• Journal of the Chungcheong Mathematical Society
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• v.32 no.4
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• pp.421-440
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• 2019

We establish a few class of infinite series identities from modular transformation formulas for certain series which originally come from generalized non-holomorphic Eisenstein series.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.317-324
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• 2016

This study aims to investigate the motivation for science learning of 3rd year high school students who choose different majors from their track. A total of 2,012 high school 3rd year students participated in this study. We used Science Motivation Questionnaire II (Glynn et al., 2011) to measure the students' science motivation and performed Rasch analysis, MANOVA and logistic regression analysis. First, results showed that 11.5% of students in the science track switched their pathway to a non-STEM major and 14.3% of students in the humanities track switched to a STEM major. In addition, there were gender differences in switching majors. Second, we found a significant difference in science motivation between two groups of students switching their major only in career motivation. Third, science motivation was the significant predictor of STEM major choice; in particular, career motivation was the most influential variable. Based on these results, we proposed that prediction of and paying close attention to students' career motivation are required before making decisions on which track to take.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.1
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• pp.63-77
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• 2018

The purpose of this study was to analyze Korea STEAM Programs in the perspective of Engineering Design. A pilot study of analyzing 41 STEAM programs was conducted by using Guzey et al. (2014)'s STEM program analysis framework. Based on the pilot study result, we suggested specific criteria to analyze Korea STEAM program and developed an analysis framework by considering characteristics of Korea STEAM program we found. The analysis framework suggested by this study has 5 more criteria compared to the Guzey et al. (2014)'s framework. By using the suggested framework, we analyzed another 76 STEAM programs developed by the grant of Korea foundation for the Admin of Science & Creativity (KOFAC) in 2016. The analysis results show that only 28.5% of total 76 Korea STEAM programs are focused on Engineering Design and the programs categorized as 'Complete Engineering Design Lesson' were only 5.4%. More than half of the programs (62.3%) are focused on only science contents with crafting and/or concept drawing activities.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.5
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• pp.1020-1030
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• 2013

The purpose of this study was to develop the STEAM educational program based on the computer programming. STEAM education has been recently attracted to a lot of people. We had a focus of computer science in STEM fields. We used the programming language f or learning KODU. We selected appropriate topics for STEAM education and learning programming. We developed the educational program of 30 hours about selected topics and had classes for 4th and 5th grade elementary students. In order to verify the effectiveness of the educational program, we analyzed the results of pre- and posttest about GALT(Group Assessment of Logical Thinking), TTCT(Torrance Tests of Creative Thinking), science-related affective domain, and mathematical interests and attitudes tests. In the analysis results, the education program we developed had positive impacts on creativity, logical thinking, and science-related affective domain of elementary school students.

• The Journal of Korea Robotics Society
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• v.8 no.1
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• pp.58-65
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• 2013

The purpose of this paper is to improve scientific attitude and interest of the elementary school students by using STEAM-based robots in education. In this work, we analyzed PDIE model that describes methodology for generating STEAM integrated education materials and then we also developed teaching materials utilizing STEAM-based robots. The effect of the STEM-based robots in education was analyzed through a test class which demonstrated the robots indeed help improving scientific attitude and interest of students. During the class, individual knowledge and experience of the students were integrated into the STEAM-based robots which then provide customized help for each student so that they have better understanding and interest in science, technology, and engineering field.

• Korean Journal of Pharmacognosy
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• v.36 no.2 s.141
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• pp.70-74
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• 2005

High performance liquid chromatography(HPLC) was used for the determination of eleutherosides B and E in various parts of Acanthopanax species. Eleutheroside B was detected in the stem (1.45 mg/g) and the root (0.59 mg/g) of A. senticosus and the stem (0.31 mg/g) of A. senticosus grafted on A. sessiliflorus. But there is no detection of eleutheroside B in A. sessiliflorus and the root of A. senticosus grafted on A. sessiliflorus. Eleutheroside E was detected in the stem (0.92, 0.97 and 0.30 mg/g, respectively) and the root (0.65, 0.94, 0.34 mg/g, respectively) of A. senticosus, A. sessiliflorus and A. senticosus grafted on A. sessiliflorus.

