• Journal of the Korean Chemical Society
• /
• v.58 no.6
• /
• pp.612-621
• /
• 2014

The purpose of this study is to examine the effect of peer mentor on academic achievement of mentee and views on nature of science. The experimental group was consisted of 20 mentor students, formed as a high level being less than 20% of achievement test, and 20 mentee, low level less than 15% of that. The mentoring activities were conducted 23 times for 8 weeks and progressed for 15~30 minutes after the teacher's main classes. During the mentoring activity, studying materials were provided to students and mentees asked to mentors for the parts which were difficult to understand among the contents of classes and got replies by arranging studying materials. As the results of this study, First, peer mentoring activity was shown statistically meaningful effects and improved the academic achievement in mentee's group than traditional classes (p<.01). But, there was no meaningful effects on mentor's achievement (p>.05). Second, the students who took part in the peer mentoring activity said that it was a good chance to have a close relationship between mentors and mentees. Also, the science recognition of the students were changed positively even though the science is hard and difficult to memorize, but interesting subject included the experiments. Third, the satisfaction of the peer mentoring activity is high both mentors and mentees (p<.01). Fourth, according to mentees' positive attitude, and as the level of closeness is higher, the academic achievement was increased. Based on this study, if teachers organize mentoring team effectively according to their closeness, one can expect the positive change of recognition on science as well as academic achievement of mentees.

• Applied Biological Chemistry
• /
• v.43 no.2
• /
• pp.141-147
• /
• 2000

Interrelation between the antioxidative activity of hot-water extracts of 130 medicinal plants and their cellular antimutagenic activity was investigated. Antioxidative activity was evaluated by assaying electron-donation to DPPH free radical and scavenging of hydroxyl radical $({\cdot}OH)$ generated through Fenton rection, respectively. All medicinal plants examined in this study exhibited markedly electron-donating ability and radical scavenging ability in each assay system. The results demonstrated the fact that Pilbal (Piper longum L.) is the strongest in electron-donating activity, on the other hand, that Seokgok (Dendrobium moniliforme L.) is the strongest in ${\cdot}OH$ scavenging activity. When evaluated their antioxidative activities, 24 medicinal plants including Jimo (Anemarrhena asphodeloides Bunge) were found to be the medicinal plants carrying strong antioxidative activity, which exhibited more than 50% activity compared to the control group in both electron-donating and free radical scavenging. The experiment was also performed to examine whether 11 medicinal plants having significant antimutagenicity damage DNA in the presence of $Cu^{2+}$, showing the fact that all samples tested, except Taeksa (Alisma canaliculatum All. Br.), Paekjain (Nitraria sibirica Pall) and Ohyak (Lindera strychifolia Sieb. et Zucc. Villar) are capable of inducing DNA strand break. We also found that Taeksa and Paekjain strongly block DNA strand break induced by chemical mutagen mitomycin C.

• Journal of the Korean Chemical Society
• /
• v.48 no.3
• /
• pp.283-290
• /
• 2004

The purpose of this study were to develop of courseware using scaffolding strategy and to investigate the effect of courseware instruction upon students' conceptual understanding and affective domain including effort and self-checking. 10th grade students in the experimental and control groups were selected from high school at Cheongwon-gun in Chungbuk, and taught about chemical reaction rate for 3 class hours. The students in the experimental group studied individually through courseware using scaffolding strategy and worksheet and teacher-centered expository lesson was used in the control group. Prior to the instructions, test specification for problem-solving assessment (TSPSA) was administered and the scores of the previous science achievement test were obtained. After the instructions, the posttest on conceptual understanding and TSPSA were administered. Results of this study revealed that the mean score of the experimental group in the conceptual understanding test was similar to that of the control group at statistically significant level. This result implies that the courseware using scaffolding strategy could be a tool of the individualized instruction. The experimental group improved significantly better in three components of the TSPSA such as effort, self-checking, and cognitive strategy. From this result, it is considered that learners' self regulation is improved by being taken over responsibility of learning. So, it is suggested that instruction using scaffolding strategy is needed in science class to improve self-leading learning ability.

