• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.10
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• pp.4462-4470
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• 2012

This study aims to examine the effects of process-based integrated Mathematics Science Activities on children's science process skills and scientific attitudes and arrange efficient teaching and learning environment in the field. The subjects of research were 89 three-year and five-year old children attending kindergarten attached to W university in I city, Jeollabuk-do and process-based integrated Mathematics Science activities were conducted with themes. For data analysis, paired t-test was conducted with SPSS for Windows program and as a result of performing process-based integrated Mathematics Science activities, it was found that there were significant differences in sub-factors of science process skills and scientific attitude by age and sex. These results suggested that process-based integrated activities had positive influences on three-year and five-yeard old children.

• BMB Reports
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• v.49 no.2
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• pp.111-115
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• 2016

Caffeine has been proposed to have several beneficial effects on obesity and its related metabolic diseases; however, how caffeine affects adipocyte differentiation has not been elucidated. In this study, we demonstrated that caffeine suppressed 3T3-L1 adipocyte differentiation and inhibited the expression of CCAAT/enhancer binding protein (C/EBP)α and peroxisome proliferator-activated receptor (PPAR)γ, two main adipogenic transcription factors. Anti-adipogenic markers, such as preadipocyte secreted factor (Pref)-1 and Krüppel-like factor 2, remained to be expressed in the presence of caffeine. Furthermore, 3T3-L1 cells failed to undergo typical mitotic clonal expansion in the presence of caffeine. Investigation of hormonal signaling revealed that caffeine inhibited the activation of AKT and glycogen synthase kinase (GSK) 3 in a dose-dependent manner, but not extracellular signal-regulated kinase (ERK). Our data show that caffeine is an anti-adipogenic bioactive compound involved in the modulation of mitotic clonal expansion during adipocyte differentiation through the AKT/GSK3 pathway.

• Applied Microscopy
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• v.51
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• pp.7.1-7.9
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• 2021

Neuromorphic systems require integrated structures with high-density memory and selector devices to avoid interference and recognition errors between neighboring memory cells. To improve the performance of a selector device, it is important to understand the characteristics of the switching process. As changes by switching cycle occur at local nanoscale areas, a high-resolution analysis method is needed to investigate this phenomenon. Atomic force microscopy (AFM) is used to analyze the local changes because it offers nanoscale detection with high-resolution capabilities. This review introduces various types of AFM such as conductive AFM (C-AFM), electrostatic force microscopy (EFM), and Kelvin probe force microscopy (KPFM) to study switching behaviors.

• Journal of Science Education
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• v.45 no.2
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• pp.143-155
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• 2021

The goal of this study is to examine the Integrated Science and Science Laboratory Experiments of the 2015 revised curriculum applied since 2018, and to explore ways to improve these two subjects in preparation for the 2022 revised curriculum. A survey was conducted by randomly sampling high schools across the country, with a total of 192 science teachers participating. In addition, 12 high school science teachers were selected as focus group, and in-depth interviews were conducted to investigate ways to restructure common science courses for the next curriculum. Main research results include that most schools were operated in 6~8 units for Integrated Science, and the teachers in charge of Integrated Science per class averaged 2~3 over the three years. For Science Laboratory Experiments, it has operated for a total of two semesters, one unit per semester, and it was found that several science teachers are in charge of Science Laboratory Experiments to fill the insufficient number of hours regardless of major. In the in-depth interview, science teachers argued that Integrated Science should be reduced and restructured by strengthening key competencies in preparation for the high school credit system. Based on the research results, ways to reorganize Integrated Science focused on big ideas, ways to construct common science courses based on fundamental science concepts that can guide elective courses, the necessity of career guidance through common science courses, and the necessity of strengthening teacher professionalism for teaching interdisciplinary and multidisciplinary subjects were suggested.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.208-227
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• 2013

The purpose of this study is to analyze secondary science teachers' planning process for an integrated science lesson. For this study, relevant references were collected from various sources, including literatures, previous studies regarding integrated science education, and individual studies. Two teachers (one from middle school and the other from high school) participated and 'the five-step instructional design' was adopted from former studies in this subject. The teachers were asked to develop an instructional plan based on 'the design' provided. While the consultation provided a framework for an instructional plan, the teachers were asked to take a leading role in terms of selecting the chapter to be taught; analyzing the course structure; and making detailed teaching plans. In the course of consultations, discussions, records, and analysis were organized into a journal. Based on the journal, the aspects of the planning process, including difficulties and problems faced by teachers, were analyzed in-depth. From the study, it could be observed that both high school and middle school teachers face various difficulties in preparing for the integrated science lesson. Among other things, the teachers emphasized the difficulties in the stages of selecting the topic, collecting the relevant information, and restructuring and organizing the lecture contents.

