• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.514-524
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• 2018

The purpose of this study was to investigate learners' reaction behaviors by the type of learning motive when teaching messages were delivered. The subjects of this study were 82 students from Auniversity and Buniversity in the metropolitan area. Students were online collaborative learning. The instructor delivered six messages. Since then, the researchers have measured the learner 's response time and the frequency and level of interaction. And analyzed using an independent sample t-test. As a result, the frequency and level of interaction increased before the message was delivered. The response time to instructional messages was the fastest among the students with performance avoidance goal orientation. Mastery goal orientation students were most sensitive to scaffolding messages. Performance avoidance goal orientation students responded most sensitively to the reminder message. Finally, Mastery goal orientation students had the most action on new topics. And performance approach goal orientation students had the most to do with accuracy and relevance.

• Journal of the Korean School Mathematics Society
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• v.23 no.3
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• pp.323-349
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• 2020

In this study, we conducted eight reciprocal peer tutoring classes where each student took either role of a tutor or a tutee to study covariational reasoning in ninth graders. Students were given the opportunity to teach their peers with their covariational reasoning as tutors, and at the same time to learn covariational reasoning as tutees. A heterogeneous group was formed so that scaffolding could be provided in the teaching and learning process. A total of eight reciprocal peer tutoring worksheets were collected: four quantitative graph type questions and four questions of the qualitative graph to the group. The results of the analysis are as follows. In reciprocal peer tutoring, students who experienced a higher level of covariational reasoning than their covariational reasoning level showed an improvement in covariational reasoning levels. In addition, students enhanced the completeness of reasoning by modifying or supplementing their own covariational reasoning. Minimal teacher intervention or high-level peer mediation seems to be needed for providing feedback on problem-solving results.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.567-586
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• 2011

The purpose of this study was to investigate the gifted students' view on argumentation and the aspects of the argumentation in problem-solving type experiment. As a result, very lively argumentation was identified but quality enhancement on argumentation wasn't found over time. Students made frequent use of dialogic argumentation component, and especially, request & response component was highly used. Though usage frequency is low, the component of ground & question on ground was shown in 3rd class, and simple agreement gradually reduced, and reinforcing elaboration & metacognitive question has slightly increased. Also, students' argumentation were closely related to teachers' teaching approaches as some teacher-led steps doesn't appear in students' argumentation. By comparison in steps, 'problem solving activity & result analysis' step included 2 times more argument components than the previous step. We also found that method grouping teams does not almost affect the argumentation of gifted students. By survey results, most students recognized that they experienced free argumentation and this program activate argumentation and 'strange things' or 'difficulty' of program topics are obstacles in vitalization of argumentation. 'Surface growth experiments' was the most lively argumentation topic. The argumentation was lively made in the step of 'finding solution. 'Teachers' scaffolding accelerate the argumentation and help resolve difficulties in argumentation. Thus, students have positive recognition for the argumentation process in the experiments and recognize that argumentation process is needed.

• Journal of Life Science
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• v.34 no.4
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• pp.279-285
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• 2024

The zonula occludens (ZO) protein serves as a scaffolding protein, providing structural support at the junctions between cells and the cytoplasmic surface. It acts as a bridge between integral membrane proteins and the cytoskeleton. Besides its structural role, it also participates in regulating cell growth and proliferation. Recent studies have highlighted the involvement of ZO protein in various diseases, including cancer. Specifically, research has indicated that ZO protein influences the cancer microenvironment surrounding cancer cells, thereby facilitating their growth and development. ZO proteins exert diverse functions in the cancer microenvironment, impacting processes such as angiogenesis, inflammatory responses, the epithelial-mesenchymal transition, and interactions with mesenchymal stem cells. The specific mechanisms vary depending on the type of cancer and environmental conditions. Recent research unveiled several signaling pathways involving ZO protein, which could potentially impede cancer progression in the tumor microenvironment. Consequently, these insights open avenues for novel treatment strategies. While the numerous physiological, structural, and morphological roles of ZO protein have been observed at the cellular and in vivo levels, understanding the signaling mechanisms it operates in vivo and how these mechanisms influence the cancer microenvironment remains a challenge. In this review, we delineate the characteristics and regulatory mechanisms of ZO protein in the context of the cancer microenvironment. Additionally, we propose leveraging the properties of ZO protein to devise defense mechanisms within the cancer cell environment and provide an overview of its in vivo role.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.592-602
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• 2008

