• Journal of Korean society of Dental Hygiene
• /
• v.7 no.4
• /
• pp.595-609
• /
• 2007

The purpose of this study was to classify the courses of the dental-hygiene curricula into several categories by field, to incorporate the subjects in the same category into an integrated course, and to suggest how to ensure the successful phase-in application of integrative education according to Ronald M. Harden's 11-stage integrative ladder model. The findings of the study were as follows: 1. When the existing curricula were analyzed, it's found that many credits were provided to the courses in the area of basic dentistry that offered both theory and practice. In particular, the subjects tested by the national examination were offered by every college. In the field of public oral health, the largest number of credits was allocated to theory of oral prophylaxis and practice courses. In clinical area, clinical practice, in the area of dental office management, dental insurance course was given the largest credit. There were 31 to 61 major subjects in the colleges, which indicated that the major subjects were segmented in detail. 2. It seemed necessary to incorporate the subjects in the field of basic dentistry into oral biology, and theory of oral prophylaxis/practice, preventive dentistry/practice, preclinical stage, emergency treatment and introduction to dental hygiene should be integrated in to clinical dental hygiene. The courses in clinical area should be combined into clinical dentistry, and in the field of medical management, dental insurance, hospital management and medical relation law should be incorporated into management of dental clinic. 3. In the 11-stage integrative ladder, the subjects in the same field could perfectly be incorporated as the stages advanced. Each of the subjects was less emphasized, and communication and joint plans among teachers who were respectively in charge of the courses were increasingly considered important. Specifically, there should be a consensus among the teachers in regard to the outline of teaching programs, order of education. objects and objectives of programs and what and how to evaluate.

• Journal of Gifted/Talented Education
• /
• v.14 no.4
• /
• pp.1-13
• /
• 2004

Although over - 600 students in Incheon has been participated in the gifted education programs under the colleges and Office of Education Department every year, it is reported that the number of teachers have insufficient teaching abilities in primary, advanced, and after-advanced gifted classes. The Gifted Education Research Institute in Incheon University introduced R&E activities for the improvement of teachers' abilities in science research and student guiding. Professors in science department conducted the R & E activities to select the research thesis. The professors and the guidance teachers decided the directions of the research, and the guidance teachers who learned from the professors taught 3-5 students to practice the research. Five professor-teacher-student research teams in math, physics, chemistry and biology conducted the research after school and during the vacation for 7 months. The results of the research were submitted to the journals of research activities and the result papers were presented to the seminar. On this research, the possibilities and the difficulties of the R&E activities based of the journals of research activities, oral presentation and the research results reports were analyzed with a purpose of improving the professionalism of the science gifted teachers. Although the professors proposed many difficulties or problems about the R&E activities, the teachers reported that the R & E activities he1ped them to improve their research activities and student guiding techniques. The teachers acquired more knowledge on the principles of the science related areas than before. Moreover, they thought it was very meaningful experience in using the science related instruments, guiding the students' research and writing the research reports. The students also gave the positive responses with the increased interests in new science studies and with the experience of learning the way of research.

• Journal of Korean Elementary Science Education
• /
• v.24 no.4
• /
• pp.351-359
• /
• 2005

The aims of this research are to analyze elementary preservice teacher's conception and causes of their misconceptions on biological reproduction and inheritance. In future, it would be also to provide useful data for the effective teaching-teaming method in the elementary school as well as opportunities to correct their misconceptions, which help elementary preservice teachers have the appropriate scientific conceptions. Thirty kinds of test questions were designed in science curriculum for elementary students and biology textbook for university students in order to develop reproduction and inheritance's concepts. The questionnaire was given to 166 junior students of university of education in a local city. All statistical analysis was performed using SPSS version 10.0 program. The major results are as follows: Among 30 test questions, 2 questions in plants, 5 questions in animals and 2 questions in gene were appeared as misconceptions over $50\%$. The major reason to hold the misconceptions was influenced by 'learning up to now' category. The selection reasons of response were significantly different between scientific conceptions and misconceptions in 10 questions by analysis of variance. The gender also showed statistically significant differences between scientific conception and misconception in 3 questions by $\chi^2$ test. The selection reasons according to gender were significantly different between male and female students in 5 questions. For the reasons in forming misconceptions, they may cause by stereotype, conscious priority, differences of experiences, interest or attention, lack of professional Knowledge, and so on. Therefore, it was concluded that this research may help elementary preservice teachers to reconsider their conception for reproduction and inheritance and to be successful in science instructions fur elementary students.

