• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.252-263
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• 2015

This study analyzed the effects of science outdoor activity applying a Brain-Based Evolutionary (ABC-DEF) approach on elementary school students' interest and academic achievement. Samples of the study were composed of 3 classes of 67 sixth graders in Seoul, Korea. Unit of 'Ecosystem and Environment' was selected as a object of the research. Textbook- and teachers' guidebook-based instruction was implemented in comparison group, brain-based evolutionary approach within classroom in experimental group A, and science outdoor learning by a brain-based evolutionary approach in experimental group B. In order to analyze the quantitative differences of students' interests and achievements, three tests of 'General Science Attitudes', 'Applied Unit-Related Interests', and 'Applied Unit-Related Achievement' were administered to the students. To find out the characteristics which would not be apparently revealed by quantitative tests, qualitative data such as portfolios, daily records of classroom work, and interview were also analyzed. The major results of the study are as follows. First, for post-test of interest, a statistically significant difference between comparison group and experimental group B was found. Especially, the 'interests about biology learning' factor, when analyzed by each item, was significant in two questions. Results of interviews the students showed that whether the presence or absence of outdoor learning experience influenced most on their interests about the topic. Second, for post-test of achievement, the difference among 3 groups according to high, middle, and low levels of post-interest was not statistically significant, but the groups of higher scores in post-interest tends to have higher scores in post-achievement. It can be inferred that outdoor learning by a brain-based evolutionary approach increases students' situational interests about leaning topic. On the basis of the results, the implications for the research in science education and the teaching and learning in school are discussed.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.233-253
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• 2018

Since open inquiry of science was formally introduced at the 2007 Revised Science Curriculum Course, the purpose and effect of it has been positively evaluated, and it is underlined continuously until the revised science education course in 2015. However, through many previous studies, there is still a lack of awareness of open inquiry of both students and teachers in the field, and it was revealed they are continually appealing confusion and difficulties. Therefore, in this research, we analyzed the causes that make it difficult to execute open inquiry, and developed differentiated open inquiry guide materials that can contribute to the realization of teachers and students. They were developed by the brain-based evolutionary approach to provide students with authentic science. The brain-based evolutionary approach is reflecting the evolutionary attributes and the brain functions associated activities of scientists. It was revealed that, in the same way as the pilot test results, the usefulness of the differentiated guide materials were very high, and there was a statistically significant difference in the science attitude. It was found that the application of the brain-based evolutionary approach had positively influenced the stage of determining the inquiry themes, and self-confidence that could be able to do as a scientist. Analysis of top and sub group types on the basis of inquiry ability showed that both groups are improved at science attitude by the differentiated guide materials. There was a positive effect on change in the self-perception of scientific creativity. We were able to see a positive change in the post survey for open inquiry-efficacy. The developed differentiated open inquiry guide materials contributed to the improvement of open inquiry-efficacy for both the teacher and student.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.336-347
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• 2016

The purpose of this study is to analyze the effects of elementary science instruction applying a Brain-Based Evolutionary (ABC-DEF) approach using Rapid-cycling Brassica rapa (RcBr) on the interests of elementary school students. For this study, two elementary school classes in Seoul and one elementary school class in Gyeonggi-do were selected. Comparison group received instruction using textbook and teacher's guidebook. A class taught using only brain-based evolutionary approach is experimental group A, and a class taught through brain-based evolutionary approach using RcBr is experimental group B. In order to analyze the quantitative differences about the interests of students, three kinds of test were administered to the students: 'Applied Unit-Related Interests', 'Follow-up Interests' and 'Interests in the observation material'. To get more information, qualitative data such as portfolios and interviews were analyzed. The major findings are as follows. First, for the test of applied unit-related interests, a statistically significant difference was found between comparison group and experimental group A, and between comparison group and experimental group B. As the results of interviews, the students have shown that the intensified exploration activities on plant in Brain-Based Evolutionary approach applied to experimental groups A and B had a positive effect. Second, for test of follow-up interests, we classified the students' follow-up interests into three types: extended-developed-deepened (EDD) type, simply expanded-maintained (SEM) type, and stopped or decreased (SD) type. Both experimental group A and experimental group B showed the highest percentage of EDD. Also, observation journal applying the evolutionary process (DEF) showed a positive effect on the students' interest. Comparison group showed the highest percentage of SEM. Third, for test of applied interests in the observation material, a statistically significant difference was found between comparison group and experimental group A, and comparison group and experimental group B. Experimental group B using RcBr showed the highest average score, while experimental group A showed a higher score than comparison group. Based on these findings, educational implications of Brain-Based Evolutionary approach and using RcBr are discussed.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.109-122
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• 2015

