• Journal of Korean Society of Forest Science
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• v.105 no.4
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• pp.401-413
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• 2016

Forest resources utilization and variable disturbance history have been affected the rarity and conservation value of forest relict trees, which served as habitat for forest biodiversity, important carbon stock and cultural role include human and natural history in South Korea. This study was conducted to establish the baseline data for forest resources conservation by clarifying species diversity, spatial distribution and ecological characteristics (individual and habitat) of forest relict trees (DBH > 300 cm) based on the data getting from mountain trail, high resolution aerial photos and field professionals and field survey. As results, 54 taxa (18 family 32 genus 48 species 1 subspecies 3 variety and 2 form) as about 22% of tree species in Korea was identified in the field. 837 individuals of forest relict trees were observed and the majority of the trees was in Pinaceae, deciduous Fagaceae and Rosaceae, which families are abundant in population diversity. High elevation area was important to relict trees as mean altitudinal distribution was 1,200 m a.s.l as likely affected by human activity gradients and mid-steep slope and North aspect was important environment for the trees remain. Many individuals exhibited 'damage larger branch' (55.6%) and consequent relatively lower mean canopy coverages (below 80%). Synthetically, present diversity and abundance of relict forest trees in South Korea were the result of complex process among climate variation, local weather and biological factors and the trees of big and old were estimated to important forest biodiversity elements. In the future, clarifying the role and function of relict trees in forest ecosystem, in- and ex- situ programmes for important trees and habitat, and activities for building the background of conservation policy such as "Guideline for identifying and measurement of forest relict trees".

• Progress in Medical Physics
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• v.20 no.4
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• pp.290-297
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• 2009

In case of radiation treatment using small field high-energy photon beams, an accurate dosimetry is a challenging task because of dosimetrically unfavorable phenomena such as dramatic changes of the dose at the field boundaries, dis-equilibrium of the electrons, and non-uniformity between the detector and the phantom materials. In this study, the absorbed dose in the phantom was measured by using an ion chamber and a diode detector widely used in clinics. $GAFCHROMIC^{(R)}$ EBT films composed of water equivalent materials was also evaluated as a small field detector and compared with ionchamber and diode detectors. The output factors at 10 cm depth of a solid phantom located 100 cm from the 6 MV linear accelerator (Varian, 6 EX) source were measured for 6 field sizes ($5{\times}5\;cm^2$, $2{\times}2\;cm^2$, $1.5{\times}1.5\;cm^2$, $1{\times}1\;cm^2$, $0.7{\times}0.7\;cm^2$ and $0.5{\times}0.5\;cm^2$). As a result, from $5{\times}5\;cm^2$ to $1.5{\times}1.5\;cm^2$ field sizes, absorbed doses from three detectors were accurately identified within 1%. Wheres, the ion chamber underestimated dose compared to other detectors in the field sizes less than $1{\times}1\;cm^2$. In order to correct the observed underestimation, a convolution method was employed to eliminate the volume averaging effect of an ion chamber. Finally, in $1{\times}1\;cm^2$ field the absorbed dose with a diode detector was about 3% higher than that with the EBT film while the dose with the ion chamber after volume correction was 1% lower. For $0.5{\times}0.5\;cm^2$ field, the dose with the diode detector was 1% larger than that with the EBT film while dose with volume corrected ionization chamber was 7% lower. In conclusion, the possibility of $GAFCHROMIC^{(R)}$ EBT film as an small field dosimeter was tested and further investigation will be proceed using Monte Calro simulation.