• Journal of Forest and Environmental Science
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• v.38 no.2
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• pp.75-89
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• 2022

The negative impact of monoculture rubber plantations on biodiversity and associated ecological processes/ecosystem services has led to suggestions on the use of integrated land use systems for rubber cultivation and production in order to ensure environmental sustainability. However, there is paucity of information on the effect of such integrated land use systems on the diversity and abundance of the rubber plantation undergrowth. We evaluated and compared undergrowth plant species composition, richness, abundance, diversity and interaction, in three integrated systems (Rubber-Strelitzia reginae Integrated System - RSrIS, Rubber-Podocarpus nagi Integrated System - RPnIS & Naturally Managed Rubber Plantation - NMRP) with three Rubber Monoculture Plantations (RMP₁, RMP₂ & RMP₃) adjacent to the integrated systems, respectively, at the Investigation and Experiment Station of Tropical Crops, Danzhou, Hainan, China. Undergrowth species density was higher in the rubber monocultures than in the integrated systems except in RSrIS. Species richness and diversity were also higher in the monocultures except in NMRP. Species similarity/interaction between the monocultures and the integrated systems was highest between RMP₃ and NMRP. The NRMP proved to be the best model of natural rubber integrated system for the conservation of undergrowth species richness, diversity and interspecific interaction. However, the conservation of undergrowth species in other forms of integrated natural systems can be enhanced by considering the ecology of species to be integrated in terms of their growth characteristics, competitive nature, and ability to grow in association with other species.

• Journal of dental hygiene science
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• v.22 no.2
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• pp.115-125
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• 2022

Background: In the dental hygiene curriculum, efforts are being made to introduce an integrated curriculum based on the competency of a dental hygienist. Because there is a connection and overlap in learning contents between Dental Nutrition and Oral Biochemistry, which are basic dental hygiene subjects, it is possible to integrate these two subjects. This study aims to derive Nutritional Biochemistry as an integrated curriculum for Dental Nutrition and Oral Biochemistry, and to develop learning goals and competencies for Dental Nutritional Biochemistry. Methods: The learning contents of the integrated curriculum were composed by referring to the contents of the Dental Nutrition and Oral Biochemistry textbooks, and learning goals were derived from the learning contents. Moreover, competency was developed by analyzing the duties of a dental hygienist that can be performed through the learning goals. The Delphi survey was conducted twice to verify the content validity ratio (CVR) of the competence and the learning goal of the integrated curriculum. Results: In the first Delphi survey, the CVR for two competencies was 0.56 or higher. Moreover, it was revised based on expert's opinions, and as a result of the second Delphi survey after the revision, the CVR was either increased or maintained. Eighty-five learning goals were derived by referring to the textbook. According to CVR and expert opinions, after the first Delphi survey, the number of learning goals was reduced to 69. After the second Delphi survey, 68 learning goals were finally derived. Conclusion: The development process of the integrated curriculum conducted in this study can be utilized for integration between subjects in basic dental hygiene.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.51-69
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• 2010

This research involved the conducting of an experiment in order to determine the relative effectiveness of constructivist science education when integrated with art experience and constructivist science education for young children. Forty-one children of five years of age in two daycare center classes were assigned to experimental and comparative groups. The experimental and comparative group participated in 15 units. The experimental group participated in science education integrated with art experience, while the comparative group participated in science education. The analysis of covariance revealed significant differences between the mean scores of the two groups on the posttests for science process skills and attitudes. This indicates that the children in the experimental group performed significantly better on the tests than the children in the comparative group. The results of this study suggest that incorporating constructivist science education activities with art experience are good activities for developing young children's science process skills and attitudes.

• Journal of the Korean earth science society
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• v.40 no.4
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• pp.436-445
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• 2019

This study presents how two types of integrated science and engineering lessons affect students' engineering problem solving skills and their perceptions of engineering. In total, 146 middle school students participated in this study. Eighty-six students participated in the Type I lesson (complete engineering design lesson with a science knowledge application) and 60 students participated in the Type II lesson (engineering design without a science knowledge application). Two main datasets, (1) students' Creative Engineering Problem Solving Propensity (CEPSP) measurement scores and (2) open-ended survey questions about students' perceptions of engineering, were collected before and after the lessons. The results of this study show that after participating in the Type I lesson, students' CEPSP scores significantly increased, whereas the CEPSP scores of the students who participated in the Type II lesson did not increase significantly. In addition, students who participated in the Type I lesson perceived engineering and the engineering integrated science lesson differently compared to the students who participated in the Type II lesson. The results of this study show that engineering integrated science, technology, engineering & mathematics (STEM) lessons should include a complete engineering design and a science knowledge application to improve students' engineering problem solving skills.

• Journal of Microbiology and Biotechnology
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• v.21 no.12
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• pp.1228-1235
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• 2011

We compared the gene expression among four clinical and five environmental V. vulnificus isolates, using a cDNA microarray containing 131 genes possibly associated with pathogenicity, transport, signal transduction, and gene regulations in the pathogen. cDNAs from total RNAs of these isolates were hybridized into the cDNA microarray using the cDNA of the wild-type strain MO6-24/O as a reference. We focused on selecting differentially expressed (DE) genes between clinical and environmental isolates using a modified t-statistic. We could detect two statistically significant DE genes between virulent isolates and less-virulent isolates with a marginal statistical significance (p-value of 0.008). These were genes putatively encoding pilin and adenlyate cylase. Real time-PCR confirmed that these two selected genes transcribed in significantly higher levels in virulent isolates than in less-virulent isolates. Mutants with lesions in the gene encoding pilin showed significantly higher $LD_{50}$ values than that of wild type.