• Korean Journal of Optics and Photonics
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• v.32 no.5
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• pp.235-243
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• 2021

Photobiomodulation (PBM)-based therapy, which uses a phenomenon in which a light source of a specific wavelength band promotes ATP production in mitochondria, has attracted much attention in the fields of biology and medicine because of its effects on wound healing, inflammation reduction, and pain relief. Research on PBM-based therapy has mainly used lasers and light-emitting diodes (LEDs) as light sources and, despite the advantages of organic light-emitting diodes (OLEDs), there have been only a few cases where OLEDs were used in PBM-based therapy. In this research, the skin-care effect of PBM was analyzed using red (λ = 620 nm), green (λ = 525 nm), and blue (λ = 455 nm) OLED lighting modules, and was compared to the PBM effect of LEDs. We demonstrated the PBM-based skin-care effect of the red, green, blue OLED lighting modules by measuring the increase in the amount of collagen type-1 synthesis, the inhibition of melanin synthesis, and the suppression of nitric oxide generation, respectively.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.283-294
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• 2022

Although the concept of light is important in the elementary school curriculum, substantial research suggests that students and teachers have difficulties in understanding it. Therefore, it is necessary to analyze the reasons for these difficulties-whether it is due to the content or due to the presentation method of contents, structure, and expression. The national curriculum and textbooks of Korea, the US, China, and Japan were comparatively analyzed from the following perspectives: 1) key concepts of light, 2) structure of light units in the textbook, 3) materials, light sources, and optics used in light units. Consequently, there were differences between countries in their inclusion of the concept of light in the curriculum. In particular, the Korean curriculum studies the concept of refraction by a convex lens, whereas the concept of light, light source, and vision is not introduced. Furthermore, countries also differed in their structuring of units. The Korean curriculum was presented segmentally by concept rather than structured according to core ideas or perspectives, and the connection between concepts was unclear. In addition, there were differences between the countries in materials, light sources, and optical instruments to explain key concepts. On using light, the US curriculum provides a purpose and uses light to achieve it, and China and Korea understand the concept. It was divided into the method of using the material to deepen. Based on the results of this analysis, the implications for the elementary science curriculum in Korea were derived as follows. First, it is necessary to introduce concepts sequentially and organize them so that the connection between concepts is well expressed. Second, it is necessary to introduce light and light sources as the predominant concepts. Third, it is necessary to include the principle of seeing objects. Fourth, it is necessary to adjust the material and content level of the refraction concept included in the light and lens unit. Fifth, an integrated approach is required because light has a deep connection with various concepts included in the elementary science curriculum.