• Journal of the Korean Chemical Society
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• v.58 no.4
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• pp.393-405
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• 2014

The purpose of this study was to investigate the characteristics of social interaction on cultural aspects, verbal interaction, and discussion maps in scientific modeling instruction on combustion in middle school. Revised-CLEQ (Cultural Learning Environment Questionnaire), verbal interaction framework, discussion maps analysis were implemented for this study. The results of study follow respectively. First, the characteristics on cultural aspects of middle school students showed cooperation rather than competition in terms of collectivism. Students' attitudes to learning science tended to depend on others' idea, and students were passive and reluctant to present their comments when they were modeling work. Second, for the characteristics of verbal interaction, they simply presented knowledge related to build a model. The response to comments and feedback was relatively few. Third, discussion maps showed a lot of interaction for reponses that was alternatively brought the concept of commenters, which students were depended on a specific one, and responses. There were not many interaction for elaboration, which were described to have new presented ideas, corrections, and reasons when they exchange their ideas. In this study the model type of interaction affecting the formation of the students understanding of and in our country, it makes a lot of social interactions as the basis for teaching system could be utilized.

• Applied Biological Chemistry
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• v.18 no.2
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• pp.65-70
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• 1975

The cultivation of ginseng plant (Panax ginseng C.A. Meyer) in Korea as an eminent medicinal herb may be traced far back in history. However, the practices in cultivation have not much improved in terms of efficiency and scientific farming. In the present study some experiments were undertaken for the search of the soil and nutrition conditions, because of the nutritional requirement of ginseng plant shaws quite unique compared with other crops. In both the seed bed and the field 'Yakto' has been traditionally employed or the prime source of nutrition of the crop. Yakto is a complex matter prepared from raw foliage of the broad-leaved trees as the main portion with the admixture of a variety of organic nitrogen source through fermentative processes. The composition of Yakto may be classified coarsely into the decomposed and undecomposed substances, the former being further fractionated according their solubilities, comprising also various colloidal matters whose composition and structure are yet to be known. The Yakto-fractions were subjected to analyze for search of its nature and coarse composition in terms of the distribution of nitrogen, contents of organic functional groups such as -COOH, phenolic-OH, alcholic-OH and methoxyl and hydrolysable sugars. Furthermore, absorption-spectra of each fraction were determined in visible and infrared region and compared the results each other.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.347-358
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• 2017

The purpose of this study is to research on the professional development of pre-service chemistry teachers in terms of personal practical knowledge(PPK), and draw a discussion for pre-chemistry teacher education. A reflective discussion through a Community of Practice(CoP) activity has been conducted with 5 pre-service chemistry teachers studying in a college of education located in Seoul. The analysis of the results reveals that 'Subject-matter knowledge' is leaning toward massive chemical contents, 'Curriculum knowledge' is below the level of selecting, analyzing, and applying curriculum materials. 'Instruction knowledge', especially the knowledge of chemistry experiment and research, is not enough to lead secondary students' scientific experiment. 'Milieu of school knowledge' is stunted in growth for the reason of communication-deficiency between a college of education and a community, and among education- related groups. 'Self-knowledge' has been diminished not only because there is a bad influence from college classmates not wanting to be a teacher, but also a lack of communication in the chemistry-education department which can make pre-teachers' belief strong. In conclusion, it is especially needed for the chemistry-education department to strengthen pre-teachers' 'Self-knowledge' in order to develop PPK. This study suggests operating 'a professional community' that has a periodic meeting with pre-service teachers, teachers, professors, community people, education practitioners, and researchers. In addition, it would be effective for increasing pre-teachers' PPK to reconsider depth and direction of 'Subject-matter knowledge', to give an opportunity to examine curriculum materials critically and reorganize them, to improve the course of chemistry experimental subject to the way of improving pre-teachers' leadership in chemistry inquiry experiment, and to raise the quality of educational service activities.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.3
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• pp.293-302
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• 2014

