• Journal of Korean Elementary Science Education
• /
• v.23 no.4
• /
• pp.297-304
• /
• 2004

The purpose of this study was to investigate inservice elementary teachers' view and the change of preservice elementary teachers' view on the nature of science by the science education course. The subjects were 386 junior preservice teachers in a National University of Education and 257 inservice teachers working in a metropolitan city. An instrument consisting of fifty eight items were developed on the bases of previous studies. Before entering the course, preservice teachers view was compared by gender with T-test and no significant differences were found except the category 'role of a scientist'. Preservice teachers view was also compared by major with ANOVA and significant differences were found on the categories 'scientific method' and 'scientific law'. After the course, on comparing their view by gender, significant differences were found on the categories 'scientific theory', 'scientific knowledge', and 'scientific law'. The result of ANOVA by major, significant differences were found except the category 'role of a scientist'. Inservice teachers view was compared by gender and major and the differences were no significant, the significant differences, however, were founded in comparing by career and ability.

• Proceedings of the Korea Association of Crystal Growth Conference
• /
• 1999.06a
• /
• pp.361-369
• /
• 1999

New method of control based upon a physical model of the Stepanov growth technique has been developed. The controller keeps the system stable and completely denies operator's interference into the process. The system demonstrates very reliable results under commercial production of shaped sapphire crystals.

• Journal of Science Education
• /
• v.41 no.2
• /
• pp.267-280
• /
• 2017

The purpose of this study is to review the foundation of the representative early scientific societies and their major activities. The documents, books, and literature related to this study were collected through internet websites (e.g., google scholar, wikipedia) and analyzed by the qualitative content analysis method. The result of this study shows that requirement for the necessary resources to acquire or to prepare the instruments for the experiment is significantly increased with the rising importance of the experiments to conduct the scientific methods. As a consequence, scientists faced urgent necessities to conduct scientific experiments with cooperation and exchange of the newest information by establishing a community beyond the independent and individual research activity. Establishment of the scientific societies is the result of these necessities. At the beginning of the scientific societies, the resources are provided by either wealthy patron or member contribution or public through foundation of government organization. This study provides the implications for future scientific societies.

• YAKHAK HOEJI
• /
• v.55 no.2
• /
• pp.145-153
• /
• 2011

A simultaneous detection and quantification method for determining the Phenylalkylamine derivatives, such as methamphetamine (MA), amphetamine (AM), 3,4-methylenedioxymethamphetamine (MDMA), 3,4-methylenedioxyamphetamine (MDA), ketamine (KT), norketamine (NKT), phentermine (PT), fenfluramine (FFA) and phenmetrazine (PM), in oral fluid was developed and validated according to international guidelines. The validated method was applied to actual oral fluid samples collected from drug abuse suspects. The recovery of phenylalkylamines from oral fluid collection devices was also assessed. Oral fluid specimens from 20 drug abuse suspects submitted by the police were collected using Salivette$^{TM}$, Quantisal$^{TM}$ or direct expectoration. The samples were screened using a biochip array analyzer. For confirmation, the samples were analyzed by GC-MS in selected-ion monitoring (SIM) mode after extraction using automated SPE with a mixed-mode cation exchange cartridge and derivatization with trifluoroacetic anhydride (TFAA). The results from the immunoassay were consistent with those from GC-MS. All the oral fluid samples gave positive results for MA, AM, PT and/or PM. The detection of phenylalkylamines in oral fluid can provide a better indication of recent use than urine or hair. Therefore, the oral fluid specimen was useful for demonstrating phenylalkylamines abuse in the driving under the influence of drug (DUID) as an alternative specimen for urine.

• Journal of Veterinary Science
• /
• v.23 no.6
• /
• pp.92.1-92.8
• /
• 2022

Background: Feline calicivirus (FCV) is widespread throughout the world. An FCV infection is associated with conjunctivitis, rhinitis, and mouth ulcers that can lead to the animal's death. Because vaccination is not always effective, it is necessary to monitor the infection regularly. Objectives: This study examined the FCV epizootic situation in the Moscow metropolitan area by conducting a molecular phylogenetic analysis of the virus isolates. Methods: Samples from 6213 animals were examined by a reverse transcription polymerase chain reaction. For phylogenetic analysis, 12 nucleotide sequences obtained from animal samples were selected. Sequencing was performed using the Sanger method. Phylogenetic analysis was conducted using the Maximum Likelihood method. Results: The FCV genome was detected in 1,596 (25.7%) samples out of 6,213. In 2018, calicivirus was detected in 18.9% of samples, 27.8% in 2019, 21.4% in 2020, and 32.6% in 2021. Phylogenetic analysis of the F ORF2 region and the ORF3 start region led to division into two FCV genogroups. Most of the isolates (8 out of 12) were close to the Chinese strains. On the other hand, there were isolates closely related to European and American strains. The isolates circulating in Moscow were not included in clusters with vaccine strains; their nucleotide similarity varied from 77% to 83%. Conclusions: This study revealed a high prevalence and genetic diversity of the FCV in Moscow. The epizootic situation remains stably tense because 24 viruses were detected in 25% of animals annually.