In National Curriculum of Science revised in 2007, free inquiry was newly introduced to increase student's interest in science and to foster creativity by having students make their own curiosity questions and find answers by themselves. The purpose of this study is to analyze elementary school students' perceptions on free science inquiry activities applying a brain-based evolutionary approach. For this study, 106 the fifth grade students participated, and then completed a questionnaire on free inquiry activities according to a brain-based evolutionary science teaching and learning principles. The students performed a series of steps of the Diversifying, Estimating-Evaluating-Executing, and Furthering activities in each of Affective, Behavioral, and Cognitive domains (ABC-DEF approach) and constructed their own free inquiry diary, then the observations by the researcher and interviews with the students were analyzed both quantitatively and qualitatively. The major results of the study were as follows: First, the majority of the students perceived the each domain and step positively although a few of them perceived negatively. The reasons perceived as negatively were categorized into two; preference dimension of like or dislike and ability dimension of metacognitive or self-reflective capacity. Also, they perceived the free inquiry experience in the form of ABC-DEF as helpful to understand the nature of scientists' scientific activities. Based on these findings, implications for supporting authentic inquiry in school science are discussed.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.579-587
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• 2014

In National Curriculum of Science revised in 2007, 'Free Inquiry' was newly introduced to increase student's interest in science and to foster creativity by having students make their own questions and find answers by themselves. The purpose of the study was to analyze characteristics deployed in the processes of elementary school students' free inquiry activities applying a brain-based evolutionary science teaching and learning principles. For this study, 106 the fifth grade students participated, and they performed individually free inquiry activities according to a brain-based evolutionary approach. In order to characterize the diversifying, estimating-evaluating-executing, and extending-applying activities in behavioral domain, the free inquiry diary constructed by the students, observations by the researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The major results of this study were as follows: First, the students preferred basic inquiry process skills and the majority of the students selected observation as a major approach of their inquiry. The reason was found to be that they were accustomed to only typical basic inquiry skills which is frequently presented at textbooks and regular instruction and didn't have appropriate experience for using relevant integrative inquiry skills. Second, most of the methods diversified and selected by the students were confined to descriptive explanation rather than causal one. Third, both of the science attitude and academic achievement were associated with the number of diversified methods and the selection of appropriate method. Based on these findings, implications for supporting domain novices in inquiry learning environments are advanced.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.990-1010
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• 2009

To derive brain-based evolutionary educational principles, this study examined the studies on the structural and functional characteristics of human brain, the biological evolution occurring between- and within-organism, and the evolutionary attributes embedded in science itself and individual scientist's scientific activities. On the basis of the core characteristics of human brain and the framework of universal Darwinism or universal selectionism consisted of generation-test-retention (g-t-r) processes, a Model of Brain-based Evolutionary Scientific Teaching for Learning (BEST-L) was developed. The model consists of three components, three steps, and assessment part. The three components are the affective (A), behavioral (B), and cognitive (C) components. Each component consists of three steps of Diversifying $\rightarrow$ Emulating (Executing, Estimating, Evaluating) $\rightarrow$ Furthering (ABC-DEF). The model is 'brain-based' in the aspect of consecutive incorporation of the affective component which is based on limbic system of human brain associated with emotions, the behavioral component which is associated with the occipital lobes performing visual processing, temporal lobes performing functions of language generation and understanding, and parietal lobes, which receive and process sensory information and execute motor activities of the body, and the cognitive component which is based on the prefrontal lobes involved in thinking, planning, judging, and problem solving. On the other hand, the model is 'evolutionary' in the aspect of proceeding according to the processes of the diversifying step to generate variants in each component, the emulating step to test and select useful or valuable things among the variants, and the furthering step to extend or apply the selected things. For three components of ABC, to reflect the importance of emotional factors as a starting point in scientific activity as well as the dominant role of limbic system relative to cortex of brain, the model emphasizes the DARWIN (Driving Affective Realm for Whole Intellectual Network) approach.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.773-783
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• 2014

