• Journal of The Korean Association For Science Education
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• 제13권2호
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• pp.219-229
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• 1993

The purpose of this study is to investigate college science students' and science teachers' understanding of chromosomal behavior in the context of cell division. The research problems were as follows: 1. What is the level of college science students' understandings of chromosomal behaviors? 2. What is the level of science teachers' understandings of chromosomal behaviors? 3. What is the level of understanding by grade and major area? The sample consisted of 28 sophomore, 17 junior and 23 senior biology students; and 23 middle school science teachers and 14 high school biology teachers. The instrument of the study was a short answer required paper and pencil test. The results of the study were as follows: 1) About 15 percent of the sample could not count the number of chromosome in a cell in appropriate. 2) Seventy percent of the students, and 80 percent of the teachers identified homologous chromosomes as ones with the similar shape and size, and 30 percent of the whole sample could not pair two homologous chromosomes. 3) About 70 percent of the students and 30 percent of the teachers could not mark corresponding allele on chromosome. 4) Biology major students showed higher understanding of overall chromosomal behaviors than non Biology students. Based upon the results, some implications were made. The major one was a development of a teaching model in which students can improve the ability to connect chromosome theory to mendelian genetics.

• BMB Reports
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• 제47권7호
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• pp.399-404
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• 2014

B7-H4 is a member of B7 family of co-inhibitory molecules and B7-H4 protein is found to be overexpressed in many human cancers and which is usually associated with poor survival. In this study, we developed a therapeutic vaccine made from a fusion protein composed of a tetanus toxoid (TT) T-helper cell epitope and human B7-H4IgV domain (TT-rhB7-H4IgV). We investigated the anti-tumor effect of the TT-rhB7-H4IgV vaccine in BALB/c mice and SP2/0 myeloma growth was significantly suppressed in mice. The TT-rhB7-H4IgV vaccine induced high-titer specific antibodies in mice. Further, the antibodies induced by TT-rhB7-H4IgV vaccine were capable of depleting SP2/0 cells through complement-dependent cytotoxicity (CDC) in vitro. On the other hand, the poor cellular immune response was irrelevant to the therapeutic efficacy. These results indicate that the recombinant TT-rhB7-H4IgV vaccine might be a useful candidate of immunotherapy for the treatment of some tumors associated with abnormal expression of B7-H4.

• Journal of The Korean Association For Science Education
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• 제13권2호
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• pp.146-151
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• 1993

This study analyzed the problem associated with inquiry centered science education and formulated some improvement Strategies for inquiry learning in the standard Korean high school course. In order to attain the goals of questionaire survey methods were used. To examine the current status of biology education, seperate questionaires were developed through an educational research and development procedure used for tearchers and student. The questionaires were developed to ask about instruction and evaluation methods, the level of inquiry learing and abstacles to it. Here are some of our results: 1) Biology instruction and learning is more knowledge-orinted than inquiry-orinted, 2) Inquiry approach in science teaching is hard to be applied because of crowed classroom conditions. 3) The material is too broad in range and too difficult in content. There is virtually nothing that can be related to everyday life. The material focusing on inquiry activities is unsatisfactorily selected and organized. 4) Effective methods of inquiry-based instruction and evaluation are not available. 5) Biology teachers are burdened with too many class hour a week and too many varieties of additional works. 6) 91.1% of biology teachers and 90.3% of students recognize that lab and field works are needed to enhance inquiry learning. However, in reality, such inquiry activities are lacking. 7) 73.3% of schools have no lab assistants. 8) The university entrance examination is the greatest factor against inquiry learning. 9) There are very few chances of in-service education for biology teachers to learn more about biology curriculum and science education theory.

• Journal of The Korean Association For Science Education
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• 제18권3호
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• pp.451-458
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• 1998

The trends of plant-related teaching and learning of elementary and secondary schools were presented in this paper. The textbooks of other subject matters except biology were analyzed for their plant-related learning contents. It was suggested that interconnection exists between biology and other subjects in the relations with plant-related learning materials. A total of 331 books were analyzed from 143 elementary schools, 117 middle schools and 71 high schools. 1. Among the learning materials, 264 species of plant were presented in elementary schools textbooks, 295 in middle schools, and 283 in high schools. Other subjcets had more various plants than biology. 2. Korean language, social study and home ecology had more plant materials than other subjects with not only simple citation but scientific concepts and inquiry activities. As this plant-related materials is considerable for school education and science curriculum. 3. The available plants in daily life - resource plants, edible plants, demonstration plants and engineering-related plants - were cited in other subjects. Interconnection of plant-related materials with biology and other subjects will provide basis of STS education and subject integration.

• Journal of The Korean Association For Science Education
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• 제32권8호
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• pp.1356-1366
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• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

• BMB Reports
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• 제51권1호
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• pp.33-38
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• 2018

Sterol regulatory element-binding protein-1c (SREBP1c) plays an important role in triglyceride (TG) homeostasis. Although our previous study showed that hepatitis C virus core-binding protein 6 (HCBP6) regulates SREBP1c expression to maintain intracellular TG homeostasis, the mechanism underlying this regulation is unclear. In the present study, we found that HCBP6 increased intracellular TG levels by upregulating SREBP1c expression. HCBP6 increased SREBP1c transcription by directly binding to the SREBP1c promoter (at the -139- to +359-bp region). Moreover, we observed that HCBP6 interacted with $C/EBP{\beta}-binding$ site in the SREBP1c promoter both in vitro and in vivo. These results indicate that HCBP6 upregulates human SREBP1c expression by binding to the $C/EBP{\beta}-binding$ site in the SREBP1c promoter.

