• Hwankyungkyoyuk
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• v.24 no.4
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• pp.32-40
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• 2011

The purpose of this study was to develop an evaluation standard by which teachers in charge of environment and green growth education could conduct a project activity and examine its applicability. The results were as follows; First, 26 evaluation items were developed through interviews with teachers and expert meetings. These categories were base on 'Theme', 'Planning', 'Result' and 'Presentation', and 'Evaluation' of the project. Second, a reliability test showed that internal consistency of the items was currently high(Cronbach's alpha .8709). To examine the content validity, the project activity was evaluated by 5 different teachers, and the result showed that the evaluation standard developed in this study was a very effective tool for the teachers to do project learning. Third, from the 2011 revised national curriculum, the subject 'Environment' in middle schools would be renamed as 'Environment and Green Growth'. Also, environment project activity would be introduced in the middle school. Therefore, this study had a significant importance in the fact that it provided teachers and students with a practical evaluation standard for the environment and green growth project activity.

• Hwankyungkyoyuk
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• v.24 no.3
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• pp.78-88
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• 2011

The purpose of this study is to conduct classroom-friendly learning activity for sustainable development and to find out the learner's understanding level of experiences on sustainable development. The results of this study could be summarized as follows. First, classroom-friendly learning activity for sustainable development which is focused on the sustainable flea market is concerned about enhancing learner's understanding sustainable development. It could be emphasized a viewpoint of sustainable development, and a possibility of expanding learner's experience in dealing with sustainable development. Second, this study shows also a application of the teaching & learning strategy for classroom-friendly learning for sustainable development. Three different group of pre-service teachers were participated in sustainable flea marker activity. It is considered to make the student be able to catch up core knowledge and value of sustainable development during the classroom-friendly learning activity. In conclusion, this research asserts that classroom-friendly learning activity for sustainable development could make students improve the knowledge and value of sustainable development. It is emphasized to advance education for sustainable development as a new teaching & learning strategy.

• Mass Spectrometry Letters
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• v.13 no.4
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• pp.152-157
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• 2022

Schisandra chinensis and its fruits have been used as a traditional herbal medicine to treat liver dysfunction, fatigue, and chronic coughs. Several in vitro and in vivo studies suggested that dibenzocyclooctadiene lignans present in Schisandra fruits strongly inhibit CYP3A4 activity. However, reports on the inhibitory potential of dietary Schisandra supplements against CYP3A activity are limited despite their increasing consumption as dietary supplements. In this study, we evaluated the CYP3A-inhibitory potential of four dietary Schisandra supplements in human liver microsomes. At a concentration of 0.05 mg/mL, Schisandra supplements from Nature's Way, Swanson, Planetary Herbals, and Only Natural inhibited CYP3A activity by 93.9, 70.8, 33.6, and 24.8%, respectively. Nature's Way, which exhibited the strongest inhibition against CYP3A, had the highest contents of gomisin B and gomisin C, which potently inhibit CYP3A activity. The in vivo pharmacokinetics of this product should be examined to determine whether the clinical relevance of inhibiting CYP3A activity by dietary Schisandra supplementation.

• Journal of The Korean Association of Information Education
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• v.6 no.3
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• pp.279-287
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• 2002

These days, school education is making every possible effort to bring up a human able to opposed creatively to 21 century social, because of society is global and informational step by step. For this, the special activity in the seventh curriculum is expended and reorganized from three areas to five areas. On the other hand, the special activity is pushed ahead with the developmental activity in consideration of student's ability and aptitude. However, the teachers are difficult to organize of the developmental activity in based on student's ability and aptitude. Because of developmental activity is organized in the beginning of a term, not only the teachers are fallen to realize student's ability and aptitude but also students ignore ability and aptitude themselves. Therefore this paper designs a program based on MI(Multiple Intelligence) theory to compose developmental activity effectively. Up to now, MI is introduced nine kinds of intelligence, Linguistic Intelligence, Logical-Mathematical Intelligence, Musical Intelligence, Spatial Intelligence, Bodily-Kinesthetic Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, Naturalist Intelligence, and Existentialist intelligence. this paper designs the K-MIDAS test[1] based on seven kinds of intelligence areas and implements developmental activity program suit to student's ability and aptitude based on the MI test result.