• Journal of the Korean Chemical Society
• /
• v.29 no.3
• /
• pp.233-238
• /
• 1985

The non-porous and porous polystyrene divinylbenzene copolymers were prepared by the suspension polymerization method. The non-porous aminated polystyrene divinylbenzene, N-APSTDVB and the porous aminated polystyrene divinylbenzene, P-APSTDVB of 50∼100mesh size weakly basic anion exchanger were synthesized by chloromethylation followed by amination with methylamine. The functional groups of these synthesized anion exchangers were confirmed by their infrared spectra. The maximum capacity of these exchangers was 4.86meq/g. Pore volume and pore spectra were determined with a mercury porosimeter. The pore volume of P-PSTDVB increased with increasing X$_{diluent}$ at 30% of divinylbenzene. However, the pore volume of P-PSTDVB increased with increasing volume percent of divinylbenzene at constant mole fraction of diluent, X$_{diluent}$ of 0.5. The pore volume of synthesized copolymer and anion exchanger at 8% divinylbenzene and 0.5X$_{heptane}$ decreased as follows; P-PSTDVB 〉P-APSTDVB 〉N-PSTDVB. This result was attributed to the possibility that the pore volume were reduced by amination reactions. The distribution coefficients of boric acid on the N-APSTDVB anion exchanger in various concentrations of alcohol water solutions showed that as alcohol concentration increased, the distribution coefficients values decreased due to the reduced concentration of H$_2$BO$_3^-$.

• Journal of the Korean Chemical Society
• /
• v.63 no.4
• /
• pp.280-288
• /
• 2019

The purpose of this study is to draw implication for scientific inquiry study by investigating level of understanding and actual state regarding the elementary school teachers' scientific inquiry. The survey was conducted toward 42 elementary school teachers who work at the D city by using questionnaire of Views About Scientific Inquiry. Actual state of understanding of scientific inquiry was investigated by categorized the responses to the level of understanding of the eight aspects of scientific inquiry in three levels (informed, mixed, naive) based on analysis criteria. And analyze whether the characteristic of the subjects affect to level of understanding about aspect of scientific inquiry. As a result of the analysis, the two aspects among the eights aspects of scientific inquiry; 'Inquiry procedures are guided by the question asked' and 'Research conclusions must be consistent with the data collected' were appeared to have high rates of informed level of understanding. In the remaining six perspectives, most of elementary school teachers had naive and mixed level of understanding, so informed level of understanding took a relatively low proportion. It implies that elementary school teachers who teach inquiry in the field have limit to understand about scientific inquiry. These results indicated that experiences that have taught students and science related training courses that open sofar have a little influence to increase comprehension about scientific inquiry. Therefore, it is required to reinforce the teachers' understanding about scientific inquiry and to formulate different form of plan unlike existing way of teaching for teaching scientific inquiry.

• Journal of the Korean Chemical Society
• /
• v.66 no.2
• /
• pp.150-162
• /
• 2022

In this study, we investigated pre-service science teachers' NOS-PCK by analyzing their NOS lesson planning and demonstration. Four pre-service science teachers participated in the study. They planned and demonstrated NOS lessons in the context of 'Science Inquiry Experiment' developed under the 2015 Revised National Curriculum. Their lessons were observed. All of the teaching-learning materials were collected, and semi-structured interviews were also conducted. The analyses of the result revealed that pre-service teachers mainly referred to the curriculum and textbooks when selecting the NOS learning objectives. However, they felt difficulty because the curriculum and textbooks did not clearly present the NOS to be dealt. Although all of them took explicit approaches, there were not many open and divergent reflective approaches. In addition, they expected that high school students would consider scientific knowledge absolute and would have negative perceptions of NOS lessons. They rarely assessed students' NOS learning, and were reluctant to assess. Finally, most of them had a negative perception that learning NOS is not necessary for all students. On the bases of the results, educational implications for improving the expertise of pre-service science teachers in NOS lessons were discussed.

