• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.555-569
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• 2012

Many science education research and practices are recently emphasizing the importance of collaborative learning. This study also understands learning in aspects of socio-cultural context, and regarded the creation of meaning in a same-age group as an important learning process. This is most especially true in the premise that the formation of roles in a collaborative learning is important for successful interactive learning. This study aims to find out how roles form in a group. For this purpose, university students participating in a group discussion activity about energy flow and circulation of material were selected as research participants. Discussions among the nine students in one group consisted of cognitive conversations on the topic and operational conversations for preparing a presentation. Video-clips of the discussions were made and transcribed. For the analysis, we developed a framework that includes four interaction functions (cognitive, organizational, meta-cognitive, operational), four action elements (question, simple answer, providing opinion, response to opinion), and two to four intention elements by each action elements. As a result, a total of nine roles were revealed through the interaction function and element; cognitive questioner, operational questioner, simple answerer, operational suggester, organizational commander, operational commander, cognitive explainer, terminator, reflective thinker. These roles are re-classified into seven utterance patterns by the utterance order and object, and they were categorized into three role groups (facilitating interaction, sustaining interaction, finishing interaction). The result means that role formation and function can have influence on learning and interaction. This study is meaningful to the suggestion to collaborative learning including project-based learning, investigation, club activity, and for the re-illumination of the role in an aspect of the interaction.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.139-150
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• 2023

This study started with the awareness of the need to explore various aspects of science education and was conducted according to the necessity of practical research on science cultural activities targeting adults. Accordingly, adults' book discussions of science fiction were selected as research cases, and science-related attitudes in science cultural activities were explored. There are four participants in the study, all of whom have engaged in a book club and have not majored or are working in science disciplines. Three science fictions were selected after establishing specific standards for the selection discussed with participants. For four months, a total of three unstructured book discussions of science fiction, post-interviews for each discussion, and in-depth individual interviews after the end of the entire activity were conducted. Various data such as recorded and transcribed reading discussion discourse, post- and in-depth individual interviews, researchers' observation records, and participants' book journals were collected and analyzed using a continuous comparison method. As a result of the study, as scientific thinking is illustrated in SF, the participants also demonstrated scientific attitudes during their discussions. In addition, the textual feature(storytelling) of science fiction was found to lessen cognitive overload and the burden of understanding science by providing scientific knowledge with context. Finally they demonstrated a shift in attitude toward science, valuing science cultural activities in themselves, rather than simply viewing science as a subject of understanding and learning. The conclusions and meanings of this study based on the above results are presented to enhance a positive attitude toward science for adults even after school education.

• Korean Journal of Weed Science
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• v.14 no.4
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• pp.265-271
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• 1994