• The Mathematical Education
• /
• v.58 no.3
• /
• pp.383-401
• /
• 2019

This study started with the idea that it is necessary to focus on common concepts and ideas among the subjects when conducting integrated education in high school. This is a preliminary study for developing materials that can be taught in mathematics in the context of already learning scientific concepts in high school. For this purpose, Mendel 's law of genetics was studied among the contents of biological subjects which are known to have relatively little connection with mathematics. The more common links between the two subjects are, the better, in order to integrate math and other subjects and develop materials for teaching. Therefore, in this study, we investigated not only the probability domain but also the concept of statistical domain. We have been wondering if there is a more abundant idea to connect between 'Mendel's law' and 'probability and statistics'. Through these anxieties, we could find that concepts such as 'likely equality' and 'permutation and combination' including 'a large number of laws' can be a link between two subjects. Based on this, we were able to develop class materials that correspond to classes. This study is expected to help with research related to development of integrated education support materials, focusing on mathematics.

• Microbiology and Biotechnology Letters
• /
• v.47 no.2
• /
• pp.310-316
• /
• 2019

Distribution of Salmonella enterica serovars and their associated virulence determinants is wide-spread among food animals, which are continuously implicated in periodic salmonellosis outbreaks globally. The aim of this study was to determine and evaluate the diversity of five Salmonella serovar virulence genes (invA, pefA, cdtB, spvC and iroN) isolated from food animals and humans. Using standard microbiological techniques, Salmonella spp. were isolated from the feces of humans and three major food animals. Virulence determinants of the isolates were assayed using PCR. Clonal relatedness of the dominant serovar was determined via pulsed-field gel electrophoresis (PFGE) using the restriction enzyme, Xbal. Seventy one Salmonella spp. were isolated and serotyped into 44 serovars. Non-typhoidal Salmonella (NTS; 68) accounted for majority (95.8%) of the Salmonella serovars. Isolates from chicken (34) accounted for 47.9% of all isolates, out of which S. Budapest (14) was predominant (34.8%). However, the dominant S. Budapest serovars showed no genetic relatedness. The invA gene located on SPI-1 was detected in all isolates. Furthermore, 94% of the isolates from sheep harbored the spvC genes. The iroN gene was present in 50%, 100%, 88%, and 91% of isolates from human, chicken, sheep, and cattle, respectively. The pefA gene was detected in 18 isolates from chicken and a single isolate from sheep. Notably, having diverse Salmonella serovars containing plasmid encoded virulence genes circulating the food chain is of public health significance; hence, surveillance is required.

• Molecules and Cells
• /
• v.42 no.2
• /
• pp.143-150
• /
• 2019

Chronic neuropathic pain is one of the primary causes of disability subsequent to spinal cord injury. Patients experiencing neuropathic pain after spinal cord injury suffer from poor quality of life, so complementary therapy is seriously needed. Dehydrocorybulbine is an alkaloid extracted from Corydalis yanhusuo. It effectively alleviates neuropathic pain. In the present study, we explored the effect of dehydrocorybulbine on neuropathic pain after spinal cord injury and delineated its possible mechanism. Experiments were performed in rats to evaluate the contribution of dehydrocorybulbine to P2X4 signaling in the modulation of pain-related behaviors and the levels of pronociceptive interleukins and proteins after spinal cord injury. In a rat contusion injury model, we confirmed that chronic neuropathic pain is present on day 7 after spinal cord injury and P2X4R expression is exacerbated after spinal cord injury. We also found that administration of dehydrocorybulbine by tail vein injection relieved pain behaviors in rat contusion injury models without affecting motor functions. The elevation in the levels of pronociceptive interleukins ($IL-1{\beta}$, IL-18, MMP-9) after spinal cord injury was mitigated by dehydrocorybulbine. Dehydrocorybulbine significantly mitigated the upregulation of P2X4 receptor and reduced ATP-evoked intracellular $Ca^{2+}$ concentration. Both P2XR and dopamine receptor2 agonists antagonized dehydrocorybulbine's antinociceptive effects. In conclusion, we propose that dehydrocorybulbine produces antinociceptive effects in spinal cord injury models by inhibiting P2X4R.

• Journal of Microbiology and Biotechnology
• /
• v.31 no.9
• /
• pp.1272-1280
• /
• 2021

With changes in human dietary patterns, the proportion of high-fat and high-cholesterol foods in the daily diet has increased. As a result, the incidence rate of cholelithiasis is increasing rapidly. Many studies have reported on the crucial role that the intestinal microflora plays in the progression of gallstones. Although the whole herb of Lysimachia christinae, a traditional Chinese medicine, has long been extensively used as a remedy for cholelithiasis in China, its effects on the intestinal microflora remain unknown. Hence, in this study, we investigated the ability of the aqueous extract of L. christinae (LAE) to prevent cholesterol gallstones (CGSs) in model animals by affecting the intestinal microflora. The effects of LAE on body weight, serum lipid profile, visceral organ indexes, and histomorphology were studied in male C57BL/6J mice, which were induced by a lithogenic diet. After the 8-week study, CGSs formation was greatly reduced after LAE treatment. LAE also reduced body weight gain and hyperlipidemia and restored the histomorphological changes. Moreover, the intestinal microflora exhibited significant variation. In the model group fed the lithogenic diet, the abundances of the genera unclassified Porphyromonadaceae, Lactobacillus and Alloprevotella decreased, but in contrast, Akkermansia dramatically increased compared with the control check group, which was fed a normal diet; the administration of LAE reversed these changes. These results imply that L. christinae can be considered an efficient therapy for eliminating CGSs induced by a high-fat and high-cholesterol diet, which may be achieved by influencing the intestinal microflora.

