• Journal of Engineering Education Research
• /
• v.11 no.2
• /
• pp.90-101
• /
• 2008

This study was conducted to develop pre-engineering educational program model based on STEM integration approach. To accomplish this purpose literature review and content validity ratio survey were carried out. The main results of this study were as follows: First, the conceptual model of STEM integration approach was constituted. Second, the conceptual model of pre-engineering educational program model based on STEM integration approach was proposed. Third, the formation steps of inquiry project activity, problem solving activity, and creative engineering design activity were developed to structure the educational program.

• Journal of The Korean Association For Science Education
• /
• v.32 no.8
• /
• pp.1356-1366
• /
• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

• Journal of The Korean Association For Science Education
• /
• v.35 no.4
• /
• pp.709-723
• /
• 2015

Since 2011, after beginning of the systematic study on STEAM education, South Korea has developed a number of related programs. At this point we see that this is the time to clarify the challenges. The purpose of this study is to clarify the characteristics of their education through the review of many domestic and foreign papers in order to propose the challenges of STEAM education of Korea. The results are as follows. First, the course of integration cannot be separated by the difference in superiority but should be separated in accordance with the purpose of integration. Second, curriculum integration such as STEAM education is characterized by the emphasis on horizontal linking than vertical depth fusion. Accordingly, the content knowledge and vertical linkages are inevitably weakened. In order to overcome this problem, the key concepts and features that were emphasized in the previous curriculum need to also be emphasized in STEAM training, and the comparative study on the core concept and function of each subjects should be preceded. Third, after looking upon the current situation of our country's fusion research and talent training, the limits and the challenges that need to be overcome has been suggested. Fourth, with the basis on research results, we offered an example of the approach on STEAM education which is applicable to the current situation and proposed the challenges and implications that need to be addressed in the STEAM education of Korea in educational contexts such as curriculum, teaching and learning, and evaluation.

• Journal of the Korean Society of Earth Science Education
• /
• v.4 no.2
• /
• pp.89-101
• /
• 2011

Science, Mathematics, Engineering, and Technology (STEM) integrated education has been spotlighted as a new approach for promoting students' conceptual understanding and supporting their future career in STEM field. There is increasing evidence of the positive impact of using a whole design process that can be an example of STEM integrated activities to improve students' conceptual understanding and problem solving skills. However, there is a lack of information on how teachers should accomplish science and engineering integration activities in their classroom and what process they should pay attention. To answer this question, we research the relationship between an design process and students' conceptual understanding using an engineering design activity, called 'Save the Penguins', and study on how each step in an engineering design process in this activity enhance students' conceptual knowledge in science. We found that testing their prototypes and discussing with their peers were the most important process for students to understand and apply science concept for their design, even though the whole engineering design process (demonstration about radiation, discussion about examples in our lives, and testing and reviewing their prototypes, and making final design) helps the students understand the scientific concepts.

• Journal of Korean Elementary Science Education
• /
• v.37 no.2
• /
• pp.188-205
• /
• 2018

For STEM education science teachers usually choose topics which are related to both science and other disciplinary contents. Nevertheless it is not clear for the teachers to adopt what kind of criteria for their choices. Interdisciplinary teaching is not a mixture of science content with another one from different disciplines as resources for the content teaching. Instead the criteria and perspectives for the integration need to be clearly defined. In this study we investigated how to integrate science and other disciplines in terms of interdisciplinary teaching. Family resemblance approach by Wittgenstein, recently revised by Erduran and Dagher, was applied to comparative analysis of science, math, and physical education curriculum documents in Korea. Aim and value, methodological rules and methods, knowledge, and activities in each discipline were compared and analyzed with the view of FRA. Results of the study described alternative criteria of how to find appropriate topics for interdisciplinary teaching.

• Journal of The Korean Association For Science Education
• /
• v.34 no.2
• /
• pp.63-78
• /
• 2014

Integrative STEM education is an engineering design-based learning approach that purposefully integrates the content and process of STEM disciplines and can extend its concept to integration with other school subjects. This study was part of fundamental research to develop an integrative STEM education program based on the science inquiry process. The specific objectives of this study were to review relevant literature related to STEM education, analyze the key elements and value of STEM education, develop an integrative STEM education model based on the science inquiry process, and suggest an exemplary program. This study conducted a systematic literature review to confirm key elements for integrative STEM education and finally constructed the integrative STEM education model through analyzing key inquiry processes extracted from prior studies. This model turned out to be valid because the average CVR value obtained from expert group was 0.78. The integrative STEM education model based on the science inquiry process consisted of two perspectives of the content and inquiry process. The content can contain science, technology, engineering, and liberal arts/artistic topics that students can learn in a real world context/problem. Also, the inquiry process is a problem-solving process that contains design and construction and is based on the science inquiry. It could integrate the technological/engineering problem solving process and/or mathematical problem solving process. Students can improve their interest in STEM subjects by analyzing real world problems, designing possible solutions, and implementing the best design as well as acquire knowledge, inquiry methods, and skills systematically. In addition, the developed programs could be utilized in schools to enhance students' understanding of STEM disciplines and interest in mathematics and science. The programs could be used as a basis for fostering convergence literacy and cultivating integrated and design-based problem-solving ability.