• International Journal of Computer Science & Network Security
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• 제22권9호
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• pp.51-58
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• 2022

The article emphasizes the features of the modern education system in Poland, reveals the peculiarities of improving the professional competence of a specialist in Poland through the implementation of multimedia technologies. Various forms of innovations implemented in improving the professional competence of a specialist are listed: improvement (rationalization), modernization, innovation. The forms of professional improvement through the introduction of computer technologies in general and multimedia technologies, in particular, primarily include various professional courses, qualification, preparatory, methodological conferences, seminars, postgraduate studies, foreign and state internships. At the same time, the main direction is self-education. The subject of professional improvement in the application of computer technologies by specialists is the updating of existing knowledge, exchange of professional experience, planning, as well as discussion of innovative works in which specialists participate. Professional growth of specialists can occur both during work and in higher education institutions during their studies. Modernization of computer technologies, especially multimedia ones, is a necessary condition for the functioning of specialists in modern society, since specialists are at the center of the educational process, during the improvement of professional competence. The main functions of the educational process necessary for improving the professional competence of specialists through the implementation of multimedia technologies are revealed. These functions not only contribute to the professional improvement of specialists, but also affect their solutions and optimize the maintenance of contacts between specialists. The importance of creating conditions that are consistent with the modern needs of innovative education is emphasized.

• Asian Pacific Journal of Cancer Prevention
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• 제14권9호
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• pp.5095-5099
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• 2013

Background: The overall incidence of breast cancer in South Asian countries, including Nepal, is low compared to Western countries. However, the incidence of breast cancer among young women is relatively high. Breast cancer in such cases is characterized by a relatively unfavorable prognosis and unusual pathological features. The aim of this study was to investigate clinico-pathological and biological characteristics in younger breast cancer patients (<40 years) and compare these with their older counterparts. Materials and Methods: Nine hundred and forty four consecutive female breast cancer patients, admitted to the Department of Surgery, Tribhuvan University Teaching Hospital, Kathmandu, Nepal between November 1997 and October 2012, were retrospectively analyzed. Results: Out of the 944 female breast cancer patients, 263 (27.9%) were <40 years. The mean age was $34.6{\pm}5.0$ years among younger patients compared to $54.1{\pm}9.9$ for those ${\geq}40$ years. The mean age at menarche was also significantly lower ($13.5{\pm}1.5$ vs $14.2{\pm}1.5$ years p=0.001) while the mean duration of symptoms was significantly longer (7.6 vs 6.5 months p=0.004). Family history of breast cancer was evident in 3.0% of the young women versus 0.3% in the older one. Mammography was performed less frequently in younger patients (59.7%), compared to older (74.4%), and was of diagnostic benefit in only 20% of younger patients compared to 85% of older ones. At diagnosis, the mean tumor diameter was significantly larger in young women ($5.0{\pm}2.5$ vs $4.5{\pm}2.4cm$, p=0.005). Axillary lymph nodes were positive in 73% of younger patients and 59% of older patients. In the younger group, the proportion of stage III or IV disease was higher (55.1% vs 47.1%, $p{\leq}0.05$). The proportion of breast conserving surgery was higher in young patients (25.1% vs 8.7%) and a higher proportion of younger patients receive neoadjuvant chemotherapy (9.9% vs 2.8%). The most common histological type was ductal carcinoma (93.1% vs 86%). The proportion of histological grade II or III was higher in younger patients (55.9% vs 24.5%). Similarly, in the younger group, lymphatic and vascular invasion was more common (63.2% vs 34.3% and 39.8% vs 25.4%, respectively). Patients in the younger age group exhibited lower estrogen and/or progesterone receptor positivity (34.7% vs 49.8%). Although statistically not significant, the proportion of triple negative tumors in younger age group was higher (22.4% vs 13.6%). Conclusions: Breast cancer in young Nepalese women represents over one quarter of all female breast cancers, many being diagnosed at an advanced stage. Tumors in young women exhibit more aggressive biological features. Hence, breast cancer in young women is worth special attention for earlier detection.

• Journal of The Korean Association For Science Education
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• 제33권6호
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• pp.1139-1153
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• 2013

Misconceptions are one of the most important and long-lasting studied themes on science education. It is because their nature is obstinate and settled as well as they corrupt students' understanding of science concepts. This study examines whether preservice elementary school teachers enrolled in biology teaching material research course changed positively on science teaching efficacy and correcting life science misconceptions when they used the handbook developed for this study. The handbook comprises 203 life science concepts surveyed among preservice teachers holding from advanced researches and arranged by 2007 Revised Science Curriculum. 107 preservice elementary school teachers participated in the study. Forty-six (46) of them were assigned to the experimental group and the other 61 to the control group. ANOVA was conducted for analyzing data. Science Teaching Efficacy Belief Instrument (STEBI) and the life science misconception test which was developed for this study, were administrated as assessing instruments for pretest and posttest. The experimental group, using the handbook, acquired higher scores in both tests on statistical significance level than the control group who were not using the handbook. The results indicate the handbook developed for correcting life science misconceptions for this study is effective in enhancing science teaching efficacy and correcting life science misconceptions.

• Microbiology and Biotechnology Letters
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• 제46권4호
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• pp.434-437
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• 2018

Pseudomonas aeruginosa accounts for a significant proportion of nosocomial infections. This study examined the antimicrobial susceptibility pattern and clonal relatedness of P. aeruginosa isolates of clinical and environmental origin. These isolates displayed susceptibility to levofloxacin, ciprofloxacin, gentamicin, imipenem, and ceftazidime of 65.0%, 62.5%, 90.0%, 100%, and 85%, respectively. PCR-RAPD analysis of the P. aeruginosa isolates revealed marked variation. No correlation was observed between the antibiotic resistance profiles and the DNA typing patterns.