• The Korean Journal of Ecology
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• v.5 no.4
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• pp.176-186
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• 1982

Uptake and effects of treated Cd and Pb in rose moss and tomato were studied in pot cultures. Three horticulural plants on the roadside were tested to determine the contents of heavy metals in plant parts. Yields of rose moss were increased by the increase Pb concentrations in soil. Yields of rose moss by Cd treatment were decreased in 1, 000 ppm group, but increased in 500 ppm group. Portulaca grandiflora Hook. proved to be tolerent of Pb and Cd added in soil. Yields of tomato were decreased by an incrase of Pb concentration in soil, and tomato proved to be weak for Pb added in soil. Pb contents in root, stem, leaf, and flower and seed of rose moss were increased by an in crease of Pb concentration in soil Pb content in root was the highest among them. Pb content was the highest in root of tomato, but the lowest in the stem. Among the heavy metal contents metal contents of three horticultural plants collected by roadside, it was the Chrysanthemum which had the highest contents of heavy metal among them. The heavy metal contents in stem were less than in the other plnat parts in all three plants. The number of flowers in rose moss was decreased by an increase of Pb, and Cd concentration in soil, but in tomato it was increased by an increase of Pb concentration in soil. Amount of rose moss seeds which were collected after cultivation was decreased by Pb, and Cd treatment in soil.

• STI Policy Review
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• v.5 no.2
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• pp.43-64
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• 2014

Korea has pursued an aggressive policy of inviting more foreign-born students to its universities since the late 1990s in the wake of the globalization of education markets and its changing demographic structure. While increasingly more students from Asia come to Korea for study, more than half of the graduates return home upon graduation. Given the issues of brain drain, brain circulation, and knowledge transfer that are raised by such a high return rate, this paper examines the factors that frame the foreign students' decision on their post-graduation careers. By analyzing survey data, we report that Asian students majoring in science, technology, engineering, and mathematics (STEM) are more likely to return than non-STEM majors. This suggests that Korea's aggressive policies of inviting foreign-born students have contributed to brain circulation and knowledge transfer between Korea and the other Asian countries. We also find that scholarships from Korean sources and positive attitudes toward Korean culture and life increase their inclination to stay in the country upon graduation. These findings, however, raise more questions than answers, since it becomes obvious that their post-graduation decisions are highly affected by what Korea as a society provides.

• Journal of Life Science
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• v.29 no.8
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• pp.895-903
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• 2019

The aim of the present study was to improve the cell viability of human dental papilla derived single-induced pluripotent stem cells (iPSCs) using a Rho-associated protein kinase (ROCK) inhibitor, Y-27632. The iPSCs were produced using an episomal plasmid-based reprogramming method. After cell separation using trypsin, the iPSCs were treated with 0, 0.5, 1, 2.5, 5, 7.5, or $10{\mu}M$ Y-27632 for 5 d. Cell viability increased significantly following the $5{\mu}M$ Y-27632 treatment (p<0.05). When the iPSCs were exposed to medium containing $10{\mu}M$ Y-27632 for 0, 1, 2, 3, 4, and 5 d, the cell viability rate increased significantly in accordance with the cell viability rate (p<0.05). To evaluate the effect of the Y-27632 treatment on stemness characteristics, the expression of stem cell-specific transcripts and telomerase activity were investigated in the iPSCs treated with $10{\mu}M$ Y-27632 for 5 d. The expression levels of stem cell-specific transcripts, such as OCT-4, NONOG, and SOX-2, and telomerase activity were not significantly different in the iPSCs treated with $10{\mu}M$ Y-27632 as compared with those of untreated control iPSCs (p>0.05). Taken together, the results demonstrated that cell viability can be improved by treatment with the ROCK inhibitor Y-27632, without losing iPSC stemness characteristics.

• Journal of the Korea Society of Computer and Information
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• v.19 no.6
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• pp.139-149
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• 2014

Much research has been conducted in educational robot, a new instructional technology, for K- 12 education. Several studies have shown that educational robot provides effective learning opportunities for students in both content areas of STEM(science, technology, engineering, and mathematics) and critical academic skills, such as collaboration, problem solving and communication skills. However, most studies to date on applications of educational robots have been conducted outside the formal education setting. This study analyzed the influence of using robots in an elementary school science class in Korea with regard to science learning motivation. A total of 121 students in fourth and fifth grades participated in the study. The experimental group was taught using robots in the science class, while the control group was taught using traditional methods. Analysis of covariance (ANCOVA) was conducted to compare the between-group differences in learning motivation before and after the experiment; an interview was also conducted for the experimental group. The study results showed a significant improvement (p<.05) in both learning motivation in the experimental compared with the control group. There was also positive response to learning with a robot. This study will play an important role in research on the use of educational robot in formal education in the future.