• Journal of The Korean Association For Science Education
• /
• v.32 no.3
• /
• pp.428-445
• /
• 2012

The objective of this study is developing an instrument for investigating views of the respondents on nature of science(NOS) by using experienced scientific knowledge, atomic model. It consists of total six questions and 36 detail items, and each question is reflected the aspects of different NOS which are 'recognition on the model', 'tentativeness of scientific knowledge', 'subjectivity in science', 'use of inference and imagination', 'myths of the scientific method', and 'comparison between science and art'. Particularly, 'comparison between science and art' is addressed almost for the first time in this questionnaire. In the class environment almost not to teach nature of science linking with concrete scientific knowledge, to inquire how the students recognize nature of science, relating to experienced scientific knowledge through this questionnaire will give the data of scientific knowledge based recognition on the nature of science and an important implication for nature of science teaching with concrete scientific knowledge. Developing processes have gone through four steps. In first step, we chose aspects of NOS and developed questions and details. In second step, we tested the draft into fifteen science teachers and, reflecting their opinions, corrected the form and contents of questionnaires. In third step, we tested the questionnaire included writing section for expressing thoughts of the respondents into 55 students in science high school and checked index of coincidence between Likert and open-ended responses which shows 88.2% degree of consensus. Furthermore, to identify the feature of using concrete scientific knowledge we applied this and views on science and education questionnaires together into six university students. We performed final test to 68 university students and measured Cronbach's, and ultimately completed final questionnaire in last step.

• Journal of Gifted/Talented Education
• /
• v.25 no.4
• /
• pp.565-580
• /
• 2015

We investigated gifted students' scientific integrity, perception of scientific misconduct and needs for research ethics education. For this study, 267 science academy students who have participated in R&E program responded to questionnaire of those three parts. The major findings are as follows: First, 45.31% of gifted students answered that they had one or more experiences in five categories; fabrication, falsification, plagiarism, unfair authorship, and connivance of scientific misconduct. Second, almost 90% of gifted students responded that statements of questions are scientific misconduct except the self plagiarism. Third, 28.83% of gifted students needed to study research ethics and all of them were 1st graders. Fourth, they wanted to know specifically the limit of apt citation, writing skills of research notes, specific examples of scientific misconduct, and concrete acting method for scientific integrity, etc. In order to get gifted students to conduct their research responsibly, educators have to consider and reflect the voice of gifted students.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
• /
• v.8 no.7
• /
• pp.341-350
• /
• 2018

The purpose of this study was to develop science essay writing activities for developing elementary pre-service teacher's scientific thinking ability and scientific emotion and to analyze its effects. For the study, 60 first grade students attending teacher training institutes in the G region of Korea were selected. All 60 elementary pre-service teachers were students who selected a liberal arts lecture related to 'science inquiry'. As a result of the study, we confirmed that the preliminary teacher uses the scientific method of 'induction' in the article related to scientific thinking and the description related to the past time, agency, and purpose of the story is included in the essay related to scientific emotion. In addition, it was confirmed that elementary school teachers' writing ability was improved as the writing was repeated, and that the image of 'science' changed positively in many areas. This study suggests that a various and interesting scientific inquiry activities are needed to improve the science writing skills.

• Journal of Gifted/Talented Education
• /
• v.21 no.2
• /
• pp.337-356
• /
• 2011

The purpose of this study was to find out the effect of the Astronomical Learning Program Using IIM on Science Process Skills and Scientific Attitudes in the elementary scientific gifted students. For this purpose, this research developed the Astronomical Learning Program Using IIM. This program was totally consisted 7 lessen. There was 7 part in this program. It contained Select the subject (step 1), The aim settings (step 2), Collect the data (step 3), Doing inquiry (step 4), An aim evaluation (step 5), Making a report (step 6), Announcing (step 7). To find the effect of the Astronomical Learning Program Using IIM on Science Process Skills and Scientific Attitudes in the elementary scientific gifted students. 20 participants was selected. These students were attended at a scientific gifted class(3rd grade) of an elementary school located in Ulsan. First, Science Process Skills test and Scientific Attitudes test was used to find the effect of the Astronomical Learning Program Using IIM. And the results were analyzed by SPSS WIN 18.0. The results of this study were as follows. First, the Astronomical Learning Program Using IIM was a positive effects on Science Process Skills of elementary scientific gifted students (F=4.920, p=.021). Second, the Astronomical Learning Program Using IIM was a positive effects on Scientific Attitudes of the elementary scientific gifted students (F=11.244, p=.001). According to this research, the Astronomical Learning program Using IIM was verified to improve Science Process Skills and Scientific Attitudes on the elementary scientific gifted students. It will be contribute on the curriculum construction of the gifted school or gifted class.

• Journal of The Korean Association For Science Education
• /
• v.39 no.2
• /
• pp.221-232
• /
• 2019

Despite the continuing emphasis on the importance of scientific inquiry, research studies have commented that authentic scientific inquiry is not implemented in school science classroom due to a lack of understanding of scientific inquiry by the teacher. The purpose of this study is to investigate understanding of scientific inquiry developed by beginning teachers through open-ended questionnaire and semi-structured interview. They voluntarily set up the goal of inquiry-based classes, planned inquiry-based classes, shared and reflected their teaching experience in professional learning community for more than a year. It appeared that participant teachers understood scientific inquiry as 'what scientists do', 'process how students do science' and 'science teaching methods.' All teacher participants described scientific inquiry as 'what scientists do', and understood 'the process of doing scientific investigation to solve problems related to natural phenomenon' and 'the process of constructing scientific knowledge using scientific practice.' Two participant teachers seemed to understand scientific inquiry as a 'teaching method' based on the understanding of the process how scientists or students do science. Participant teachers had a limited understanding of scientific inquiry that it is the same as laboratory works or hands-on activities prior to engaging the professional learning community, but they developed an understanding of scientific inquiry that there are various ways to conduct scientific inquiry after engaging in professional learning community.