• 한국과학교육학회지
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• 제7권2호
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• pp.45-59
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• 1987

The purpose of the present study is to show the way to develop and use the teaching materials for biology in Japan. This study was mainly carried out in documents. The following suggestions should be taken in moderate consideration: 1. Private enterprises as well as the government make heavy investments and careful considerations for the promotion of the science education including biology education. 2. Among in-service teachers one or two volunteer(s) chosen for special training course managed by the local education center are cultivated as excellent teachers on the development and using of teaching materials through an intensive study and training for six months or twelve months. 3. Most research groups consist of specialists in every field and they carry out studying the development of teaching materials in biology.

• 한국동물학회:학술대회논문집
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• 한국동물학회 1996년도 한국생물과학협회 국제학술대회
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• pp.274.1-274
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• 1996

No Abstract, See Full Text

• 한국동물학회:학술대회논문집
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• 한국동물학회 2001년도 공동 춘계학술대회
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• pp.57-57
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• 2001

Phylogeny ; Alopecosa ; Alopecosa cinnameopilosa

• 한국균학회지
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• 제17권4호
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• pp.214-222
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• 1989

석회암(石灰岩)지대의 두 지점(地點)에서 채집(採集)한 103종(種)(41과(科))의 식물뿌리 표본(標本) 중에서 9종(種)(95.1%)에서 VA mycorrhizae가 발견되었다. 그 밖의 5종(種)에서는 균근(菌根)구조를 발견하지 못했다. 그 종(種)들은 다음과 같은 과(科)에 속하는 것들이다 : Equisetaceae, Davalliaceae, Amaranthaceae, Ericaceae. 이것과 비교하기 위하여 석회암(石灰岩)지역이 아닌 두 지점(地點)에서 채집(採集)한 124종(種)(51과(科))의 표본(標本) 중에서 99종(種)이 VA mycorrhizae였다. 25종(種)은 Nonmycorrhiza였으며 그들은 다음과 같은 16과(科)에 속하는 것이었다 : Equisetaceae, Pteridacaea, Davalliaceae, Cyperaceae, Commelinaceae, Polygonaceae, Chenopodiaceae, Phytolaceaceae, Amaranthaceae, Aizoaceae, Portulacaceae, Caryophyllaceae, Fumariaceae, Cruciferae, Ericaceae and Rubiaceae.

• 한국과학교육학회지
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• 제37권4호
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• pp.747-761
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• 2017

이 연구는 생명 과학 교수 실행에 있어서 진화 교육 연구 경험이 있는 교사가 그렇지 않은 교사와 어떤 차이를 나타내는지 알아보기 위해 수행되었다. 연구를 위해 진화 교육에 대한 연구 경험이 있는 교사 두 명과 이에 대한 비교집단으로 진화 교육에 대한 연구 경험이 없는 교사 두 명, 총 네 명의 생명과학 교사들을 목적 표집하였다. 먼저, 사전면담을 통해 교사들의 배경지식을 수집하였으며, 생명과학 수업 중 진화 단원과 비진화 단원을 각각 2차시씩 선정하였다. 녹음된 수업은 전사하였으며, 교사들의 진화에 대한 견해 및 교수 실행에 반영된 진화 내용을 중심으로 분석하였다. 또한, 연구를 위한 기초자료로 과학 교수내용지식 설문지, 진화론의 개념 검사지, 진화론의 수용 검사지를 사용하여 자료수집 및 분석 하였다. 연구결과 교사들의 진화 개념에 대한 이해 수준은 진화의 중요성 인식과는 관련이 없는 것으로 나타났다. 다만, 교사 개인의 종교적인 신념이나, 진화의 중요성을 인식하는 것에 대한 필요 자체를 느끼지 못함이 진화의 중요성 인식에 부정적인 영향을 미쳤다. 이 때문에 진화교육 연구 미경험 교사들은 진화의 중요성을 인식할 수 있는 교사 재교육 기회도 거부하는 경향을 보였다. 또한 미경험 교사들은 교과서 및 교육과정에서 나타난 진화 개선점에 대해 피상적으로만 파악하고 있었다. 생명과학 교수 실행 내용을 분석한 결과 경험 교사들의 진화 주요 개념 활용 비율이 더 높게 나타났다. 그리고 경험 교사들만이 자신의 교수 실행에서 나타난 오개념을 스스로 인지하고 이러한 오개념이 나타나게 된 원인에 대해 설명을 했다. 이를 통해 진화 교육 연구 경험 교사가 진화 주요 개념들을 폭넓게 활용할 뿐만 아니라 진화 관련 오개념 방지에 더 실천적임을 확인하였다. 연구 결과는 생물 교육에서 진화의 중요성을 깨닫지 못한 교사들에게 좀 더 다양하고 많은 진화 관련 교사교육 프로그램을 제공할 필요성을 알려준다.