This study was conducted to determine the herbicidal activity, persistance, downward movement and effect on bentgrass of 7 dinitroaniline herbicides such as benefin [N-butyl-N-ethyl-2,6-dinitro-4-(trifluoromethyl) benzenamine], beslogine [N,N-dibutyl-2,6-dinitro-4-trifluoromethylaniline], prodiamine [2,4-dinitro-$N^3$,$N^3$-dipropyl-6-(trifluoromethyl)-1,3-benzenediamine], pendimethalin [N-(1-ethylpropyl)-3,4-dimethyl-2,6-dinitrobenzenamine], trifluralin [2,6-dinitro-N,N-dipropyl-4-(trifluoromethyl) benzenamine], ethalfluralin [N-ethyl-N-(2-methyl-2-propenyl)-2,6-dinitro-4-(trifluoromethyl) benzenamine], and oryzalin [4-(diprop-ylamino)-3,5-dinitrobenzene-sulfonamide) together with bensulide [O,O-bis(1-methylethyl) S-[2-[(phenyl-sulfonyl) amino]ethyl]phosphorodithioate] and siduron [N-(2-methylcyclohexyl)-N'-phenylurea) as the control. In addition, distribution of pendimethalin and benefin into bentgrass was also determined. Prodiamine, benefin, and pendimethalin at the 1/16 dose of the recommended rate showed very high herbicidal activity($LD_{90}$) on Digitaria sanguinalis, but ethalfluralin and bensulide showed $LD_{90}$ at the 1/4 dose of the recommended rate, showing difference in herbicidal activities among dinitroaniline herbicides. All the herbicides except for pendimethalin had the lower herbicidal activity in sandy soil than that of clay-loam soil. Benefin, beslogine, prodiamine, oryzalin, bensulide and siduron persisted in the soil for about 50 days, but pendimethalin persisted in the soil for about 35 days, and trifluralin and ethalfluralin for about 25 days. Ethalfluralin, oryzalin and bensulide were the most mobile(downward movement) of the 9 herbicides studied. Less mobility was observed in the turfgrass condition than that of the bare soil. Beslogine bensulide prodiamine and benefin had no injury effect on bentgrass(Agrastis atolonifera L., penncross creeping bent grass). However, herbicides like oryzalin, trifluralin and pendimethalin reduced the dry weight of bentgrass by 12%, 30% and 40%, respectively. No significant difference in distribution of pendimethalin and benefin into inner part of leaves, surface and wax layer of bentgrass was observed, and thus it seems that different phytotoxic effect between pendimethalin and benefin may be attributed to different metabolism and mode of action.

• Korean Journal of Veterinary Research
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• v.34 no.3
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• pp.517-527
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• 1994

An attempt was made to isolate a causative viral agents from the fecal specimens of the diseased dogs with the gastroenteritis symptoms. Two coronavirus-like agents were isolated by serial dilution end point method and plaque assay. The isolates were characterized in terms of cytopathology, antigenicity, replication, physicochemical and morphological properties. The results obtained through the experiment were as follows; 1. Among 7 fecal specimens collected from the dogs with enteric disease, 2(28.6%)coronavirus-like agents showing typical cytopathic effects of canine coronavirus were isolated, and designated as CCV D1 and CCV D2, respectively. 2. By the cross-neutralization test and indirect immunofluoresence antibody test, the isolates were antigenically indentified as the standard CCV. The viruses were replicated only in the cytoplasm of A-72 cells. 3. The isolates showed no haemagglutinating activity against the erythrocytes from 11 kinds of animals. 4. The electron microscopic observation for the isolates showed spherical and pleomorphic features, covered with club-shaped projections on the surface. The size of particles was ranged from 70 to 150nm. 5. In one-step growth curve for the isolates in A-72 cells, maximum titers of intracellular vius was $10^{4.6}$ $TCID_{50}/0.1ml$ at 46 hrs postinoculation(pi) of CCV Dl and $10^{4.4}$ $TCID_{50}/0.1ml$ at 34 hrs pi of CCV D2. The maximum titers of extracellular virus was $10^{5.5}$ $TCID_{50}/0.1ml$ at 58 hrs pi of CCV D1 and $10^{5.8}$ $TCID_{50}/0.1ml$ at 46 hrs pi of CCV D2. 6. In physicochemical property test, the isolates were very sensitive to choroform and were found to be RNA virus. The viruses was stable at pH 3.0 for 1 hr and at $22{^{\circ}C}$ for 5 hrs. However, infectivity titers reduced remarkably by treatment with $56{^{\circ}C}$ for 10min.