In National Curriculum of Science revised in 2007, the Free Inquiry was newly introduced to increase students' interest in science and to foster creativity by having students make their own question and find answer by themselves. The purpose of the study was to analyze characteristics, in cognitive domain, appeared in the processes of performing the Free Inquiry activities applying a brain-based evolutionary science teaching and learning principles. For this study, 106 fifth grade students participated, and they performed individually Free Inquiry activities. In order to characterize of the diversifying, estimating-evaluating-executing, and extending-applying activities in cognitive domain (C-DEF), the Free Inquiry diary constructed by the students, observations by a researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The major results of this study were as follows: First, at C-D step, many students (71.5%) had difficulty in searching the meanings of their results and the contents of interpretations were at the level of simple description of their results. A few students (15.2%) derived interpretations based on causal relationships between specific variable and result. Also, the tendency that the numbers of interpretation about meaning of their results were increased as the scores of science attitude and achievement was appeared. Second, at C-E step, the students showed tendency of considering facts exactly explaining inquiry topic and being appliable to daily life rather than objectivity or accuracy of scientific knowledge. Third, at C-F step, there were three types of extension and application: simple repetition (8.2%), extension (64.0%), and upward application (17.6%) types. Based on these findings, implications for supporting appropriate interpretation, evaluation, and application of inquiry results are discussed.

• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.469-478
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• 2016

A brain-based evolutionary approach developed by reflecting the brain functions and authentic science is consisted of Affective, Behavioral, and Cognitive domains, and within each domain the processes of Diversifying, Evaluating, and Furthering are proceeded (ABC-DEF). Two core components of creativity of originality and usefulness are inherent in each step. So, this study analyzed scientific creativity with the originality and usefulness components in cognitive domain, which is composed of diversifying the meanings inherent in the results of observations or experiments (C-D), evaluating the meanings (C-E), and furthering (C-F) in learning of 'World of Plants' unit which includes two topics of 'Plants on Land' and 'Plants in Water and Special Environment'. A total of 20 fourth grade students at Y elementary school in Gyeonggi province participated in the study. The main results of this study are as follows. First, the scientific creativity in step C-D (Diversifying stage) was assessed according to the scientific creativity assessment formula. The scores of scientific creativity were quite different with topics and showed different pattern in the originality and usefulness components. Second, when the students compare and evaluate the values of each meaning (C-E stage), they weighed more on usefulness than originality, such as "because it is useful" or "because it solve many everyday problems". Third, the overall scores of scientific creativity in step C-F (Furthering stage), as compared with those of step C-D, were low and showed decrease in the average scores of originality from 9.8 to 7.5 points, whereas increase in the average scores of usefulness from 5.4 to 6.1 points. In conclusion, these results showed that, even though the levels were not so high, the students, as scientists, can exhibit the scientific creativity in the processes of diversifying, comparing and evaluating, and applying the meanings about the results obtained by observations or experiments. The specific and various strategies to help students express their potential scientific creativity more effectively need to be developed.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.239-252
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• 2021

The purpose of this study is to develop an evolutionary STEAM education program based on the brain and to analyze its effects on scientific interest and scientific creativity of elementary school students. Four different topics based on four scientific fields (Physics, Chemistry, Biology and Earth Science) were derived from the science textbook under the 2015 revised curriculum to build a brain-based evolutionary STEAM education program. The research subjects were 90 fourth graders of S-elementary school located in Gyeonggi Province, Korea and they were divided into an experimental group of 45 students and a comparative group of 45 students. The main findings of this study are as follows. First, according to the independent samples t-test of scientific interest, no statistically significant difference were found between the two groups, but the brain-based evolutionary STEAM education had meaningful effect on improving 'interest in scientific learning' and 'anxiety about scientific learning'. Second, according to the paired samples t-test of scientific interest, the experimental group had significantly improved 'interest in science' but on the other hand, there was no effect on the comparative group. Third, scientific creativity and originality of the experimental group were significantly higher after the class than that of the comparative group. Fourth, although there were some significant differences between the two groups in scientific creativity after the class, both groups had improved scientific creativity between the results of pre and post test. Based on these results, we discuss implications for science education and STEAM education research.

• Korean Journal of Biological Psychiatry
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• v.23 no.3
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• pp.108-115
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• 2016

Aggression and aggressive behaviors, often explained as harmful social interaction with the intention of hurting or inflicting damage upon another, have been considered as an adaptive mechanism from the evolutionary psychological point of view. However, various studies on aggression and aggressive behaviors have been done with psychopathological approach as the extreme aggressive behaviors may harm themselves and others at the same time. Recently, researchers have attempted to explain aggression in terms of neurobiological substrates rather than based on traditional psychopathological and/or behavioral concept. In this regard, there have been findings of differences in neurotransmitters and their receptors, and genetic polymorphisms. In this review article, we provide a brief overview of the literature about seven most frequently reported neurotransmitters including neurohormones (serotonin, norepinephrine, dopamine, gamma-aminobutyric acid, nitric oxide, oxytocin and vasopressin) and an associated enzyme (monoamine oxidase A), which are known to be related with aggression and aggressive behaviors.