• 한국과학교육학회지
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• 제17권1호
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• pp.21-29
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• 1997

Many middle school students have difficulty in understanding biological concepts because too many concepts are presented in the textbook compared to limited school hours. So, it is necessary to select concepts which are indispensable. The purpose of this study is to select key concepts in the unit 'The Continuity of Life' by surveying students' and teachers' cognition on the concepts. In this study, 78 concepts were extracted from 'Science 3', unit II 'The Continuity of Life'. To survey how students and teachers think the concepts, Likert type questionnaires were made. 300 third grade middle school students and 34 biology teachers were selected by random sampling and the questionnaires were applied. The following results were obtained:1. Students thought 59 concepts out of 78 were important and the mean score of important level of the concepts was 3.60. Students thought 26 concepts out of 78 were difficult and the mean score of diffculty level'of the concepts was 3.26. The more they think the concepts important, the more they think them difficult (r=0.7462, p<0.001). 2. Teachers thought 55 concepts out of 78 were important and the mean score of important level of the concepts was 3.82. Teachers thought 33 concepts out of 78 were difficult and the mean score of diffculty level of the concepts was 3.31. The more they think the concepts important, the more they think them difficult (r=0.6138, p<0.001). 3. The selected concepts were considered more important by teachers than by students(t=2.0150, p<0.05). However, there was no significant difference in evaluating the difficulty level of the concepts(t=0.7327, p>0.05). 4. It was found that students have difficulty in understanding concepts when they are presented in the textbook to require formal preparation than concrete preperation(t=2.6612, p<0.05).

• 환경생물
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• 제23권4호
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• pp.343-356
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• 2005

A pictorial key to total 46 species belonging to 15 genera of two subfamilies in the family Cyclopidae is provided as a result of the serial researches on the freshwater cyclopoid copepods in South Korea.

• 한국초등과학교육학회지:초등과학교육
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• 제26권4호
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• pp.468-474
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• 2007

The purpose of this study was to examine the elementary pre-service teachers' interest in biological topics and activities. The instrument to survey the interest of them consists of 8 domains containing 27 topic items and 7 domains containing 12 activity items(three-point from 0 to 2 Likert scale). Data were collected from 108 pre-service teachers. The interest level in the topics was high, but the interest level in the activities was average. There was not different between interest levels of females and males in both topic and activity components (p > .05). Among the topics, the 'genetics' domain correlated strongly with the domains of 'nutrition and digestion', 'circulation', 'respiration' and 'nervous system', and the 'respiration' domain correlated with the 'circulation' domain(r >.450, p<.01). The correlation between the domains of 'out-of class experience activity' and 'visual information activity', and 'experimental performance following procedure' and 'discussing and debating'(r >.450, p<.01). This results suggested that the educational contents including learning materials and experiential activities be developed to activate the interest of elementary pre-service teachers in biology.

• Molecules and Cells
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• 제27권5호
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• pp.515-523
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• 2009

To infer the monophyletic origin and phylogenetic relationships of the order Desmoscolecida, a unique and puzzling group of mainly free-living marine nematodes, we newly determined nearly complete 18S rDNA sequences for six marine desmoscolecid nematodes belonging to four genera (Desmoscolex, Greeffiella, Tricoma and Paratricoma). Based on the present data and those of 72 nematode species previously reported, the first molecular phylogenetic analysis focusing on Desmoscolecida was done by using neighbor joining (NJ), maximum parsimony (MP), maximum likelihood (ML) and Bayesian inference (BI) methods. All four resultant trees consistently and strongly supported that the family Desmoscolecidae forms a monophyletic group with very high node confidence values. The monophyletic clade of desmocolecid nematodes was placed as a sister group of the clade including some members of Monhysterida and Araeolaimida, Cyartonema elegans (Cyartonematidae) and Terschellingia Iongicaudata (Linhomoeidae) in all the analyses. However, the present phylogenetic trees do not show any direct attraction between the families Desmoscolecidae and Cyartonematidae. Within the monophyletic clade of the family Desmoscolecidae in all of the present phylogenetic trees, there were consistently observed two distinct subgroups which correspond to the subfamilies Desmoscolecinae [Greeffiella sp. + Desmoscolex sp.] and Tricominae [Paratricoma sp. + Tricoma sp].

• 한국초등과학교육학회지:초등과학교육
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• 제22권1호
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• pp.97-108
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• 2003

The total 4,895 works presented at Science Fairs for the past 17 years(1986∼2002) are classified by subjects and participators, and the 1,277 works in biology section are analyzed by participators, contents, and object materials. The results are as follows: The proportion of exhibits according to sections was the most in Biology(26.1％). The social position of exhibitors and its proportion were 45.7% in students and 54.3% in teachers and popular people. The proportions of students' exhibits by the level of school were elementary school(68.3%). middle school(14.3%), and high school(17.4%). This indicates rapid decrease in the number of exhibits in middle and high schools. The proportion of students' exhibits(55.9%) is higher than that of teachers' exhibits(44.1％) in the section of Biology. In terms of contents, exhibits about Physiology and Ecology were the most(67.6%). The materials used in those exhibits and the proportion were Animalia(50.9%), Plantae(39.9％), Fungi(5.7%), Monera(1.8%), and Protista(1.7%). The proportion of taxa in plants studied in the exhibits were Dicotyledoneae(65.9％) and Monocotyledoneae(17.3％). The proportion of taxa In animals was Arthropoda(60.2％), Vertebrata(24.9%), and Mollusca(11.1％). The species used in those exhibits and its times were pine tree(11 times), dandelion(10 times), and butterfly(11 times).