• The Journal of Engineering Geology
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• v.23 no.4
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• pp.477-491
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• 2013

Natural radionuclides in groundwater in the Danyang area were investigated to characterize the behaviors of uranium and radon with respect to lithology and physico-chemical components, which can aid our understanding of their occurrence, properties, and origins. To this end, a total of 100 groundwater samples were collected and analyzed, and radionuclide levels were used to construct detailed concentration maps. The water type of the groundwater, assessed using a Piper diagram, is mainly Ca-Na-$HCO_3$. The concentrations of uranium range from 0.02 to $251.0{\mu}g/L$ (average, $3.85{\mu}g/L$) and only 1% exceed USEPA's MCL (Maximum Contaminant Level). Uranium is enriched in groundwaters of Cretaceous granites and Precambrian metamorphic rocks, whereas it is depleted in groundwaters of sedimentary rocks. The concentrations of radon range from 13 to 28,470 pCi/L (average, 2397 pCi/L). Only 15% of the samples exceed AMCL (Alternative Maximum Contaminant Level) of 4000 pCi/L. The radon concentration is highest in groundwater of Cretaceous granites and lowest in groundwater of sedimentary rocks. In conclusion, the distribution and occurrence of radionuclides are intimately related to the basic geological characteristics of the rocks in which the radiogenic minerals are primarily contained. The behavior of uranium is only weakly related to that of radon (correlation coefficient = 0.15). There are also weak correlations between radionuclides and the main chemical components, pH, EC, Eh, and well depth. Of note, the correlation coefficient between radon and $SiO_2$ is 0.68, and that between radon and $HCO_3$ is -0.48. Factor analysis shows that radionuclides behave somewhat independently of each other because there are no significant factors that control the behavior of chemical components as well as radionuclides. The detailed concentration maps during this study will be used to establish useful database of radionuclide distribution and geological properties throughout Korea.

• Journal of Science Education
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• v.36 no.2
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• pp.235-250
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• 2012

This paper aims to find out whether or not elementary school students recognize and understand scientific units that they encounter in their everyday life. To select appropriate units for the survey, first, scientific units in elementary textbooks of science and other science related subjects were analyzed. Then it was examined how these units were related to the learners' daily life. The participants in the current survey were 320 elementary school 6th graders. A questionnaire consisted of 11 units of science, such as kg for mass, km for distance, L for volume, V for voltage, s for time, $^{\circ}C$ for temperature, km/h for speed, kcal for heat, % for percentage, W for electric power, pH for acidity, which can often be seen and used in daily life. The students were asked to do the following four tasks, (1) to see presented pictures and select appropriate scientific units, (2) to write reasons for choosing the units, (3) to answer what the units are used for, and (4) to check where to find the units. The data were analyzed in terms of the percentage of the students who seemed to well recognize and understand the units, using SPSS 17.0 statistical program. The results are as follows: Regarding the general use of the units, it was revealed that almost the same units were repeated in science and other subject textbooks from the same grade. With an increase of the students' grade more difficult units were used. As for the use of each unit, it was found that they seemed to relatively well understand what these units kg, km, L, $^{\circ}C$, kcal, km/h, and W stand for, showing more than 91% right. However, the units of V, s, in particular, %, and pH did not seem to be understood. With respect to the recognition of the units, most students did not recognize such units as L for volume and pH for acidity, probably because the units are difficult at the elementary level in comparison to other scientific units. The students indicated that schools were the best place where they could learn and find scientific units related to life, followed by shops/marts, newspapers/broadcasting, streets/roads, homes, and others in that order. The results show that scientific unit learning should be conducted in a systematic way at school and that teachers can play a major role in improving students' understanding and use of the units.

• Journal of Science Education
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• v.36 no.2
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• pp.198-215
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• 2012