• Journal of Engineering Education Research
• /
• v.23 no.6
• /
• pp.3-16
• /
• 2020

This study aims to introduce the ENACT model, which is a systematic teaching-learning model for cultivating social responsibility of science and engineering college students, and to discuss its educational implications. For the development of the ENACT model, we conducted extensive literature reviews on RRI, STEM education, and science and technology studies (STS). In addition, we examined exemplary overseas education programs emphasizing social responsibility of scientists/engineers and citizens. The ENACT model consists of five steps; 1) Engage in SSIs, 2) Navigate SSIs, 3) Anticipate consequences, 4) Conduct scientific and engineering practice, and 5) Take action. This model links Socioscientific Issues (SSI) education with engineering education, dividing the major elements of social responsibility education for scientists and engineers into the dimensions of epistemology and praxis, and reflected them in the model. This effort enables science and engineering college students to pursue more responsible and sustainable development by carrying out the responsible problem-solving process based on an understanding of the nature of science and technology. We plan to implement ENACT model based programs for science and engineering college students and to examine the effects.

• Journal of The Korean Association For Science Education
• /
• v.34 no.8
• /
• pp.731-744
• /
• 2014

Extracting students' own culture and resources as main sources in science class, we begin a research to explore teaching and learning settings that are more responsive to adolescents. This study has been designed to explore the funds of knowledge that students bring into middle school science class. It also focused on the features of teaching and learning settings that stimulated the autonomous inflow of students' funds of knowledge as resources of science learning. Data from participant observations and in-depth interviews with 7th grade students were qualitatively analyzed based on grounded theory. We found that students' funds of knowledge were formed from their family life, neighbor communities, peer group, and pop culture. The funds of knowledge based on peer culture emerged as the most salient factor of students' enhanced participation and utterance. Common features of classes that stimulated the inflow of funds of knowledge were analyzed to be: (1) hybrid spaces for learning designed in advance: (2) sharing and enlargement of the funds of knowledge that has been brought into the class: and (3) common orientation of the community of practice for knowledge co-construction and shared outcomes. From these findings, this paper discussed the educational implications for promoting students' potential resources to actual sources of science class. It also discussed students' development of participation specifically among the generally marginalized students. Science classes based on the funds of knowledge of students offer an increased possibility of knowledge co-construction through the hybridized interactions of student's everyday lives and science knowledge and lead to more meaningful learning experiences.

• Journal of The Korean Association For Science Education
• /
• v.23 no.1
• /
• pp.35-46
• /
• 2003

Problem solving ability, having been thought as one of the most important goals of science education is also a primary task for the current education. Indeed, the students' problem solving ability has shown almost no actual progress, despite our long accumulated science education. Under this circumstances, cooperative learning, a way to grow students' positive inter-dependence and problem solving ability in the basis of their active participation and discussion, was proposed as an effective teaching method. But, results have not consistently shown the advantage of cooperative learning over traditional learning for promoting academic achievement in science. Studies have consistently shown greater effectiveness on affective aspects. But, relatively few have focused on biology in Korea. The purpose of this study was to examine the effects of cooperative learning on the achievement and attitude of high school biology students. The pretest-posttest control group design was applied. The sample consisted of 50 11th-grade female students in experimental group(cooperative learning Student Team Achievement Division model) and 50 students in control group(traditional learning). Students in both groups recieved identical content instruction on the unit 'II. Methabolism'. These groups were treated for 13 hours during 5 weeks. Achievement data were collected using a 24-item multiple-choice test(content validity= .85). Science attitude was measured by an instrument which adapted by Kim In Hee(1994). The instrument(Cronbach $\alpha$=.89) included 40 items in four subscales: attitude toward science, social meaning of science, attitude toward science class, and scientific attitude. An analysis of covariance (ANCOVA) was used as the data analysis procedure. For the achievement data, no significant difference exists between the cooperative and traditional groups (p> .05). But, cooperative learning was effective in low-ability students(p < .05). For the science learning attitude data, cooperative learning was more effective than the traditional one(p< .05). Students in the cooperative group acheived better than those in traditional one especially in the subscale of attitude toward science class. There was no meaningful difference of the two methods in both high and average ability students, while cooperative learning was more effective than the traditional one in low ability students(p<.05).