• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.343-351
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• 2021

The aim of this study is to explore the role of teachers in the 2019 revised Nuri curriculum, to suggest the role of appropriate early childhood teachers, and to explore the possibility of developing as an emerging curriculum. It was clarified that the role of teachers in the 2019 revised Nuri curriculum is the applicant, compared to the Nuri curriculum by age 3~5. It could be compared with the role of teachers in the emergent curriculum. Based on the emerging curriculum, the roles of teachers that can be practiced in the 2019 revised Nuri curriculum are teachers who use scaffolding, flexible teachers in curriculum management, and teachers with autonomy and faith in young children. As a conclusion of the study, first, teachers should be experts who can provide optimal play materials to individual young children and multiple young children. Second, teachers must faithfully observe and record so that appropriate scaffolding can be established. Third, teachers must constantly perform questions suitable for development so that they can sustain the interests of young children. Fourth, teachers should operate the 2019 revised Nuri curriculum based on their understanding of the emergent curriculum.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.51-68
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• 2011

The goal of library goes beyond providing information and it also strengthens the education programs for children. The purpose of this study is to analyze the educational role of librarian related to the education programs at library. For this purpose, a research model related to librarians' role for library's child education programs was designed. This research model is based on the constructivist teaching and learning theory. The designed and proposed model was then applied to 5 cases of Korean public library's education programs and some recommendations are suggested for better educational effects.

• Journal of the Korean earth science society
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• v.25 no.3
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• pp.194-204
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• 2004

The purpose of this literature review is to investigate what kinds of research have been done about scientific inquiry in terms of scientific argumentation in the classroom context from the upper elementary to the high school levels. First, science educators argued that there had not been differentiation between authentic scientific inquiry by scientists and school scientific inquiry by students in the classroom. This uncertainty of goals or definition of scientific inquiry has led to the problem or limitation of implementing scientific inquiry in the classroom. It was also pointed out that students' learning science as inquiry has been done without opportunities of argumentation to understand how scientific knowledge is constructed. Second, what is scientific argumentation, then? Researchers stated that scientific inquiry in the classroom cannot be guaranteed only through hands-on experimentation. Students can understand how scientific knowledge is constructed through their reasoning skills using opportunities of argumentation based on their procedural skills using opportunities of experimentation. Third, many researchers emphasized the social practices of small or whole group work for enhancing students' scientific reasoning skills through argumentations. Different role of leadership in groups and existence of teachers' roles are found to have potential in enhancing students' scientific reasoning skills to understand science as inquiry. Fourth, what is scientific reasoning? Scientific reasoning is defined as an ability to differentiate evidence or data from theory and coordinate them to construct their scientific knowledge based on their collection of data (Kuhn, 1989, 1992; Dunbar & Klahr, 1988, 1989; Reif & Larkin, 1991). Those researchers found that students skills in scientific reasoning are different from scientists. Fifth, for the purpose of enhancing students' scientific reasoning skills to understand how scientific knowledge is constructed, other researchers suggested that teachers' roles in scaffolding could help students develop those skills. Based on this literature review, it is important to find what kinds of generalizable teaching strategies teachers use for students scientific reasoning skills through scientific argumentation and investigate teachers' knowledge of scientific argumentation in the context of scientific inquiry. The relationship between teachers' knowledge and their teaching strategies and between teachers teaching strategies and students scientific reasoning skills can be found out if there is any.

• School Mathematics
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• v.8 no.3
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• pp.265-290
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• 2006

The purpose of this study is to search an effective teaching & learning program by examining how much does Excel affect on problem solving of linear function. This study was based on qualitative case study. Teaching experiment was performed for seven periods with five students in 8th graders. Pre and posts tests were attempted to analyze the changes of student's ability on problem solving of linear function. The analysis of tests were performed in category with correct process-object perspective, near process-object perspective, incorrect process-object perspective. According to this study, the subjects showed an improvement on problem solving perspective of linear function. This meant that lessons using Excel had influenced on the problem solving of linear function. We noticed that exploring the learning environment with Excel could supplement paper-and-pencil environment. We believed that Excel with an intuitive dynamic and explorative skills can play a role in scaffolding to support problem solving of linear function.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.16
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• pp.6803-6812
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• 2015

