• Journal of The Korean Association For Science Education
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• v.5 no.1
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• pp.11-17
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• 1985

This study had its objective to indentify the basic biological concepts as recommended by scholars in biology and by high school biology teachers for inclussion in the high school biology curriculum and to determine the importance levels of the concepts. The scholars for this study were selected to insure that their majors are evenly distributed across the biological areas. The final concept list contains 137 biological concepts along with their importance level judged by the scholars and high school biology teachers. The biological concepts are categorized into 12 biological areas. This study suggests that the concepts in the final list can not refect the conceptual hierarchy or inclusiveness, goals or objectives of biology education in the high school, and difficulty levels of the concepts. This study also claims that the concept list like the one produced by this study should be successively' checked and revised due to the continuous development of biological knowledge system and the constant change in the meanings of the knowledge system.

• Journal of The Korean Association For Science Education
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• v.29 no.7
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• pp.767-782
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• 2009

The researchers who are studying biology and teachers who are teaching biology think that the genetics-related concepts are highly significant than other concepts in biology. With such background, researches on the identification of major concepts have been under way to guide in biology class. Minimal research has been carried out, however, on what concepts should be taught to achieve the specific objectives of the class in relation to the unit of genetics in middle and high school. Accordingly this study was designed to determine the concepts of genetics that should be taught to achieve the objectives of the genetics unit in secondary school. For this purpose 5 instructional objectives of the genetics unit on the 9th grade and 4 instructional objectives of Biology I were selected and the concepts that were taught to achieve class objectives. The survey was conducted among 114 science teachers from middle schools and 85 biology teachers from high schools. The results indicated that 9.1 and 10.2 concepts on average were taught in the 9th grade and in Biology I respectively. Moreover statistical difference in the number of concepts that were taught according to the teachers' teaching experiences appeared among the middle school teachers (p<.05). But such statistical difference did not appear among the high school teachers (p>.05). Furthermore the concepts for the 9th grade consist of the basic genetics concepts although Biology I concepts were integrated and advanced contents for same concepts. Thus this finding suggests that concepts of genetics units to be taught in middle and high school were in linkage.

• Proceedings of the Zoological Society Korea Conference
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• 1998.10b
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• pp.374.1-374
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• 1998

No Abstract, See Full Text

• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.35-42
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• 1986

Recent studies on the learning of the science concepts indicate that most students have misconceptions of the science concepts. The misconceptions have their roots in the various aspects of teaching and learning situations. The textbooks used in schools have been substantiated as one of the sources of the misconceptions. Genetics has been recognized as one of the most difficult areas for high school students to learn. Therefore, this study had its objective to identify the misconceptions of genetics held by high school students and analyze the high school biology textbook as the source of the misconceptions. In order to indentify the misconceptions of the genetic concepts, the volunteer students were interviewed and genetic content and its sequence in the high school biology textbooks were analyzed. The misconceptions identified in this study are as follow: gamete formation, mitosis, trait expression, and allele and gene behavior in meiosis. This study found that the high school biology textbooks might be the source of those misconceptions. Based on the misconceptions identified, this study proposed direction for efficient instruction of genetics in high schools.

• BMB Reports
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• v.43 no.2
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• pp.146-149
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• 2010

Exendin-4 (Ex-4), a peptide secreted from the salivary glands of the Gila monster lizard, can increase pancreatic $\beta$-cell growth and insulin secretion by activating glucagon-like peptide-1 receptor. In this study, we expressed a fusion protein consisting of exendin-4 and the human immunoglobulin heavy chain (Ex-4/IgG-Fc) in E. coli and explored its potential therapeutic use for the treatment of insulin-resistant type 2 diabetes. Here, we show that the Ex-4/IgG-Fc fusion protein induces expression of insulin receptor substrate-2 in rat insulinoma INS-1 cells. Our findings therefore suggest that Ex-4/IgG-Fc overexpressed in E. coli could be used as a potential, long-acting glucagon-like peptide-1 mimetic.

• Proceedings of the Zoological Society Korea Conference
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• 2003.08a
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• pp.218.3-218
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• 2003

No Abstract, See Full Text

• Proceedings of the Zoological Society Korea Conference
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• 1999.10b
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• pp.212.1-212
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• 1999

No Abstract, See Full Text

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.8-16
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• 2004

The purpose of this study is to provide implications for developing science textbooks and curriculum. The textbooks of elementary and secondary school Science were analyzed for their animal-related learning contents. Among learning materials, 165 kinds of animals were presented in Science of elementary school textbooks (37 kinds in Inquiry life, 162 kinds in Science), 167 kinds in Science of middle school, 486 kinds of high school (172 kinds in Science of high school, 180 kinds in Biology I, 366 kinds in Biology II). There are most kinds of animals in Biology II textbooks than in other textbooks. It was appeared that animal species were diverse in order of Class Insecta, Mammalia, Aves in the elementary school Science textbooks, Mammalia, Insecta, Aves in the middle school, Mammalia, Aves, Pisces in the high school.

• Journal of Microbiology and Biotechnology
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• v.26 no.1
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• pp.171-179
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• 2016

In this study, we compared the virulence-associated factors of Acinetobacter baumannii complex species. Sixty-three isolates of five A. baumannii complex species, including 19 A. baumannii, 15 A. nosocomialis, 13 A. seifertii, 13 A. pittii, and 3 A. calcoaceticus isolates, were included in this study. For all isolates, biofilm formation, A549 cell adherence, resistance to normal human serum, and motility were evaluated. A. baumannii complex isolates showed diversity in biofilm formation, A549 cell adherence, and serum resistance, and no strong positive relationships among these virulence characteristics. However, A. seifertii showed relatively consistent virulence-associated phenotypes. In addition, A. baumannii clone ST110 exhibited consistently high virulence-associated phenotypes. Motility was observed in seven isolates, and all four A. baumannii ST110 isolates showed twitching motility. Although some inconsistencies in virulence-associated phenotypes were seen, high virulence characteristics were observed in A. seifertii, which has been mainly reported in Korea and shows high rates of colistin resistance.

• Biomolecules & Therapeutics
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• v.11 no.2
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• pp.81-84
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• 2003

Recently, diabetes has been found to be associated with osteoporosis. Specially in IDDM. In both type I and type II diabetes, glucose levels are elevated. Thus, a linkage between high glucose and osteoporosis can not be ruled out. In this study, an attempt has been made to observe the effect of high glucose on bone formation; osteoblast like UMR 106 cells were treated with high glucose (22 mM, 33 mM) for 1, 3 or 7 days. The high concentration of glucose inhibited markers. of bone formation activity such as alkaline phosphatase and collagen synthesis. In addition, reduction in the level of total cellular protein in response to high glucose was also observed. This study showed high glucose concentration could alter the bone metabolism leading to a defective bone formation and thus paving the linkage of such situation to diabetic complications.