• Korean Journal of Clinical Pharmacy
• /
• v.19 no.2
• /
• pp.89-95
• /
• 2009

Gemtuzumab ozogamicin (GO) is an antibody-targeted chemotherapeutic agent consisting of calicheamicin, a potent cytotoxic antibiotic linked to a recombinant humanized anti CD33 monoclonal antibody directed against the CD33 antigen present on leukemic myeloblasts in most patients with acute myeloid leukemia (AML). GO is indicated for the treatment of patients with CD33 positive AML in first relapse who are 60 years of age or older and who are not considered candidates for cytotoxic chemotherapy. GO has shown moderate activity as a single agent in patients with CD33-positive refractory or relapsed acute myeloid leukaemia, with more promising results in acute promyelocytic leukaemia. The side effect profile may be an improvement on conventional chemotherapy, except for a higher frequency of veno-occlusive disease or sinusoidal obstructive syndrome, especially after a subsequent haematopoietic stem cell transplantation. Because of the different mechanisms of action and non-overlapping toxicities, the integration of this immunoconjugate with standard chemotherapy is a rational approach.

• Journal of Construction Engineering and Project Management
• /
• v.10 no.1
• /
• pp.16-32
• /
• 2020

Cost and time control of projects is important in preventing project failure. However, achieving effective cost and time control in practice is often challenging. The challenges of project cost and time control in practice are investigated by carrying out a questionnaire survey on the top 150 construction contractors in the UK followed by in-depth semi-structured interviews of practitioners from 15 construction companies in the country. Quantitative analysis reveals that design change is the most important factor inhibiting the ability of UK contractors from effectively controlling both the cost and time of construction projects. Four of the top five factors inhibiting effective cost control are also the top factors inhibiting effective time control albeit in a different order. These top factors-design changes, inaccurate evaluation of project time/duration, risk and uncertainty, non-performance of subcontractors and nominated suppliers were also found to be endogenous factors to the project. Additionally, qualitative analysis of the interviews reveals 16 key challenges to prevent for effective project cost and time control in practice. These are classified into four categorised based on where they stem from as follows; from the organisation (1. Lack of integration of cost and time during project control, 2. lack of management buy-in, 3. complicated project control systems and processes, 4. lack of a project control training regime); from the construction management/project management approach (5. Lapses in integration of interfaces, 6. project control not being implemented from the early stages of a project, 7. inefficient utilisation and control of labour, 8. limited time devoted to planning how a project will be controlled at the outset); from the client; (9. Excessive authorisation gates, 10. use of adversarial and non-collaborative forms of contracts, 11. communication problems within client set-up, 12. obstructive client representatives) and; from the project team (13. Lack of detailed/complete design, 14. lack of trust among the project partners, 15. limited time devoted to project control on site, 16. non-factual reporting). The study posits that knowledge of these project control inhibiting factors and challenges is the first step at ensuring they are avoided and enable the implementation of a more effective project cost and time control process in practice.

• Asian-Australasian Journal of Animal Sciences
• /
• v.21 no.5
• /
• pp.745-753
• /
• 2008

Gene-manipulated mice were discovered for the first time about a quarter century ago. Since then, numerous sophisticated technologies have been developed and applied to answer key questions about the fundamental roles of the genes of interest. Functional genomics can be characterized into gain-of-function and loss-of-function, which are called transgenic and knock-out studies, respectively. To make transgenic mice, the most widely used technique is the microinjection of transgene-containing vectors into the embryonic pronucleus. However, there are critical drawbacks: namely position effects, integration of unknown copies of a foreign gene, and instability of the foreign DNA within the host genome. To overcome these problems, the ROSA26 locus was used for the knock-in site of a transgene. Usage of this locus is discussed for the gain of function study as well as for several brilliant approaches such as conditional/inducible transgenic system, reproducible/inducible knockdown system, specific cell ablation by Cre-mediated expression of DTA, Cre-ERTM mice as a useful tool for temporal gene regulation, MORE mice as a germ line delete and site specific recombinase system. Techniques to make null mutant mice include complicated steps: vector design and construction, colony selection of embryonic stem (ES) cells, production of chimera mice, confirmation of germ line transmission, and so forth. It is tedious and labor intensive work and difficult to approach. Thus, it is not readily accessible by most researchers. In order to overcome such limitations, technical breakthroughs such as reporter knock-in and gene knock-out system, production of homozygous mutant ES cells from a single targeting vector, and production of mutant mice from tetraploid embryos are developed. With these upcoming progresses, it is important to consider how we could develop these systems further and expand to other animal models such as pigs and monkeys that have more physiological similarities to humans.