRan2 mRNA expression in the leaves and petioles, but had no significant effect on IbRan1 gene expression. These results showed that the transcription of these two IbRan genes responds differentially to abiotic stresses and that they are subjected to tissue-specific regulation. Plant Ran-type small G-proteins are a multigenic family, and the characterization of each Ran genes under various environmental stresses will contribute toward our understanding of the distinctive function of each plant Ran isoform.

• Journal of Science Education
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• v.44 no.1
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• pp.15-37
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• 2020

Unlike Korean science curriculum's continued push for "relevance of contents" to reduce the burden of learning on students, IB DP (International Baccalaureate Diploma Programme) is chosen in many countries and the number of IB world schools continues to grow, although it contains not only a large amount of learning but a substantial amount of content that requires quantitative calculations. Through this study, we suggest implications for Korean science curriculum and textbook, by comparing the constructions of chapters, the achievement standards, the learning contents, and the formulas of physics textbook, focusing on the 'relativity' unit of the 2015 revised national curriculum and IB DP, and by analyzing the questions of college scholastic ability test (CSAT) and external assessment (EA).

• Journal of Life Science
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• v.29 no.6
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• pp.631-636
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• 2019

A new nitric oxide-induced (NOI) gene was isolated by screening ESTs from a cDNA library of dehydration-treated fibrous roots of sweetpotato (Ipomoea batatas). The 720 bp cDNA fragment, IbNOI, was sequenced, from which a 77 amino acid residue protein was deduced. A search of the protein BLAST database identified significant similarity to other plant NOI protein sequences. Quantitative RT-PCR analysis revealed diverse expression patterns of IbNOI in various tissues of the intact sweetpotato plant, and in leaves exposed to different stresses. The IbNOI gene was highly expressed in storage roots and suspension-cultured cells. In leaf tissues, IbNOI showed strong expression during sodium nitroprusside (SNP)-induced NO accumulation and chemical stress treatments. Expression of IbNOI was also induced under various abiotic stress conditions, such as dehydration, salt, and bacterial pathogen infection. These results suggest that IbNOI is involved in plant responses to diverse abiotic stresses and pathogen infection through a NO-related pathway.

• Journal of Plant Biotechnology
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• v.35 no.2
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• pp.95-100
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• 2008

Glyceraldehyde-3-phosphate dehydrogenase (GAPDH), a main enzyme in the glycolytic pathway, is involved in cellular energy production and regarded as a housekeeping gene. Previously, cytosolic GAPDH was selected as the most significantly abundant gene in EST library of sweetpotato suspension cells. In this study, a full-length of cDNA clone (IbGAPDH) encoding GAPDH was isolated from suspension-cultured cells of sweetpotato (Ipomoea babatas), and its expression was investigated with a view to understanding the physiological function of GAPDH in relation to environmental stresses. IbGAPDH encoded a 36.9 kDa polypeptide consisting of 337 amino acids. When the deduced amino acid of IbGAPDH was compared with other higher plants, IbGAPDH showed high homology with cytosolic GAPDH. The mRNA level of IbGAPDH significantly increased under environmental stresses, such as $H_2O_2$, MV and cold treatments. Among them, the transcript level of IbGAPDH gene was the highest under cold stress. Further investigation of the transcription level under $10^{\circ}C$ or $15^{\circ}C$ was performed with different tissues of sweetpotato. The transcription of IbGAPDH was increased by cold stress with tissue-specificity, moreover, showed different patterns according to temperature.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.75-96
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• 2021

This study aims to drive the implications for the structure of mathematics curriculum documents in Korea, exploring the coherence in the documental structure of the IB DP mathematics curriculum, which is gaining international attention. The documents of the IB DP mathematics curriculum were analyzed based on the coherence of external and internal structures. First, the curriculum was consistently described by subject and topic, presenting the table of contents and structure of the documents in the same format. Second, the descriptions of the curriculum between subjects and within the subjects were consistent through the same composition of the subject and assessment methods, the presentation of big ideas, and 'Guidance, clarification and syllabus links'. Third, in 'Connections', the curriculum documents were described with coherence through linking with other subjects by describing the connection plan with the real-world contexts, other subjects, and the 'Theory of Knowledge' in the IB curriculum. Based on these findings and implications for the concreteness and consistency of the components in mathematics curriculum documents, we propose the coherence between the presentation of subject areas and assessment methods of the revised curriculum, and the implementation of coherence in documental structure through links with other subjects.

• Journal of the Korean earth science society
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• v.42 no.4
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• pp.470-475
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• 2021

This study aimed to explore alignments among three curricula based on the contents of the university level curriculum. The 2015 revised curriculum, International Baccalaureate(IB), and Next Generation Science Standards(NGSS) were selected for this study, and a college textbook was analyzed to compare the curricula. As the age groups studying the curricular were different, we reorganized them according to school ages prior to conducting the study. The results of the analysis were: first, the contents of the 2015 revised curriculum did not sufficiently elaborate on the natural hazards related to humans, unlike the university level, IB PYP, and NGSS curricula. Third, there are different ways of introducing scientific vocabulary curricula, meaning that the number of scientific vocabularies in the 2015 revised curriculum was less than that in the IB, PYP, and NGSS.