• Journal of Convergence for Information Technology
• /
• v.12 no.5
• /
• pp.139-149
• /
• 2022

The purpose of this study is to develop and analyze the effects of an educational program that can cultivate artificial intelligence(AI) convergence education competency for future education and enhance students' understanding of pre-service teachers. For this end, an AI convergence education program using Machine Learning for Kids and Scratch 3 was developed for 15 weeks under the theme of classifying the state of matter. The developed program were treated by K University pre-service teachers who participated voluntarily. As a result, pre-service teachers were able to metaphorically understand the learning process of students through understanding of machine learning training process. In addition, the pre-post t-test result of AI teaching efficacy showed a statistically significant improvement with t=-7.137 (p<.000). Therefore, it is suggested that the AI convergence education program developed in this study can help to increase the understanding of the pre-service teacher's students in an indirect way other than practice teaching, and can contribute to foster AI education competency.

• Journal of the Korean Chemical Society
• /
• v.67 no.4
• /
• pp.296-305
• /
• 2023

This study analyzed the information-seeking behavior of preservice science teachers by observing the process of seeking information needed in a Socioscientific issues (SSI) debate class. Twenty-four fourth-year preservice science teachers participated in the study, and the SSI debate was conducted on the topic of biofuels. The results of the study revealed that preservice teachers go through the process of 'Searching', 'Reviewing', 'Interpreting', and 'Evaluating and Reorganizing' stages when seeking information. The searching stage is divided into identifying topics, role division, and standard setting for a search. The reviewing stage is divided into reviewing sources and reviewing contents. The interpreting stage is divided into interpreting an information and interpreting information from an integrating aspect. In addition, the evaluating and reorganizing stage is divided into evaluating information and reorganizing information. It was found that preservice teachers have difficulty reviewing information and interpreting multiple sources of information in an integrated aspect. Also, it was found that evaluating information activity among preservice teachers' information-seeking behavior affects the level of argumentation in discussions.

• Journal of the Korean Chemical Society
• /
• v.68 no.4
• /
• pp.205-220
• /
• 2024

This study aims to explore characteristics of pedagogical reasoning and action of beginning science teachers that naturally and spontaneously occurs in a professional learning community. Three novice middle school science teachers who majored chemistry education in A college of education, passed the examination for selecting secondary school chemistry teachers, and had a common goal of designing 8^th grade science lesson plan voluntarily created a professional learning community and had weekly meetings over a year. Main data sources included transcribed audio-recording of 11 meetings of three science teachers in a professional learning community. Data was analyzed using Shulman's pedagogical reasoning model that includes comprehension, transformation, instruction, evaluation, reflection, and new comprehension to identify characteristics and features of pedagogical reasoning in a professional learning community. Data analysis revealed that pedagogical reasoning in a professional learning community comprises not only preparation, representations, instructional selections, and adaptation but also evaluation, reflection, and new comprehension in transformation stage. Reflection in transformation stage leads teachers to be actively engaged in discussion and get new comprehension on each sub-component(preparation, representations, instructional selections, adaptation, and evaluation) of transformation stage.

• Journal of the Korean Chemical Society
• /
• v.58 no.5
• /
• pp.463-477
• /
• 2014

The purpose of this study is to investigate the teaching-learning effects in the experimental classes for the 'Redox' unit of science textbook of 11th grade using self-regulated learning strategy. Simultaneously, the effects of teaching-learning through the student's characteristics of the scientific high school were also included. The experimental and the controlled groups were selected by the teaching-learning method established on self-regulated learning strategy and regular laboratory activity based on the teacher' instruction, respectively. The questionaries of the scientific inquiry and scientific attitude were examined by the student. For their achievement, the total score which was obtained from the formative evaluation and performance assessment was utilized. After the laboratory activity for the unit grounded on the self-regulated learning strategy, the mean values of the scientific inquiry, scientific attitude, and achievement by the experimental group were higher than those of the controlled group. There was significant difference between the two groups in the post-test. By the results of the post-test for the experimental group, there has been somewhat relationship between the self-regulated learning strategy and the scientific inquiry, the scientific attitude, and the scientific achievement.