• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.1-25
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• 2018

Purpose: The purpose of this study was to explore about 2-year-old infants' attachment security to a child care teacher and peer play process through a case study. For this purpose, the attachment security was assessed with attachment Q-set to 2-year-old five infants at a day care center in Seoul. Participants of this study are four infants included two infants attached securely to their child care teacher and two infants attached insecurely to their child care teacher. Methods: Participant observation was conducted from April 12 to July 19 in 2018 through 36 observations in free play activities. The Data collected from the transcriptions of video shoots and teachers' interviews, child care plans, and reflexive journal was analyzed and interpreted. Results: The main results of the research were as follows: The beginning of peer play, when infants invited their peers to play, secure attachment infants selected suitable play partners and asked for a specific play behaviors. However, insecure attachment infants invited unsuitable play partners and asked uncertainly play actions to peers. In addition, when infants entered in-progress play, secure attachment infants understood the context of play but insecure attachment infants did not understand the context of play. In the progress of peer play, secure attachment infants cooperated with peers, shared play objects, but insecure attachment infants did not cooperate complementally with peers and express only their opinions. As well, insecure attachment infants could not play harmoniously without child care teacher's interventions. In the end of the peer play, secure attachment infants finished in collaboration with peers but insecure attachment infants failed to finish with the peers and was turned into play with the child care teacher because of peer conflict. Conclusion/Implications: This study has implications for basic resources to think about the role of child care teachers by helping them understand about the relation 2-year-old infants' attachment security to them and peer play process.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.1-12
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• 2019

This study aims to explore students' epistemic practices and considerations, which are explained as underlying epistemic thoughts that guide their epistemic practices, during argumentation in science classrooms. We also investigated how collaborative reflection facilitated the development of such epistemic considerations. Two seventh-grade classes participated in this study by engaging in argumentation activities and collaborative reflection after classes. A group with students' change in epistemic aspects and the influence of collaborative reflection clearly revealed from their practices was chosen as a focus group. We recorded their class discussions and collaborative reflections with the researchers. Transcriptions of the recordings and checklists we collected during the collaborative reflections were used for analysis. Results showed evident changes in the students' epistemic considerations and practices and four factors facilitating such developments were identified. First, the researcher facilitating the students to recognize each other as collaborators during collaborative reflection led development of epistemic considerations on "audience using the knowledge products." Second, the collaborative reflection facilitated construction of context for peer interactions where the students encouraged each other to participate in the discussion, resulting in the development of other students' epistemic considerations on "justifications in knowledge products." Third, the items provided on the checklists explicitly delineated expectations on their practices in argumentation, also facilitating development of epistemic considerations. Lastly, the students' imitation of the researcher's pattern of discourse facilitated construction of causal explanation and development of epistemic considerations on "nature of the knowledge products." This study will contribute to the construction of strategies that develop students' epistemic considerations and productive epistemic practices in argumentation.

• Journal of Life Science
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• v.34 no.2
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• pp.113-121
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• 2024

Endoplasmic reticulum (ER) stress responses are markedly induced during toxic responses caused by various chemical substances, including difenoconazole, but no research has been conducted on 1,2,3-trichloropropane (TCP), a chemical that is generally used in agriculture and industry, which induces hepatotoxicity. Therefore, in this study, the changes in indicators for hepatotoxicity, apoptosis, and ER stress were analyzed in TCP-treated Sprague Dawley (SD) rats to study the regulatory mechanism of ER stress during the hepatotoxicity. The TCP-treated group decreased in body weight and dietary intake compared to the vehicle-treated group, and necrosis and vacuolation increased significantly in liver histology. In addition, the expression of apoptosis-related factors, including Bax/Bcl-2 and cleaved caspase (Cas)-3/Cas-3 increased significantly in the TCP-treated group compared to the vehicle-treated group. In the analysis of ER stress response indicators, the expression of C/EBP homologous protein (CHOP), phospho-eukaryotic translation initiation factor 2 alpha subunit (eIF2α), and phospho-inositol-requiring enzyme 1α (IRE1α) increased only in the TCP100-treated group and decreased in the TCP200-treated group. However, the transcriptions of growth arrest and DNA damage-34 (GADD34) increased in the TCP200-treated group, while Spliced X-box binding protein-1 (XBP1s) and unspliced XBP1(XBP1u) decreased in the same group. These results suggest that the ER stress response is successfully triggered during the hepatotoxicity induced by TCP treatment through the alternative regulation of the unfolded-protein response (UPR) pathway.