Caveolin-1 is a 22-kD trans-membrane protein enriched in particular plasma membrane invaginations known as caveolae. Cav-1 expression is often dysregulated in human breast cancers, being commonly upregulated in cancer cells and downregulated in stromal cells. As an intracellular scaffolding protein, Cav-1, is involved in several vital biological regulations including endocytosis, transcytosis, vesicular transport, and signaling pathways. Several pathways are modulated by Cav-1 including estrogen receptor, EGFR, Her2/neu, $TGF{\beta}$, and mTOR and represent as major drivers in mammary carcinogenesis. Expression and role of Cav-1 in breast carcinogenesis is highly variable depending on the stage of tumor development as well as context of the cell. However, recent data have shown that downregulation of Cav-1 expression in stromal breast tumors is associated with frequent relapse, resistance to therapy, and poor outcome. Modification of Cav-1 expression for translational cancer therapy is particularly challenging since numerous signaling pathways might be affected. This review focuses on present understanding of Cav-1 in breast carcinogenesis and its potential role as a new biomarker for predicting therapeutic response and prognosis as well as new target for therapeutic manipulation.

• International Journal of Oral Biology
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• v.46 no.3
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• pp.134-139
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• 2021

Under physiological conditions, calcium (Ca²⁺) regulates essential functions of polarized secretory cells by the stimulation of specific Ca²⁺ signaling mechanisms, such as increases in intracellular Ca²⁺ concentration ([Ca²⁺]_i) via the store-operated Ca²⁺ entry (SOCE) and the receptor-operated Ca²⁺ entry (ROCE). Homer proteins are scaffold proteins that interact with G protein-coupled receptors, inositol 1,4,5-triphosphate (IP₃) receptors, Orai1-stromal interaction molecule 1, and transient receptor potential canonical (TRPC) channels. However, their role in the Ca²⁺ signaling in exocrine cells remains unknown. In this study, we investigated the role of Homer2 in the Ca²⁺ signaling and regulatory channels to mediate SOCE and ROCE in pancreatic acinar cells. Deletion of Homer2 (Homer2^-/-) markedly increased the expression of TRPC3, TRPC6, and Orai1 in pancreatic acinar cells, whereas these expressions showed no difference in whole brains of wild-type and Homer2^-/- mice. Furthermore, the response of Ca²⁺ entry by carbachol also showed significant changes to the patterns regulated by specific blockers of SOCE and ROCE in pancreatic acinar cells of Homer2^-/- mice. Thus, these results suggest that Homer2 plays a critical role in the regulatory action of the [Ca²⁺]_i via SOCE and ROCE in mouse pancreatic acinar cells.

• Journal of Life Science
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• v.26 no.3
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• pp.282-288
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• 2016

Protein-protein interactions regulate the subcellular localization and function of receptors, enzymes, and cytoskeletal proteins. Proteins containing the postsynaptic density-95/disks large/zonula occludens-1 (PDZ) domain have potential to act as scaffolding proteins and play a pivotal role in various processes, such as synaptic plasticity, neural guidance, and development, as well as in the pathophysiology of many diseases. Multi-PDZ domain protein 1 (MUPP1), which has 13 PDZ domains, has a scaffolding function in the clustering of surface receptors, organization of signaling complexes, and coordination of cytoskeletal dynamics. However, the cellular function of MUPP1 has not been fully elucidated. In the present study, a yeast two-hybrid system was used to identify proteins that interacted with the N-terminal PDZ domain of MUPP1. The results revealed an interaction between MUPP1 and Wdpcp (formerly known as Fritz). Wdpcp was identified as a planar cell polarity (PCP) effector, which is known to have a role in collective cell migration and cilia formation. Wdpcp bound to the PDZ1 domain but not to other PDZ domains of MUPP1. The C-terminal end of Wdpcp was essential for the interaction with MUPP1 in the yeast two-hybrid assay. This interaction was further confirmed in a glutathione S-transferase (GST) pull-down assay. When coexpressed in HEK-293T cells, Wdpcp was coimmunoprecipitated with MUPP1. In addition, MUPP1 colocalized with Wdpcp at the same subcellular region in cells. Collectively, these results suggest that the MUPP1-Wdpcp interaction could modulate actin cytoskeleton dynamics and polarized cell migration.