• Korean Journal of Health Education and Promotion
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• v.2 no.1
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• pp.3-50
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• 1984

The levels of health knowledge, attitude and practice of housewives considerably effect to the health of households, communities and the nation. This study was designed to grasp the levels of health knowledge, attitude and practice of houswives and analyse the various factors effecting to health in order to provide health education services as well as materials for effective formulation and implementation of health policy to improve the health of the nation. This study has been conducted through interviews by trained surveyers for 4,281 housewives selected from 4,500 households throughout the country for 40 days during July 11-August 20, 1983. The results of survey were analysed by stepwise multiple regression and path analysis are summarized as follows; 1. Based on the measurement instrument applied to this study, the levels of health knowledge, attitude and practice of housewives were extremely low with 54.5 points out of 100 points in full. Higher level with 72 points and above was approximately 21 percent and lower level with 39 points and below was approx. 24 percent. The middle level was approx. 55 percent. In order to implement health programs successively, health education should be more strengthened and to improve the level of health knowledge, attitude and practice (KAP) of the nation, political consideration as a part of spiritual reformation must be concentrated on health. 2. The level of health knowledge indicated the highest points with 57.3 the level of attitude was the second with 55.0 points and the practice level was the lowest with 50.0 point. Therefore, planning and implementation of health education program must be based on the persuasion and motivation that health knowledge turn into practice. 3. Housewives who had higher level of health knowledge, showed their practice level was relatively lower and those who had middle or low level of it practice level was the reverse. 4. Correlations among health knowledge, attitude and practice (KAP) were generally higher and statistically significant at 0.1 percent level. Correlation between total health KAP level and health knowledge was the highest with r=.8092. 5. Health KAP levels showed significant differences according to the age, number of children, marital status, self-assessed health status and concern on health of the housewives interviewed (p<0.001) 6. Health KAP levels also showed significant differences according to the education level, economic status, employment before marriage and grown-up area of the housewives interviewed. (p<0.001) 7. Heath KAP levels showed significant differences according to health insurance benificiary and the existence of patients in the family. (p<0.001). 8. Health KAP levels showed significant differences according to distance to government organizations, schools, distance to health facilities, telephone possession rate, television possession rate, newspaper reading rate and activities of Ban meeting and Women's club. (p<0.001) 9. Health KAP levels showed significant differences according to electric mass communication media such as television, radio and village broadcasting etc. and printed media such as newspaper, magazine and booklets etc., IEC variables such as individual consultation and husband-wife communication, however, there was no significance with group training. 10. Health KAP of the housewives showed close correlation with personal characteristics variables, i.e., education level (r=.5302), age (r=-.3694) grown-up area (r=.3357) and employment before marriage. In general, correlation of health knowledge level was higher than the levels of attitude or practice. In case of health concern and health insurance, correlation of practice level was higher than health knowledge level. 11. Health KAP levels showed higher correlation with community environmental characteristics, Ban meeting and activity of Women's club, however, no correlation with New-village movement. 12. Among IEC variables, husband-wife communication showed the highest correlation with health KAP levels and printed media, electric mas communication media and health consultation in order. Therefore, encouragement of husband-wife communication and development of training program for men should be included in health education program. 13. Mass media such as electric mass com. and printed media were effective for knowledge transmission and husband-wife communication and individual consultation were effective for health practice. Group training was significant for knowledge transmission, however, but not significant for attitude formation or turning to health practice. To improve health KAP levels, health knowledge should be transmitted via mass media and health consultation with health professionals and field health workers should be strengthened. 14. Correlation of health KAP levels showed that knowledge level was generally higher than that of practice and recognized that knowledge was not linked with attitude or practice. 15. The twenty-five variables effecting health KAP levels of housewives had 41 per cent explanation variances among which education level had great contribution (β=.2309) and electric mass com. media (β=.1778), husband-wife communication (β=.1482), printed media, grown-up area, and distance to government organizations in order. Variances explained (R²) of health KAP were 31%, 15%, and 30% respectively. 16. Principal variables contributed to health KAP were education level (β=.12320, β=.1465), electric mass comm. media (β=.1762, β=.1839), printed media, (β=.1383, β=.1420) husband-wife communication (β=.1004, β=.1067), grown-up area and distance to government organizations, in order. Since education level contributes greatly to health KAP of the housewives, health education including curriculum development in primary, middle and high schools must be emphasized and health science must be selected as one of the basic liberal arts subject in universities. 17. Variences explained of IEC variables to health KAP were 19% in total, 14% in knowledge, 9% in attitude, and 10% in health practice. Contributions of IEC variables to health KAP levels were printed media (β=.3882), electric mass comm media (β=.3165), husb-band wife com. (β=.2095,) and consultation on health (β=.0841) in order, however, group training showed negative effect (β=-.0402). National fund must be invested for the development of Health Program through mass media such as TV and radio etc. and for printed materials such as newspaper, magazines, phamplet etc. needed for transmission of health knowledge. 18. Variables contributed to health KAP levels through IEC variables with indirect effects were education level (Ind E=0.0410), health concern (Ind E=.0161), newspaper reading rate (Ind E=.0137), TV possession rate and activity of Ban meeting in order, however, health facility showed negative effect (Ind E=-.0232) and other variables showed direct effect but not indirect effect. 19. Among the variables effecting health KAP level, education level showed the highest in total effect (TE=.2693) then IEC (TE=.1972), grown-up city (TE=.1237), newspaper reading rate (TE=.1020), distance to government organization (TE=.095) in order. 20. Variables indicating indirect effects to health KAP levels were; at knowledge level with R²=30%, education level (Ind E=.0344), newspaper reading rate (Ind E=.0112), TV possession rate (Ind E=.0689), activity of Ban meeting (Ind E=.0079) in order and at attitude level with R²=13%, education level (Ind E=. 0338), activity of Ban meeting (Ind E=.0079), and at practice level with R²=29%. education level (Ind E=.0268), health facility (Ind E=.0830) and concern on health (Ind E=.0105). 21. Total effect to health KAP levels and IEC by variable characteristics, personal characteristics variables indicated larger than community characteristics variables. 22. Multiple Correlation Coefficient (MCC) expressed by the Personal Characteristic Variable was .5049 and explained approximately 25% of variances. MCC expressed by total Community environment variable was .4283 and explained approx. 18% of variances. MCC expressed by IEC Variables was .4380 and explained approx. 19% of variances. The most important variable effected to health KAP levels was personal characteristic and then IEC variable, Community Environment variable in order. When the IEC effected with personal characteristic or community characteristic, the MCC or the variances were relatively higher than effecting alone. Therefore it was identified that the IEC was one of the important intermediate variable.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.777-790
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• 2019

