• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1300-1311
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• 2013

The purpose of this study is to investigate pre-service science teachers' difficulties in the 'inquiry mentoring' program, which was developed to improve pre-service science teachers' inquiry teaching ability. For this study, I developed the 'inquiry mentoring' program in which pre-service science teachers taught high school students. This program was adapted for 2.5 months, and 45 pre-service science teachers participated and taught 44 high school students. During this program, pre-service science teachers kept 'mentor diaries' and wrote 'mentoring reports' at the end of the program. Interviews were conducted with all pre-service science teachers. Results are as follows: first, pre-service science teachers thought that the difficulties in inquiry mentoring resulted from their inadequacy (mentor factor) than students' inadequacy (mentee factor). Second, pre-service science teachers perceived their lack of cognitive ability, inquiry ability and teaching ability as a mentor factor. Third, pre-service science teachers thought that they had difficulties in students' differences and lack of activity as a mentee factor. Fourth, they described difficulties caused by emotional distance as well as physical distance as an interaction factor. They also mentioned the difficulties related to teaching range and online interaction. Fifth, pre-service science teachers expressed a sense of frustration with the inquiry environment. Additionally, some implications were discussed for pre-service science teacher education through the 'inquiry mentoring' program.

• Journal of Korean Society on Water Environment
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• v.30 no.2
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• pp.199-205
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• 2014

The knowledge on the migration of antimony (Sb) from PET bottles into the water is of greate concern. Antimony in all bottled water marketed in korea and in raw water was analyzed. The detection rate of antimony in total bottled water was 88 % and 100% in PET (Polyethylene terephthalate, PET), 55% in PC (Polycarbonate, PC) bottled water. 55% of raw water contained antimony. The average concentration of Sb in PET bottled water was $0.39{\mu}g/L$, higher than PC bottles ($0.20{\mu}g/L$) and the raw water ($0.22{\mu}g/L$). The migration of Sb into water that is stored in different conditions (room temperature, $45^{\circ}C$, and direct sunlight exposure) was investigated for 180 days. The migration tendency increased with the storage time and temperature. PET bottles showed a sharp increase of Sb concentration at $45^{\circ}C$, but there was no differences between the room temperature and sunlight exposure. The Sb migration in all simulated solution(deionized water, 4% acetic acid, and 20% ethanol) also increased with storage time and temperature. The Sb migration values ranged from 0.35 to $0.49{\mu}g/L$ in all simulated solution, which was far below the permissible korean migration level of $40{\mu}g/L$. There was a tendency that the number of re-use of a bottle and the amount of leaching were in inverse proportion.

• Journal of Life Science
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• v.25 no.7
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• pp.839-848
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• 2015

A molecular marker is a molecule contained within a sample taken from an organism or other matter. The development of molecular techniques for genetic analysis has led to a great contribution to our knowledge of plant genetics and our understanding of the structure and behavior of various genomes in plants. Recently, functional molecular markers have been developed to detect the presence of major genes from the analysis of pedigreed data in absence of molecular information. DNA markers have developed into many systems based on different polymorphism-detecting techniques or methods such as RFLP, AFLP, RAPD, SSR, SNP, etc. A new class of very useful DNA markers called genic molecular markers utilizing the ever-increasing archives of gene sequence information being accumulated under the EST sequencing projects on a large number of plant species. Functional markers are derived from polymorphic sequences, and are more likely to be involved in phenotypic trait variation. Based on this conceptual framework, the marker systems discussed below are all (gene)-targeted markers, which have the potential to become functional. These markers being part of the cDNA/EST-sequences, are expected to represent the functional component of the genome i.e., gene(s), in contrast to all other random DNA based markers that are developed/generated from the anonymous genomic DNA sequences/domains irrespective of their genic content/information. Especially I sited Poczai et al’ reviews, advances in plant gene-targeted and functional markers. Their reviews may be some useful information to study molecular markers in plants.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.1-20
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• 2016

This study explored the cognitive characteristics and learning needs of economically disadvantaged gifted students. Gifted students(n=99), economically disadvantaged gifted students(n=43), and non-gifted students(n=50) participated in intelligence and creativity tests, and took self assessments of meta-cognition, epistemological beliefs, learning style preferences, and personal time usage. Superior abstract reasoning ability of economically disadvantaged gifted students was found because their scores on Raven's Test had risen rapidly compared to the other groups. Economically disadvantaged gifted students showed similar high scores as the gifted student on the Torrance Tests of Creativity Thinking-Figural, but not on Verbal. They were found to have a perception of the positive relationships among effort, learning abilities, and values of learning integrated knowledge with a general plan. However, they showed lower meta-cognitive control abilities than the gifted students in learning management and strategies, epistemological beliefs in value of rational operations, and time usage for learning. It is necessary to assign economically disadvantaged gifted students a task with various step by step methods of approach because these students prefer a new and creative task to difficult ones. Instruction plans such as developing language and meta-cognitive abilities and practical application of learning content was proposed.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.717-727
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• 2016

Using TIMSS survey data, we analyzed whether there were any significant changes in the learning environment of middle school science classes over the last 10 years. Our study selected questions from teachers and school principals' questionnaires and divided them by category: science class, teacher professional development, and school environment. The science class components were subdivided into three categories: science learning activities, evaluation, and homework. Within teacher professional development, the sub-categories included teacher training, collaboration to improve teaching, and teacher evaluation. School environment subdivided into two aspects, these being school characteristics and school system. Our research confirmed that there has been a positive change overall in learning environments. However, most classes are teacher-conducted and also teacher-oriented; the proportion of science investigation activities has declined compared against the prior ten years. Our study show that students do not engage in a range of inquiry-related activities. The questions on tests and examinations involve mostly knowledge application and understanding, although recent methods of evaluation show improvement. As for the science teachers, they participate in many professional development programs but focus on science content, science curriculum, and pedagogy. In addition, teachers do not have many opportunities to participate in the training to integrate information technology into science, science assessment, or improving students' critical thinking or inquiry skills. The teachers are satisfied with their profession, and the shortage of science resources does not seem to affect instruction.