Purpose of this study is to clarify the effect of creative science writing for interest of biology and scientific attitude on high school student. Creative science writing is a learning method to enhance comprehension and expression of thinking of science contents related to daily life. 148 students were recruited and divided into two groups, experimental group were experience creative science writing lessons. On the other hand, contrary group were applied interest enhancement lessons excepted creative science writing activity. To investigate the effect of creative science writing, interest check of biology was used, and scientific attitude test was used to understand changes in student's scientific attitude. Experimental group had taught using creative science writing and their awareness of the instruction was analyzed with questionnaire. As a result of this study, the class based on creative science writing was effective in improving high school students' interest in biology and in particular it was helpful in promoting interest in biology and learning of biology. It suggested that the class based on creative scientific writing used a new teaching method unlike existing methods, caused them to have interest in the instruction by making them express their daily life freely not to memorize learning contents, applied learning contents to daily life through many kinds of writings and then enhanced their interest in biology. Indeed, the class based on creative science writing had the positive influence on changes in the scientific attitude of high school students. Since creative science writing is writing one's own idea through extensive thinking based on learning contents, it was effective in arranging the process of thinking and changing their scientific attitude into positive one. Consequently, it was concluded from the above results of the research that the teaching using creative science writing was available as the effective teaching methods to improve high school students' interest in biology and change their scientific attitude into positive one.

• Journal of Science Education
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• v.36 no.2
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• pp.381-393
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• 2012

This study was analyzed that what kind of elements for STEAM, except scientific commonsense, are contained in 2009 revised chemistry textbooks I for high school students. So first, elements of STEAM in textbooks were examined by following three sections; by publishing company, each unit and area of textbook. For reference, new sub-elements of STEAM were set because existing elements of STEAM is incongruent with current textbooks. As a result, most chemistry textbooks included elements of STEAM properly for inter-related learning with the other fields. Every textbook had its unique learning methods for utilizing elements of STEAM and they were unified as one way. Depending on textbooks, learning methods were little bit different from the others. Also, detailed elements of STEAM contained in textbooks were classified just 14 types. And they were even focused on a few elements according to sort of textbook. Thus, it seemed that there was a certain limitation of current education of STEAM in chemistry Field. By the unit, according to the curriculum, contained elements of STEAM were different. Almost all elements of STEAM were located in I section. Consequently, it is difficult to include elements of STEAM if mathematics or history were not existed in curriculum. Lastly, by the area, most of all elements of STEAM were included in reference section. Almost all elements of STEAM were focused on art and culture. Thus, STEAM was used for utilization about chemical knowledge in substance. Otherwise, convergence training for approach method was not enough in chemical knowledge.

• Journal of Science Education
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• v.37 no.3
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• pp.525-537
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• 2013

The purpose of this study was to investigate science integrated process skill of the students in science education center for the gifted. In order to do this, 'free-response test for the assessment of science process skills' developed by Yu-Hyang Kim(2013) was administered to 102 students(15 in elementary school science class, 58 in middle school science class I, and 29 in middle school science class II) who attend the program of science education center for the gifted in C university. The assessment tool measured 9 skills ; formulating inquiry questions, recognizing variables, formulating hypotheses, designing experiment, transforming data, interpreting data, drawing conclusions, formulating generalizations, and evaluating the designed experiments. As a result, the students in science education center for the gifted had relatively high scores in the area of 'formulating hypotheses' and 'recognizing variables', but they had relatively low scores in the area of 'transforming data', 'interpreting data', and 'evaluating the designed experiments'. The 2 items' percentage of correct answers were below 40% ; one is about a drawing a line graph in 'transforming data', and the other requires finding improvements of the experimental design in 'evaluation'. There was no significant difference between boys' scores and girls's one, and between the scores of students in the field of biology and those of students in the other fields(physics, chemistry, and earth science) in science integrated process skills. And there was significant difference according to the periods receiving the gifted education in 'formulating generalizations'. The teaching and learning has to focus on improving science integrated process skills in the program of science education center for the gifted and teaching and learning materials needs to be developed.