The purpose of this study is to investigate the experience of teachers who apply Smart-technology in elementary school STEAM class and the reasons, difficulties when applying the technology and required support. Semi-structured in-depth interviews were conducted with six elementary school teachers with specialized knowledge in STEAM education who have experienced STEAM lessons several times before. The research findings are as follows: First, research participants utilized a variety of Smart-technology in STEAM class, most of which were experiential or interactive technology. Among the STEAM learning criteria, the Smart-technology in 'Creative Design' course was most often applied. Second, they adopted Smart Technology in STEAM class to encourage students to feel interested, actively participate in the class, enjoy indirect experience, and nurture interest in state-of-the-art technology. They used it to prepare for future societies and organize classes that are suitable for STEAM learning criteria. They also used Smart-technology because it was easy to use. Third, they found it difficult to find, secure, and use suitable Smart-technology when applying Smart-technology in the STEAM class. They also had trouble restructuring the curriculum. In addition, there were difficulties in using Smart-technology in the class such as lack of class hours, increased level of activity, insufficient physical environment and unexpected malfunction of Smart-technology, thus interrupted the class. After the class, it was hard to manage Smart-technology and also, there were difficulties in assessment, record, and negative awareness of surrounding people. Fourth, they mentioned that's suggesting education guidelines, develop, and distribute educational materials are required to enable 'Creative Design,' reduce educational content, provide training, secure Smart-technology equipment and provide Wi-Fi, support teacher's club and communities and create an atmosphere to emotionally support teachers in order to activate using Smart-technology in STEAM class.