• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.27-51
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• 2012

This paper analyzed the pedagogical content knowledge (PCK) presented in three novice teachers' mathematics instruction. PCK was analyzed in terms of the knowledge of mathematics content, the knowledge of students' understanding, and the knowledge of teaching methods. Teacher A executed a concept-oriented instruction with manipulative materials because she had difficulties in learning mathematics during her childhood. Teacher B attempted to implement an inquiry-centered instruction in the lesson of looking for the area of a trapezoid. Teacher C focused on the real-life connection to mathematics instruction. There were substantial differences among the teachers' PCK revealed in mathematics teaching, depending on their instructional goals. The detailed analyses of three teachers' teaching in terms of their PCK will give rise to the issues and suggestions of professional development for beginning elementary school teachers in mathematics teaching.

• Journal of the Korean earth science society
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• v.45 no.3
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• pp.239-259
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• 2024

In this study, a qualitative meta-analysis was conducted on research papers on earth science education to derive knowledge of students' understanding of specific science topics-greenhouse effect, global warming, and climate change-within the context of collective Pedagogical Content Knowledge (PCK). Twenty-two research papers addressing students' alternative conceptions (misconceptions) about these topics were selected and analyzed for their respective definitions, causes (mechanisms), and impacts. Semantic network analysis and a mental model framework were applied to synthesize the findings. The meta-analysis revealed several key insights: (1) Regarding the greenhouse effect, students often used the terms "greenhouse effect" and "global warming" interchangeably, lacked knowledge about the types of greenhouse gases, and misunderstood their roles. They commonly associated the greenhouse effect with environmental pollution or changes in the ozone layer, failing to recognize its relation to the heat balance between the surface and atmosphere. (2) Concerning global warming, students confused it with sea level rise and linked it to pollution, ozone layer changes, and glacier melting. They understood global warming as a disruption of the heat balance between the surface and atmosphere but had misconceptions about its environmental impacts. (3) In terms of climate change, students used the term interchangeably with global warming, weather change, and climate anomalies. They associated climate change with atmospheric pollution and ozone layer depletion but misunderstood its environmental impacts. As result, three mental models-categorical, mechanistic, and hierarchical misconceptions-were identified as collective PCK. The implications for enhancing earth science teachers' PCK were discussed based on these findings.

• Journal of Microbiology and Biotechnology
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• v.12 no.4
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• pp.592-597
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• 2002

The Rkp1/CPC2, a receptor for activated protein kinase C of Schizosaccharomyces pombe, contains seven WD motifs found in the G-protein $\beta$-subunit. A 110-kDa protein was identified to interact with Rkp1/CPC2 by immunoprecipitation and following in vitro binding assay. To examine its kinase activity and binding ability to Rkp1, the $pck1^+$, a PKC homolog of S. pombe, was cloned. Pckl phosphorylated myelin basic protein (MBP) and histone Hl in a phospholipid-dependent and $Ca^{2+}$-independent manner. It was demonstrated that the N-terminal region of Pck1 was responsible for the binding to Rkp1 , thus suggesting that Rkp1 interacted with Pckl to regulate Pckl-mediated signaling in S. pombe.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.54-67
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• 2009

This study dealt with two case studies of the development of beginning science teachers' pedagogical content knowledge (PCK). This study was grounded on the idea that teacher thinking and classroom behavior are related to each other in a reciprocal way. Teachers' PCK influences teaching practices, while in a reverse way teaching activities influence teachers' practical knowledge. Two beginning science teachers participated in this study. Data collection consisted of classroom observation, interviews, reflective journals and lesson plans. For data analysis, we conceptualize pedagogical content knowledge for science teaching as consisting of four components: (a) knowledge about science matter, (b) knowledge about students' understanding of science topics, (c) knowledge about instructional strategies for teaching science, (d) knowledge about assessment in science. The outcomes of this study revealed that there was a large gap between beginning science teachers' intentions for teaching science and their practice. To give beginning teachers more opportunities to incorporate their knowledge base for teaching, we propose that they need to be involved in a real teaching situation at schools rather than in the university.