• Child Health Nursing Research
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• v.19 no.1
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• pp.59-68
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• 2013

Purpose: This study was conducted to identify current health care management and barriers in health care management according to ecological systems, and to develop an ecological model for enhancing health care in child care centers. Methods: Focus group interviews were conducted with directors and teachers of child care centers, and with parents of children enrolled in child care. Data were analyzed by the latent content analysis method. Results: Twelve categories of health care management were identified. Barriers to child health care included knowledge deficit and lack of competence in health care by teachers, lack of useful health care manuals, non-existence of professional child health care personnel in child care centers, lack of mutual information sharing and disagreement on child health conditions between child care personnel and parents, lack of specific health related child care inspection criteria and time flexible child care centers with a lack of policy on collaboration with health care facilities. The ecological model developed included specific strategies to improve health care management in child care. Conclusion: The proposed ecological model to improve child health care management should be useful to plan future health care program considering both the immediate and indirect social environment surrounding children in child care.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.10a
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• pp.133-136
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• 2018

Today, the environment in which type 1 Diabetes children learn how to cope with their Diabetes is very vulnerable. Therefore, it is necessary to create an environment that can respond to changes in blood sugar level of children. The purpose of this study is to suggest game-based educational content on how to deal with changes in blood sugar level through behavioral methods for children with type 1 Diabetes. The purpose of this study is to suggest education type game contents using hybrid method which enhances efficiency in learning children 's expert knowledge. Based on the results of the interviews conducted with diabetes specialists for this study, we suggested the contents of coping with blood sugar change composed of education contents required for the children. As a result of this study, it was found that the hybrid factor was useful in learning diabetes through games. These game contents are expected to provide an environment that children with diabetes can learn more efficiently.

• Journal of the Korean Chemical Society
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• v.53 no.6
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• pp.793-804
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• 2009

In this study, high school students' perceptions of chemically ill-defined ‘heavy metals’ were examined through questionnaires. Nineteen classes of 11th graders (N = 611) were divided into two groups according to completion of 'Chemistry I', which were 10 science-classes and 9 liberal art-classes and compared each other. Three terms of students' cognition and definition, impact on the formation of their cognition, and their chemical knowledge of 'heavy metals' were analyzed by SPSS. The findings revealed that most of students recognized ‘the heavy metal’ as the metal which causes to be accumulated on any living thing and is hazardous in human body regardless of different major between liberal art and science. Mass media and school instruction were found to be the greatest impact on the formation of these cognitions. Especially, school instruction had more effects on students majoring in science than students majoring in liberal art, which bring the result that students in science-classes have more misconception about the definition of 'heavy metals' with human toxicant regardless of metal species and its content in human body and physical density due to the ill-defined terminology of the textbook than students in liberal art-classes do. It is interesting that students in science-classes understood hazard and chemical structure of 'heavy metals' better, while students in liberal art-classes answered the question better about hazardous properties of heavy metals.

• Journal of the Korean Chemical Society
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• v.61 no.6
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• pp.378-387
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• 2017

In this study, we analyzed the causes of decrease in the number of students taking Chemistry ? in the College Scholastics Ability Test (CSAT) by analyzing the adequacy of the Chemistry I question in the CSAT and the recognition survey of students and teachers about the Chemistry I choice. We analyzed some questions in Chemistry I of the CSAT from the year 2014 to 2016. The questions were analyzed to determine whether they were appropriate to the curriculum content, achievement standard, and achievement level. The target of the survey for perception was 452 senior high school students and 68 science teachers. The result of the study showed that the questions in Chemistry I are somewhat difficult compared to the depth and achievement level required by the curriculum, and it also requires mathematical thinking ability. Students recognized the mathematical thinking and complex mathematical skills are needed to solve problems in Chemistry I. Teachers also thought that the choice of Chemistry I is unfavorable in aspect of meeting the minimum academic ability standard, and accordingly, they did not actively recommend students to take Chemistry I. Moreover, most of the teachers recognized that it is necessary to improve the direction of writing questions for Chemistry I. Therefore, setting questions that can be solved using chemical knowledge, not mathematical ability need to be addressed.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.469-476
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• 2020

This study is a qualitative study to grasp the meaning of the effective role of tutors of college students experiencing problem-based learning through focus group interviews. The subjects of this study were 4th grade students in the Department of Nursing who had experienced PBL, and a total of 21 people were divided into 3 groups and interviewed. Data were analyzed in content to find meaningful topics. The results of this study were analyzed into two subjects and eight categories. Based on the research results, if we summarize the role of effective tutors recognized by students in PBL. 1) Create a permissive atmosphere so that students can express their ideas freely and interact. 2) Give praise and encouragement. 3) Encourage all learners to participate. In particular, learners with low participation should be asked questions to promote active discussion. 4) Avoid unnecessary intervention and participate in the discussion together. 5) Adjust the learning speed and manage the time well. 6) Develop a scenario that meets the goals. 7) Classes are run around questions that can promote learners' thinking. 8) It plays a role of helping to form knowledge by providing positive feedback to learners' responses.