• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.507-518
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• 2009

The purpose of this study was to determine the effects of verbal analogy activities on science achievement and science attitude of elementary students. Students consolidated lessons by making short sentences with core words that a teacher gave for scaffolding instruction. Many researches about analogies have been conducted in science education. However, most of them considered analogy as learning tools, whereas this research considers analogy as a cognitive process. To see the effects of verbal analogy activities, two groups were selected from 6th grade elementary school students; one was an experimental group working with the student-generated verbal analogy and the other was a control group with teacher-centered and textbook-centered activities. Science achievement, scientific attitudes, attitudes toward science and retention were tested after the treated lessons.

• Horticultural Science & Technology
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• v.34 no.6
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• pp.940-958
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• 2016

The objective of this study was to analyze the kinematic and kinetic characteristics of two horticultural activities: seed sowing and planting plant. Thirty-one male university students (aged $26.2{\pm}2.0years$) participated in this study. Kinematic factors (movement times, peak velocity, joint angles, and grasp patterns) were assessed using a three-dimensional motion analysis system while the subjects performed the horticultural activities. Kinetic factors (muscle activation of eight upper-limb muscles: the anterior deltoid, serratus anterior, upper trapezius, infraspinatus, latissimus dorsi, biceps brachii, brachioradialis, and flexor carpi radialis) were assessed using surface electromyography. The acts of seed sowing and planting plant were comprised of five tasks which included six types of phases: reaching, grasping, back transporting, forward transporting, watering, and releasing. The movement times, peak velocity, joint angles, and grasp patterns were significantly different across the tasks involved in the horticultural activities. All eight muscles of the upper limbs were utilized during the horticultural activities, and the muscle activation of the serratus anterior was the highest compared to that of the other muscles tested. The kinematic and kinetic characteristics of these horticultural activities showed similar characteristics to reaching and grasping rehabilitation training and daily living activities. The present study provides reference data for common horticultural activities using a kinematic and kinetic analysis.

• Korean Journal of Medicinal Crop Science
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• v.12 no.2
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• pp.141-148
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• 2004

Two compounds from Gomisin N and Gomisin A were isolated from the fruits of Schizandra chinensis Baillon. The highest extraction yield as 21.36% was observed in the ethanol extract, compared to the yield obtained form the water extract. The extraction yields of the single compounds were measured to be 0.13 and 0.014 Gomisin A and Gomisin N, respectively. Approximately, 90% of the growth of human stomach adenocarcinoma cancer cells was inhibited after adding 1.0 g/l of the ethanol extract. The growth of the human normal lung cell was limited to 24% after adding the ethanol extract. The water extract lowered the specific secretion of $TNF-\acute{a}$ and IL-6 from T cells, $10.3{\times}10^{-4}\;pg/cell\;and\;12.1{\times}10^{-4}\;pg/cell$, respectively, compared to the ethanol extracts. On the other hand, a treatment with the ethanol extract increased the specific secretion of $TNF-\acute{a}$ and IL-6 from human T cells, to $11{\times}10^{-4}\;pg/cell\;and\;14.3{\times}10^{-4}\;pg/cell$, respectively. The crude ethanol extract had the highest effect on the differentiation of human promyelocytic leukemia cells compared to the other extracts and Gomisin A and N. In general, the biological activities of the extracts gradually decreased as the purification process proceeded, which suggests that higher immunostimulatory activities can be maintained by adding the crude extracts of the fruits rather than by adding a single compound.

• Korean Journal of Food Science and Technology
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• v.54 no.4
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• pp.386-390
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• 2022

This study aimed to investigate the biological and antibacterial activities of phenolics from Sambucus sieboldiana var. pendula leaf extract. The phenolic contents of the S. sieboldiana var. pendula extracted with water and ethanol was 11.60 and 12.39 mg/g, respectively. The inhibitory effects of the water and ethanol extracts on the angiotensin converting enzyme (ACE) were 71.94-92.08 and 48.42-78.33%, respectively, and on xanthine oxidase (XOase) were 42.11-100 and 35.61-100%, respectively, at a phenolic concentration of 50-200 ㎍/mL. All these effects were found to be concentration-dependent. Additionally, the leaf extracts exhibited excellent antibacterial activities against Streptococcus mutans, Staphylococcus aureus, and Propionibacterium acnes. Hence, S. sieboldiana var. pendula was confirmed to have excellent antihypertensive, antigout, and antimicrobial properties.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.95-104
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• 2012

The purpose of this study is to examine what effects the experiment class to stress discussion of small groups in scientific experiment class of the elementary school has on scientific achievement and attitude on the science of the students comparing to the usual scientific experiment class. For that purpose, this study has divided 49 students at the 6th grade of the M elementary school in P City into test groups of 24 students and control groups of 25 students. Classes have been progressed by giving sufficient time to the test groups for discussion by each small groups after experiment while by allowing the control groups to finish the experiment with arrangement of the experiment results. Conclusions of this study include: First, the more familiar the experiment materials are and the easier the experiment procedures are to be operated by the students, the more actively the small group discussion activities have been deployed. It shows that the students need a certain level of background knowledge before experiment for vital discussing activities. Second, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity have significantly high scores comparing to the control groups given the existing scientific experiment class. It shows that the small group discussing activities have effects on promoting understanding of the students on the scientific achievement for the scientific experiment class. Third, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity significantly high scores on attitude about the science comparing to the control groups given the existing scientific experiment class. It is considered that the students could have opportunities to compare their own thoughts with others and to have reflective thought to change their thoughts through the small group discussing activity. As shown above, it shows that the experiment class to stress discussing activities is more effective to increase scientific achievement and attitude about the science than the scientific experiment class to get and arrange the experiment results from the existing experiment classes.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.309-317
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• 2007

The purpose of the study is to investigate the effects of problem solving models and middle school students' recognition inproblem solving activities and to get implications of problem solving activities in science education. We took the position of problem solving as consisting of four sequential stages: search of problems, performance of the plan, presentation of results, and evaluation of the presentation. Taking into account thechosen activity factors for each stage of problem solving, we developed detailed activity tools that are supposed to guide the stage. Recognition of problem solving activities in 7th grade middle school students were positive. Students felt that problem solvingactivities made them engage more and interested in science classes, and that they were helpful in solving problems in everyday life. Even though they found real problems in everyday life, they preferred problem solving activities to deal with real problems rather than simple minded ones.