• Parasites, Hosts and Diseases
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• v.35 no.3
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• pp.203-210
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• 1997

The difrrrenlial display reverse transcription polymerase chain reaction (DDRT-PCR) aniilysis roils performed to identify the pathogellir strain specific amplicons. mRNAs were purified from the trophozoites of the pathogenif strain YS-27 and the non-pathogenic strain S 16. respectively. Three kinds of rirsl stranded rDNAs were reverse transcribed from the mRNAs by one base anchored oligo-dT 11M (M: A. C, or G) primers. Each cDNA lemplatr was used for DDRT-PCK analysis. A total of 144 pathogenic strain specific amplicons was observed in DDRT-PCR analysis using primer combinations of the 11 arbitrary primers and the 3 one base anchored oli해-dT11M primers. Of these 31 amplit'tons were verified as the amplirons amplified only from the mRNAs of the pathogenic strain by DNA slots biol llybridizatioil. Furthel cklaracleization of the 31 pathogenic strain sprcifil amplicons by DNA slot blot hybridlnation analysis using biotin labeled Probes or the PCR amplified DNA of rysteine proteinase genes revealed that 21 of them were amplliried from the maNAs of the cysteine proteinase genes. Four randomly selected amplirons out of the rest 10 amplirons were used fur screening of cDNA library followed by immunoscreening and all of them were turned outs to be amplified from the mRNA.

• The korean journal of orthodontics
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• v.32 no.3 s.92
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• pp.227-234
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• 2002

In order to investigate the action mechanism of protein kinase C on $K^+$ channel in osteoblastic cell, effects of phorbol 12, 13-dibutyrate on human osteoblast-like cells (G292) were studied by patch clamp technique with cell-attacked configuration. 111 this experiment, 45pS ion channel was dominant in G292 cell line according to their approximate conductances in symmetrical 140mM KCl saline at holding potential of 60mV. In torrent-voltage relationship, reversal potential was 5.5mV at the condition of potassium enriched saline in the pipette and -27 mV at the condition of standard extracellular saline In the pipette. Phorbol 12, 13-dibutyrate 10nM increased the open probability of 45pS channel and staurosporine, an inhibitor of protein kinase C, suppressed this effect. Phorbol 12,13-dibutyrate moved the reversal potential of 45pS channel to more negative potential and increased the single channel current at the same membrame potential. In order to check the activation of protein kinase C in G292 cell by phorbol 12,13-dibutyrate, western blot of protein kinase C was performed. Phorbol 12,13-dibutyrate $0.1{\mu}M$ translocated protein kinase C from cellular compartment to membrane compartment of the cell. These findings suggest that phorbol 12,13-dibutyrate, one of phorbol esters, activate 45pS channel In G292 cell and affect cell membrane potential, that regulate cellular function.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.19-30
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• 2016

This study examined pre-service teachers' pedagogical content knowledge of fraction division in a context where they were asked to write a story problem for a symbolic expression illustrating a whole number divided by a proper fraction. Problem-posing is an important instructional strategy with the potential to create meaningful contexts for learning mathematical concepts, especially when real-world applications are intended. In this study, story problems written by 135 elementary pre-service teachers were analyzed with respect to mathematical correctness. error types, and division models. Patterns and tendencies in elementary pre-service teachers' knowledge of fraction division were identified. Implicaitons for teaching and teacher education are discussed.

• BMB Reports
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• v.32 no.4
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• pp.339-344
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• 1999

We studied the effects of ginsenosides in immature rats based upon the previous results that ginseng has a suppressive or anticonvulsive activity. To examine the suppressive effect of ginsenosides on kainic acid-induced seizures, the severities and frequencies were observed for 4 h after injection of kainic acid (KA; i.p., 2 mg/kg b.w.) using 10-day-old male Sprague-Dawley rats ($22{\pm}2\;g$). Protopanaxadiol saponins such as ginsenoside-Rb1 (Rb1), ginsenoside-Rb2 (Rb2), ginsenoside-Rc (Rc), and ginsenoside-Rd(Rd) generally reduced the seizure activities while protopanaxatriol saponins such as ginsenoside-Rg1 (Rg1) and ginsenoside-Re (Re) rather increased stereotypic "paddling-like" movements. When vinyl-GABA (v-G) was injected together with Rb1 or Rc, KA-induced seizure severities were additionally reduced only by the injection of Rc, but not by Rb1. The level of gamma isozyme of protein kinase C (PKC-${\gamma}$) in the hippocampus increased about three times as much as that of normal rats at 4 h after KA injection. The increased level of PCK-${\gamma}$ by KA was significantly reduced to about 35% by the coinjection with v-G alone, but it was not changed by v-G together with Rb1 or Rc. The increased level of PKC-${\gamma}$ at 4 h after injection of KA was not consistent with the reduction of seizure severities between Rb1 and Rc. These results suggest that Rc and Rb1 may reduce seizure severity independent of PKC-${\gamma}$ levels, and Rc may additionally act with v-G regarding the GABA metabolism during the stage of KA-induced seizures in the immature rats.