The purpose of this research is to explore types of pedagogical content knowledge (PCK, hereafter) for effective science teaching. In this research, we explored three science teachers' PCK on light, who were effective in teaching the topic with particular students. The data analysis consisted of identifying the three teachers' unique PCK and ways to improve each teaching episode through the teacher meetings. These analyses, which consisted of verbal exchanges among the participants, were identified on the basis of our understanding. Using grounded theory methods, the types of science PCK drawn from this research are: (1) teaching through curriculum reconstruction, (2) teaching to help students build their own explanation models about surrounding nature, (3) teaching for learning the social language of science, (4) teaching to motivate students' learning needs based on relevance of science to students, (5) teaching through lowering students' learning demand by providing scaffolding, (6) teaching based on the teacher's understanding of students, (7) teaching through inquiry with argumentation, (8) teaching through reification of abstract science concepts, and (9) teaching none marginalized science. Common features of science teachers with quality PCK and their professionalism in teaching are discussed.

• Journal of Life Science
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• v.24 no.8
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• pp.820-826
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• 2014

The localization to specific subcellular sites and the regulation of cell surface receptors and channels are crucial for proper functioning. Postsynaptic density-95/Disks large/Zonula occludens-1 (PDZ)-domain is involved in recognition of and interaction between various proteins, by which the localization and the regulation are mediated. Multi-PDZ domain protein 1 (MUPP1) contains 13 PDZ domains. MUPP1 serves a scaffolding function for structure proteins and signaling proteins, but the mechanism how MUPP1 is stabilized and signalized has not yet been elucidated. We used the yeast two-hybrid system to identify proteins that interact with PDZ domains of MUPP1. We found an interaction between MUPP1 and Parkin. Parkin is an E3 ubiquitin ligase. Loss-of-function mutations of Parkin gene are known to cause an autosomal recessive juvenile parkinsonism. Parkin bound to the $12^{th}$ PDZ domain, but not to other PDZ domains of MUPP1. The C-terminal end of Parkin has a type II PDZ-association motif, which was essential for the interaction with MUPP1 in the yeast two-hybrid assay. When co-expressed in HEK-293T cells, Parkin co-localized with MUPP1. When co-expressed with ubiquitin in HEK-293T cells, MUPP1 has been strongly ubiquitinated by Parkin. These findings collectively suggest that MUPP1 is a novel substrate of Parkin and its function or stability could be modulated by Parkin-mediated ubiquitination.

• Journal of Life Science
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• v.24 no.12
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• pp.1276-1283
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• 2014

Cell adhesion molecules determine the cell-cell binding and the interactions between cells and extracellular signals. Cell-cell junctional complexes, which maintain the structural integrity of tissues, consist of more than 50 proteins including multi-PDZ domain protein 1 (MUPP1). MUPP1 contains 13 postsynaptic density-95/disks large/zonula occludens-1 (PDZ) domains and serves a scaffolding function for transmembrane proteins and cytoskeletal proteins or signaling proteins, but the mechanism how MUPP1 links and stabilizes the juxtamembrane proteins has not yet been elucidated. We used the yeast two-hybrid system to identify proteins that interact with PDZ domains of MUPP1. We found an interaction between MUPP1 and cell adhesion molecule 1 (Cadm1, also known as SynCAM1, Necl-2, or TSLC1). Cadm1 bound to the second PDZ domain of MUPP1. The carboxyl (C)-terminal end of Cadm1 has a type II PDZ-association motif (-Y-F-I) which was essential for the interaction with MUPP1 in the yeast two-hybrid assay. MUPP1 also bound to the C-terminal cytoplasmic tail region of other Cadm family members (Cadm2, Cadm3, and Cadm4). In addition, these protein-protein interactions were observed in the glutathione S-transferase (GST) pull-down assay and by co-immunoprecipitation. Anti-MUPP1 antibody co-immunoprecipitated Cadm1 and Cadm4 with MUPP1 from mouse brain extracts. These results suggest that MUPP1 could mediate interaction between Cadms and cytoskeletal proteins.