• International Journal of Oral Biology
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• v.45 no.3
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• pp.126-133
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• 2020

Homer proteins are scaffold proteins that regulate calcium (Ca²⁺) signaling by modulating the activity of multiple Ca²⁺ signaling proteins. In our previous report, Homer2 and Homer3 regulated NFATc1 function through its interaction with calcineurin, which then acted to regulate receptor activator of nuclear factor-kappa B ligand (RANKL)-induced osteoclastogenesis and bone metabolism. However, to date, the role of Homers in osteoclastogenesis remains unknown. In this study, we investigated the roles of Homer2 and Homer3 in aging-dependent bone remodeling. Deletion of Homer2/Homer3 (Homer2/3 DKO) markedly decreased the bone density of the femur. The decrease in bone density was not seen in mice with Homer2 (Homer2^-/-) and Homer3 (Homer3^-/-) deletion. Moreover, RANKL treatment of bone marrow-derived monocytes/macrophages in Homer2/3 DKO mice significantly increased the formation of multinucleated cells and resorption areas. Finally, Homer2/3 DKO mice decreased bone density in an aging-dependent manner. These findings suggest a novel potent mode of bone homeostasis regulation through osteoclasts differentiation during aging by Homer proteins, specifically Homer2 and Homer3.

• Journal of The Korean Association For Science Education
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• v.26 no.5
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• pp.620-636
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• 2006

The purpose of this study was to analyze one science teacher's understanding of student argumentation and his explicit teaching strategies for implementing it in the classroom. One middle school science teacher, Mr. Field, and his students of 54 participated in this study. Data were collected through three semi-structured interviews, 60 hours of classroom observations, and two times of students' lab reports for eight weeks. Coding categories were developed describing the teacher's understanding of scientific argumentation and a description of the main teaching strategy, the Claim-Evidence Approach, was introduced. Toulmin's approach was employed to analyze student discourse as responses to see how much of this discourse was argumentative. The results indicated that Mr. Field defined scientific inquiry as the abilities of procedural skills through experimentation and of reasoning skills through argumentation. The Claim-Evidence Approach provided students with opportunities to develop their own claims based on their readings, design the investigation for evidence, and differentiate pieces of evidence from data to support their claims and refute others. During this approach, the teacher's role of scaffolding was critical to shift students' less extensive argumentation to more extensive argumentation through his prompts and questions. The different level of teacher's involvement, his explicit teaching strategy, and the students' scientific knowledge influenced the students' ability to develop and improve argumentation.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.87-108
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• 2007

Given that various classroom contextual factors influence the nature of writing instructional practices, it would be worthwhile to explore these factors to generate better environment for learning to write. Among many factors, this study examined teachers' beliefs and knowledge, which would operate as a very influential contextual factor in that changes in principles and methods of teaching writing would be the results of their underlying beliefs and knowledge related to teaching writing. Three professional teachers who teach second- and third-grade English language learners (ELLs) were interviewed, and the analysis of teacher interviews was conducted. The research findings indicated that basically all of the teachers perceived the role of writing in second language learning as very important, sharing the belief that the ultimate goal of teaching writing is to have their students gain fluency in writing and that some of instructional methods such as integration of writing and other language aspects, content-based writing, and providing scaffolding are important. In addition, some beliefs that two ESL teachers shared included the importance of ample and continuous opportunities to write, vocabulary knowledge, and explicit instruction about writing. Other beliefs, including the importance of creating a comfortable writing environment and opportunities for writing for varied purposes and genres were represented.