• Communications of Mathematical Education
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• v.21 no.3
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• pp.407-430
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• 2007

The extreme didactic phenomena that occur by ignoring or overemphasizing the process of personalization/contextualization, depersonalization/decontextualization of mathematical knowledge is always in our teaching practice and in fact, seems to be a kind of phenomena that suppress teachers psychologically or didactically. The study of the problems on error, misconception or obstacles revealed by students has been done continuously, but that of the extreme didactic phenomena revealed by teachers has not. In this study, I will explain four extreme didactic phenomena and help you understand them by giving various examples from several case studies and analyzing them. And also, I will discuss the way to overcome the extreme didactic phenomena in the mathematical class, based on this analysis. This thesis will become a standard of didactic phenomena that are proceeded extremely by having teachers reconsider their own classes and furthemore, will offer the research data for considering better didactic situation.

• Hwankyungkyoyuk
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• v.18 no.1 s.26
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• pp.82-96
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• 2005

The purpose of this study was to evaluate Korean and foreign environmental education programs: 3 Korean programs including 'Environmental Education Program' for primary school level, 'Environment' for middle school level, 'Ecology and Environment' for high school level and 2 foreign programs including 'TLSF(Teaching and Loaming for a Sustainable Future) Program and IEEIA(Investigating and Evaluating Environmental Issues and Actions) Program using IAEEC (The Inventory for Assessing Environmental Education Curricula) by Kim (2003). The IAEEC include four goal levels of the foundations level, the conceptual awareness level, the investigation level, environmental action skills level and an optical level: teaching methods and practice. The IAEEC use a 5-point Likert scale to identify the extent to which an environmental education curriculum or a program reflects the goals of environmental education. It was found that our school environmental education programs need to be more involved, especially in the areas of social foundations (political & legal); personal beliefs and values in environmental issue and the critical analysis of the issue by identifying important players' positions, beliefs, and values; and the environmental action to solve the issue and evaluate the consequences and effectiveness of the action plan. This study can provide a meaningful direction for program development in environmental education and especially provide school-teachers with reliable sources in analyzing environmental education programs for their school classes.

• Proceedings of the Korean Society for Applied Microbiology Conference
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• 2004.06a
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• pp.258-265
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• 2004

Numerous genes of Escherichia coli have been shown to growth phase-dependent expression throughout growth. The global patterns of growth phase-dependent gene expression of E. coli throughout growth using oligonucleotide microarrays containing a nearly complete set of 4,289 annotated open reading frames. To determine the change of gene expression throughout growth, we compared RNAs taken from timecourses with common reference RNA, which is combined with equal amount of RNA pooled from each time point. The hierarchical clustering of the conditions in accordance with timecourse expression revealed that growth phases were clustered into four classes, consistent with known physiological growth status. We analyzed the differences of expression levels at genome level in both exponential and stationary growth phase cultures. Statistical analysis showed that 213 genes are shown to, growth phase-dependent expression. We also analyzed the expression of 256 known operons and 208 regulatory genes. To assess the global impact of RpoS, we identified 193 genes coregulated with rpoS and their expression levels were examined in the isogenic rpoS mutant. The results revealed that 99 of 193 were novel RpoS-dependent stationary phase-induced genes and the majority of those are functionally unknown. Our data provide that global changes and adjustments of gene expression are coordinately regulated by growth transition in E. coli.