• Journal of Science Education
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• v.37 no.3
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• pp.434-445
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• 2013

The purpose of this study is to aid the teaching strategy for the teacher by investigating the preconception of the earthquake for 4th grade students in elementary school before learn the curriculum. For this, 31 grade students who lived in Seongnam in Gyeonggi province were interviewed with the questionnaire. The following is the findings. On the definition of an earthquake, 64.9% of the students had scientific conception. On the question of 'what happens on the ground when there is an earthquake', 59.2% of the students responded shaking or cracking of the earth, ground, things or building. On the question of 'what a person should do when there is an earthquake', most of the students responded by more than two answers. In contrast, on the causes of an earthquake, there were the largest percentage (35.3%) students who answered they didn't know. Except for one student, there were no students had talked about scientific conception. On the question of 'what happens below when there is an earthquake', 26.3% of the students responded they didn't know. On the place where an earthquake occurs rather frequently, 22.2% of the students mentioned an island. On the reason, 39.9% of the students responded they didn't know and there were no students with scientific answers. This study showed 4th grade students had scientific conception on the definition of an earthquake, and they had many experience interaction with external environment on 'what happens on the ground when there is an earthquake', 'the place where an earthquake occur rather frequently'. However the students had relatively small experience on the causes of an earthquake, on 'what happens below the ground when there is an earthquake', and earthquake-prone areas. Based on this study, additional research must be conducted on science in which the students' preconceptions is investigated to connect back to curriculum development. In addition, consideration must be given on how to integrate the thinking processes of students during the curriculum development process.

• Journal of Science Education
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• v.40 no.3
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• pp.267-286
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• 2016

The study aimed to investigate a research trend in science gifted education of six years from 2010 to 2015 by utilizing literature analysis and Social Network Analysis (SNA) methods. In this study, 275 papers published in eight major academic journals of science education and gifted education were selected as research subjects. First, through the literature analysis, it was found that the most frequent research topics were cognitive characteristics (25.8%), curriculum/programs (22.6%), and social and emotional characteristics (20.2%). For the research method employed in research papers, the survey research (46.5%) was appeared as the most frequently employed method, and followed by experimental (18.8%), program development (10.6%), correlation (10.3%), and qualitative (6.4%) research methods. The most frequent research subject was appeared as middle school students (33.7%) and followed by elementary school (30.6%), and high school (12.7%) students. Second, the SNA method was utilized for producing keyword frequency, degree centrality and network analyses. It was appeared that the most common keywords over six years included 'science gifted', 'gifted education', and 'creativity' and frequent keywords were science gifted, gifted education, gifted, creativity, science inquiry, perception, (creative) problem solving, science high school, scientific attitude, and STEAM. Third, through 2-mode network analysis, it was found that the research papers about cognitive characteristics were mainly related to perceptions, thinking ability, scientific argumentation, science inquiry and so on. It was also found that the research papers about social and emotional characteristics were related to correlation, motivation, creativity-character, self-efficiency and so on. It was concluded that the SNA method can be performed with literature analysis together for better understandings and interpretations of the research trend of science gifted education in-depth.

• KOREAN JOURNAL OF CROP SCIENCE
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• v.51 no.spc1
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• pp.185-192
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• 2006

This experiment was conducted to assess genetic diversity of waxy corn inbred lines and to identify SSR markers related to major characteristics affected kernel quality for improving waxy corn $F_1$ hybrid with good quality. Diversity of 64 waxy com inbred lines was evaluated using 30 microsatellite markers. The 30 microsatellite markers representing 30 loci in the maize genome detected polymorphisms among the 64 inbred lines and revealed 225 alleles with a mean of 7.5 alleles per primer. The polymorphism Information content (PIC) value ranged from 0.14 to 0.87, with an average of 0.69. Based on Nei's genetic distances, the 64 inbred lines were classified into 9 groups by the cluster analysis. The group I included 26 inbred lines (41%), other groups included 3 to 9 inbred lines. One-way analysis of variance was conducted to identify significant relationship between individual markers and major characteristics that affect kernel quality. The analysis showed that umc1019 was related to amylopectin and crude protein content, me 1020 to amylopectin content and peak viscosity, and bnlg1537 to 100-kernel weight, kernel length, and kernel width.