• Hwankyungkyoyuk
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• v.22 no.4
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• pp.81-94
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• 2009

This study was intended to develop the STS module regarding conservation of water resources, called "A Project for the Conservation of Water Resources". Since each theme consisted of 2 subject activities, they had total 8 subject activities. Developed STS module was applied to 113 male students of 11th grader of D High School in Incheon. After they received 8 periods of the developed STS module, the environmental sensitivity and environmental conservation behavior and the interest of the affective domains related to science were determined. Results were as follows; Four themes of this module were 'What are the water resources?', 'What is a main cause for the water pollution?', 'A drinking water? or non-drinking water?' and 'Making UCC for the water resources'. Since each theme consisted of 2 subject activities, they were for total 8 periods. Developed STS module was found to be appropriate for the STS and they could be applied to the classroom easily. Students who were instructed according to the developed STS module showed that there was a statistically significant enhancement in the environmental sensitivity and environmental conservation behavior and in the area of interest of the affective domains related to science. Students who were instructed according to the developed STS module showed positive responses to the instructional methods by STS. Based on students' interview, they revealed that they were impressed with the hands-on activities and the process of subject activities. Instruction with STS module seemed to be more appropriate way of teaching compared to the traditional way of teaching. However, it will be necessary to develop more modules or programs which could be linked from the elementary school level to the high school level and to use them consistently in order to maximize their effects.

• Asian-Australasian Journal of Animal Sciences
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• v.24 no.3
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• pp.364-368
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• 2011

An experiment was conducted to examine the effects of Cordyceps militaris mycelia on microbial populations and fibrolytic enzyme activities in vitro. C. militaris mycelia was added to buffered rumen fluid with final concentrations of 0.00, 0.10, 0.15, 0.20, 0.25 and 0.30 g/L and incubation times were for 3, 6, 9, 12, 24, 36, 48 and 72 h. At all incubation times, the supplementation of C. militaris mycelia linearly increased the number of total viable and celluloytic bacteria; maximum responses were seen with 0.25 g/L supplementation of C. militaris mycelia. The addition of C. militaris mycelia above the level of 0.20 g/L significantly (p<0.01) increased the number of total and cellulolytic bacteria compared with the control. On the other hand, the response of fungal counts to the supplementation of C. militaris mycelia showed a linear decrease; the lowest response was seen with 0.30 g/L supplementation of C. militaris mycelia. It would seem that C. militaris mycelia possess a strong negative effect on rumen fungi since the lowest level of C. militaris mycelia supplementation markedly decreased fungal counts. Carboxylmethyl cellulase activities were linearly increased by the addition of C. militaris mycelia except at 3 and 9 h incubation times. At all incubation times, the supplementation of C. militaris mycelia linearly increased the activities of xylanase and avicelase. In conclusion, the supplementation of C. militaris mycelia to the culture of mixed rumen microorganisms showed a positive effect on cellulolytic bacteria and cellulolytic enzyme activities but a negative effect on fungi.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.349-362
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• 2019

This study reviewed the Ladder Project as a science education program for the educational underprivileged youths, and analyzed how the science career experience activities of Ladder Project effect on students' preference for science and career maturity so as to infer the significance and implication of practices in science education for the educational underprivileged students. For this we investigated students' preference for science and career maturity before and after the science career experience activities in 2017 Ladder Project, and then analyzed students' responses. As a result, students' preference for science was changed positively in all areas after participation of the science career experience activities, and this change was more apparent for middle school students than high school students. Also, students' career maturity was changed positively after participation of the science career experience activities in the aspects of planning, knowledge for job, inquiry and preparation for future career. However this change was more apparent for high school students than middle school students. This study is significant in that it proved the evidential effectiveness of nationwide science education project for the educational underprivileged students. It also implies that science career experience activity should be adaptive according to the aims and target students of science education for the educational underprivileged students.

• Journal of Science Education
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• v.36 no.1
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• pp.35-48
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• 2012

The purpose of this study was to analyze inquiry activities in the middle school science textbooks focused on the unit 'Nutrition of Plants' of the 2007 revision curriculum and the corresponding unit 'The Structure and Function of Plants' of the 7th curriculum in terms of content, process and contexts of inquiries. The average number of the inquiry activities in the unit 'Nutrition of Plants' was 9.2, which was a 3.8 decrease than in the unit 'Structure and Function of Plants'. In the respective of process of the inquiry activities, 'observation' was most prevailing in the basic inquiry process and 'data interpretation' was most prevailing in the integrated inquiry process in both of the units. In the respective of the types and contexts of the inquiry activities, 'experiment/observation' was most prevailing and the percentage of the natural scientific contexts was larger in both of the units. In the unit 'Nutrition of Plants', the components of the integrated inquiry process and the percentage of personal contexts were larger than in the unit 'Structure and Function of Plants'. And simulation activities were newly presented and technical contexts and natural environmental contexts were included in the unit 'Nutrition of Plants'. This study makes a suggestion that a wider variety of inquiry activities should be included when new science textbooks are developed.