• Korean Journal of Fisheries and Aquatic Sciences
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• v.49 no.6
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• pp.800-806
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• 2016

In total, 151 Escherichia coli isolates from Ruditapes philippinarum in Gomso Bay were analyzed for their susceptibility to 18 different antimicrobial agents and for genes associated with virulence. For virulence genes, each strain of the isolates was positive for the enterotoxigenic E. coli (ETEC)-specific heat-stable toxin (estA), enteroinvasive E. coli (EIEC)-specific invasion-associated locus (iaa) gene and enteropathogenic E. coli (EPEC)-specific attaching and effacing (eae) gene. According to a disk diffusion susceptibility test, resistance to ampicillin was most prevalent (23.2%), followed by resistance to amoxicillin (22.5%), ticarcillin (20.5%), tetracycline (18.5%), nalidixic acid (12.6%), ciprofloxacin (10.6%), streptomycin (9.9%), and chloramphenicol (6.6%). More than 35.8% of the isolates were resistant to at least one antimicrobial agent, and 19.9% were resistant to four or more classes of antimicrobials; these were consequently defined as multidrug resistant. Minimum inhibitory concentration (MIC) ranges for the antimicrobial resistance of the 15 different antimicrobial agents of 54 E. coli strains were confirmed by varying the concentrations from $32-2,048{\mu}g/mL$. Overall, these results not only provide novel insights into the necessity for seawater and R. philippinarum sanitation in Gomso Bay but they also help to reduce the risk of contamination by antimicrobial-resistant bacteria.

• Journal of KIISE:Software and Applications
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• v.33 no.8
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• pp.692-702
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• 2006

In this study, a weighted fuzzy min-max (WFMM) neural network model for pattern classification is proposed. The model has a modified structure of FMM neural network in which the weight concept is added to represent the frequency factor of feature values in a learning data set. First we present in this paper a new activation function of the network which is defined as a hyperbox membership function. Then we introduce a new learning algorithm for the model that consists of three kinds of processes: hyperbox creation/expansion, hyperbox overlap test, and hyperbox contraction. A weight adaptation rule considering the frequency factors is defined for the learning process. Finally we describe a feature analysis technique using the proposed model. Four kinds of relevance factors among feature values, feature types, hyperboxes and patterns classes are proposed to analyze relative importance of each feature in a given problem. Two types of practical applications, Fisher's Iris data and Cleveland medical data, have been used for the experiments. Through the experimental results, the effectiveness of the proposed method is discussed.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.137-160
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• 2001

This paper is to suggest the way to improve EFL reading skill through semantic mapping by leveled group activities. Semantic mapping is a categorical structuring of information in graphic forms or diagrams. It can be used to activate and organize background knowledge on topics in classrooms. For small group activities, the class is divided into higher leveled groups and lower leveled groups of four members based on their grades. The teaching process has three stages: Pre-reading, while-reading, and post-reading. In the pre-reading stage, students discuss what they know about the topic. They map ideas with a brainstorming technique. In the while-reading stage, they read the text about the topic. While they are reading, they could ask some questions they might have and discuss the information in the text and categorize them with semantic mapping. In the post-reading stage, they discuss what they thought of the topic and add some information about the topic with semantic mapping. For the subjects of this study, third grade, middle school students were selected: 41 students for the experimental group and 35 students for the control group. The experimental period covered almost one semester from March to August, 2000. The results were as follows: 1) The students in the experimental group had higher scores in reading comprehension than those in the control group when semantic mapping was used; 2) The use of semantic mapping in reading comprehension was found to be much more effective in the higher leveled group than in the lower leveled group; 3) The results of questionnaires showed that many students became more interested and motivated in English, and semantic mapping helped them to participate positively in reading the English text. Thus, using semantic mapping by leveled group activities can be an effective alternative to traditional teaching methods for teachers who desire to improve reading skill in middle school students' English classes.

• Journal of Digital Convergence
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• v.18 no.8
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• pp.353-360
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• 2020

This study was executed to be used as the basic data for the improvement of Korean Chinese undergraduates' English proficiency. Descriptive statistics and t-tests were used for data analysis on the differences between Korean Chinese and Han Chinese students' preparedness and learning outcomes of 203 undergraduates at a four-year college in China. Results showed that Korean Chinese students were significantly less prepared and had weaker learning outcomes than Han Chinese students. Analysis on the factors that affected learning outcomes showed significant differences in oral English skills, attitudes toward curriculum, beliefs in their own fluency, and learning strategies. On the other hand, no group difference was shown in learning interests. Based on these findings, implications for the improvement of Korean Chinese undergraduates' preparedness and learning outcomes in EFL class were described.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.117-133
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• 2008