• Journal of Microbiology and Biotechnology
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• v.23 no.9
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• pp.1212-1220
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• 2013

Because the cholesterol oxidase from Brevibacterium sp. M201008 was not as stable as the free enzyme form, it had been covalently immobilized onto chemically modified Sepharose particles via N-ethyl-N'-3-dimethylaminopropyl carbodiimide. The optimum immobilization conditions were determined, and the immobilized enzyme activity obtained was 12.01 U/g Sepharose-ethylenediamine. The immobilization of the enzyme was characterized by Fourier transform infrared spectroscopy. The immobilized enzyme exhibited the maximal activity at $35^{\circ}C$ and pH 7.5, which was unchanged compared with the free form. After being repeatedly used 20 times, the immobilized enzyme retained more than 40.43% of its original activity. The immobilized enzyme showed better operational stability, including wider thermal and pH ranges, and retained 62.87% activity after 20 days of storage at $4^{\circ}C$, which was longer than the free enzyme.

• Journal of Fisheries and Marine Sciences Education
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• v.19 no.2
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• pp.239-255
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• 2007

This paper is to develop an integrate curriculum of rhythm education activity program and to find the possibility of applying the program into actual music education field for kindergarten children. The outlook of this study is to develope a program integrating the elements of movement, language and rhythm to apply the program to 5 year old children for 6 weeks through 12 sessions, and to observe and analyze their level of rhythm creativity and rhythm reading ability.The analysis of the field observation data and recording data showed that the children achieved natural and better understanding of rhythm. Seen from the perspective of rhythm creation activity, while the integration of the elements of movement and rhythm influenced directly to enhance the level of understanding rhythm and the integration of the elements of language, rhythm helped indirectly to have better understanding rhythm through connecting the notions of rhythm and movements. However, when only rhythm and movements were combined, children tended to misunderstand the relative durations of ♩ and ♪ just as different tempos not as 2:1 duration relativity. And ♫ was too misunderstand as ♬ due to different durations of korean words when only rhythm and language were combined. To overcome the limit of understanding, all of the three elements; rhythm and movements and language should be integrated and constant auditory experiences are recommended.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.17-26
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• 2004

The purpose of this study is to verify the effect of science-play activity that isn't easily completed in a course of study, put in practice an development activity class on the scientific inquiry skills and the scientific attitude of elementary school students. For this purpose, the general activity was applied for the comparative group (40 students), the science-play activity was applied for the experimental group (34 students); they are composed of 5th and 6th graders elementary school students of 74, a class of an hour during a week. The results were analyzed by means of comparing between groups as well as within groups. The results of this research is as follows: Firstly, the science-play activity as an development activity was effective in the improvement of the scientific attitudes of elementary school students. Secondly, the science-play activity as an development activity was effective in the improvement of the scientific inquiry skills of elementary school students.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.441-449
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• 2019

With the introduction of the 2015 revised curriculum, software education became mandatory in elementary school. The practical subject in the content for the software education consists of information ethics, algorithms, programming, and computer science. Especially, elementary school encourages the unplugged activities. Unplugged activities are preferred among the teachers in the education field as a teaching-learning method. However, those teachers pointed out that the lack of suitable unplugged activity materials was the biggest challenge. In addition, it was pointed out that the existing materials were not suitable for achievement standards, and there are many simple playing-oriented educations that are not linked to computing activities. In this study, we developed an unplugged activity-oriented robot that can be used for the elementary students to learn the basic control structure suggested in the achievement criteria SW education and to develop creative problem solving ability through various activities using sensors. The effectiveness was verified through the software class using the developed robot in this study.

• Education of Primary School Mathematics
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• v.13 no.2
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• pp.99-111
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• 2010

This study is on a supplementary textbook, a mathematics activity book which is first introduced in the fifth curriculum. There was three revision of mathematics activity book with the change of curriculum. On this study, the aim of introducing mathematics activity book, the direction of development, the organization system and the relation with curriculum were analyzed systematically on the basis of literature consideration.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.142-150
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• 2011

This study is aimed to offer the elementary school teacher's experience and awareness about science field trip and science museum field trip, by analyzing the survey of 867 students and 81 teachers in Seoul. Research shows 67.9% high figure of elementary school teacher's experience on science field trip. That experience is include 61.8% of science museum using experience. In case of elementary school teacher's pre-activity is only 53.1% and most of them was visiting Website. Post-activity is more than preceding activity(74.1%) but method is too simple like checking work sheets. 62.3% of elementary school students have been to science field trip and science museum that is higher than teachers'. 66.5% of students said science field trip is influence on science study in good ways but there are some difficulties like lack of pre-activity(33.0%) and unkind information about science museum(21.9%). For activation of science field trip, resources development for effective science field trip operating, program development for pre- and post-activity, school group science field trip program development which is linked science curriculum, complement and expand activity information of science field trip institution.