The purpose of this study is to investigate the effects of research project program of science process skills and science-related attitudes for high school students. This study were accompanied by 72 junior students of G High School who were reorganized as students whose research subject was closely related to chemistry. These students went through 28 periods of 14 sessions of research project program, were tested before and after the study on their science process skills and science-related attitudes. A simple questionnaire afterwards to get their thoughts on this program, was surveyed. The results are as follows. First, the research project program was effective in the science process skills (p<0.01). There was a statistically meaningful difference in the subcategory of deduction, setting up hypotheses, finding variables, building experiments, graphing and interpreting data. Although there was an increase in the average scores of prediction, operant definition, and generalization factors, it was not statistically meaningful (p>0.05). Second, the research project program showed an increase in the post-test of the science-related attitudes but was not statistically meaningful (p>0.05). In terms of subcategoty, the social importance of science, criterion of scientists, application of scientific attitude, and enjoyment of science classes were statistically meaningful (p<0.05). Third, according to the survey of research project program, there was an increase in creating a research problem and solving it by oneself as well as in participating with other teammates to solve a problem. But the most difficult thing was when the experiment failed during the research was processing. The curiosity and interest, towards objects around all lives and science classes after the program done, were increased.

• Journal of Plant Biotechnology
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• v.45 no.3
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• pp.190-195
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• 2018

Sweetpotato [Ipomoea batatas (L.) Lam] represents an attractive starch crop that can be used to facilitate solving global food and environmental problems in the $21^{st}$ century. It can be used as industrial bioreactors to produce various high value-added materials, including bio-ethanol, functional feed, antioxidants, as well as food resources. The non-profit Center for Science in the Public Interest (CSPI) announced sweetpotato as one of the ten 'super foods' for better health, since it contains high levels of low molecular weight antioxidants such as vitamin-C, vitamin-E and carotenoids, as well as dietary fiber and potassium. The United States Department of Agriculture (USDA) also reported that sweetpotato is the best bioenergy crop among starch crops on marginal lands, that does not affect food security. The Food and Agriculture Organization (FAO) estimated that world population in 2050 will be 9.7 billion, and require approximately 1.7 times more food than today. In this respect, sweetpotato will be a solution to solving problems such as food, energy, health, and environment facing the globe in the $21^{st}$ century. In this paper, the current status of resources, and cultivation of sweetpotato in the world was first described. Development of a new northern route of the sweetpotato and its prior tasks of large scale cultivation of sweetpotato, were also described in terms of global food security, and production of high-value added biomaterials.

• Journal of the Korean Chemical Society
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• v.56 no.3
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• pp.371-377
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• 2012

In this study, open inquiry reports of 165 eighth graders in Daegu were analyzed in terms of content area, the types of inquiry hypothesis, and the types of inquiry variables. Before summer vacation, students learned about inquiry process and explored their own inquiry topic for two class hours. During summer vacation, students performed open inquiry including problem selection, designing and performing experiment, data collection, data analysis, and writing report. After the vacation, students submitted their reports, and answered to additional survey regarding the source of inquiry idea, the definition of hypothesis, and the most difficult step of inquiry process. As a result, chemistry was the most dominant content area of the reports and biology and life science were the next. 130 out of 165 reports included inquiry hypotheses, and most of them were predictive hypotheses. In many reports, dependent and independent variables could not be identified because of their ambiguity. However, inquiry variables described in experimental design, which were mostly categorical variables, were clearer than those described in inquiry subject and inquiry hypothesis. The most difficult step of inquiry process for students was to generate an idea for open inquiry.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.107-123
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• 2010

This study investigated the content and the effect of peer discussion about classroom practices on their science teaching. Participants included three science teachers with chemistry backgrounds in middle and high schools. Each of them had their classes videotaped and observed the footage as well as discussed the lessons together. The teachers had six meetings on 15 recorded lessons including one meeting beforehand. Teachers' discussions were also audio-taped and the data was transcribed. Teachers extensively discussed their lessons not only in terms of instructional strategies and scientific concepts but also the curriculum organization and teaching goals. Analysis of video-recorded lessons showed that instructional strategies were changed partially, but the aspects of curriculum organization in relation to teaching goals were not changed. Analysis of the recorded data revealed that teachers recognized the problems in their science teaching and considered the practical alternative ideas suggested by peers, but teachers proposed the necessity of experience to practice in their class. The study shows that observing and discussing each other's classes is one possible way to improve the class. Implications about teaching improvement for other teachers were discussed.