The purpose of this study was to investigate the elementary students' views about lab-based science learning. For the purpose of this study, semi-structured interviews were conducted with thirty sixth grade students in 12 classes from two elementary schools located in Daegu City. The interview contents consisted of three major categories. The first category was related to attitude toward science lab, the second was related to lab-based science learning which had four sub-categories; recognizing lesson object, planning experiment, performing experiment, drawing conclusion in lab-based science learning in which the students had ordinary have views and expectations, and the last category was related to students' difficulties and something need to be improved in lab-based science learning. In-depth interviews were performed individually and the interviews were recorded. From the interviews, we found that students, in first category, do like lab-activities more than lectures or instruction-based activities in textbook. Students, in second category, wanted generally more discussion for their own activities rather than teacher's instruction and they wanted teacher' mediation conflicts within small groups and comments for students' experiment results. In the last, most of students had fears for some dangerous reagents and accidents. Based on the results, the study suggested that teacher need to give their students to autonomous discussion opportunities to design and interpret data through teacher' guided questions in inquiry steps, to produce some intimate atmosphere for active interaction in small groups, and to teach the safety education on some dangerous reagents.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.179-188
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• 2008

The purpose of this study is to investigate the effects of the causal thinking activity of Let's Think Through Science(LTTS) program on causal thinking and science process skills of elementary school students. Four classes of 4th graders (N=119) from a elementary school were divided into the control and the experimental groups. Causal thinking activity of LTTS program was used with the experimental group, while the normal curriculum was conducted with the control group. Both groups were given a pre-post test on causal thinking abilities and science process skills. And the experimental group was given 15- item questionnaires analyzing of perception on LTTS program. This study revealed that causal thinking activity of the LTTS program were effective on the development of students' causal thinking abilities and science process skills. ANCOVA results revealed that the scores of causal thinking abilities for the experimental group significantly higher than those of the control group. In the sub-tests of the causal thinking abilities all categories were effective. And ANCOVA results of the science process skills were also effective. Science process elements of observation, recognizing of a problem were significantly higher. And elementary students preferred to the causal thinking activity of LTTS program so that it was interesting, useful, helpful to each other in studying science.

• Journal of Korean Home Economics Education Association
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• v.6 no.2
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• pp.147-160
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• 1994

The purpose of this study was to review the literatures on designing and developing the CAI program and to develop the middle school students’CAI program for tutorial and instructional game. For these purposes, the learning and instructional theories and the developing phases and strategies for the program were reviewed to design the CAI program. And then the developing unit was selected and the CAI types and the developing direction were set according to the analysis of the CAI programs and related literatures on home economics teaching, The four phases-analysis, design, development, and formative evaluation-were carried out in this study. The results of this study are as following: 1. The CAI porgram was developed on health and food life units. The program contains 12 classes on health and food life in two floppy diskettes. It consisted of total 9,000 lines and 76 frame and takes two hours to study this program. This program could be used in educational computers an could be utilized for unit learing tutorial. It was composed of three parts-unit learning, finding maze, and finding food. In the unit learning part, the learning contents in health and food life units were structured and presented. In finding maze and food part, the basic and the applied problems were presented with game. The characteristics of this program were as followings: (1)This program was able to bring learners’motivation due to the strategies of tutorial and instructional game and they can interestingly learn the program for themselves. (2) The learner could practive the learning contents repeatedly and unit learning while playing the gaming, (3) The learner himself can review and supplement the learning contents without teacher’s help. (4) This program was developed to unit learning on health and food life, on the other hand so far many CAI programs for home economics teaching were developed for studying separate learning units. 2. To effectively utilize this program, the guide book for the student and the teacher was developed. It contained method of using the program, introduction of the program, review of the program, the program objectives, the learning contents, and the keys to progress the program.