• 한국지구과학회지
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• 제26권4호
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• pp.336-346
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• 2005

This study identifies and compares science content standards that are approved by departments of education in six states: California, Connecticut, Michigan, New Jersey, Texas, and Virginia. Specifically, the study examines the goals/visions, the organizing/progression principles, the strands of science content, and earth science content found in the states curriculum standards compared to National Science Education Standards. Although many states followed the recommendations of NSES or Project 2061, the format and content of the state science standards reviewed are very diverse. The diversity seems to reflect the diverse perspectives and needs of the states. The results of this study provide Korean educators and teachers with useful models or examples to incorporate Korean national science curriculum guides into the science curriculum frameworks of their regions or schools.

• Fisheries and Aquatic Sciences
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• 제17권4호
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• pp.409-419
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• 2014

The proximate composition and various specific components of Antarctic krill Euphausia superba, in the catch season between March and August were investigated. Frozen krill were freeze-dried and milled. The proximate composition comprised water, proteins, fats, ash, fatty acids, and amino acids, while the specific components were vitamins, minerals, nucleotides, betaine, and astaxanthin. The moisture content of the krill ranged from 77 to 80%, with the highest value in June, and the ash content was between 12 and 13%. The protein content was lowest in May, and the fat content was 18-19%, with the highest value in March. The amino acid content varied according to the season: taurine and glycine were highest in August; ${\beta}$-alanine was higher in April and May; and arginine, ornithine, and lysine were highest in March. The unsaturated fat content was ~50% and omega-3 fatty acids were highest in June. Oil-soluble vitamins A and E were highest in March, and the water-soluble vitamin content was less than that of oil-soluble vitamins. The mineral content was highest in June, and the most abundant mineral was sodium at 235.60 mg/100 g krill. The content of other minerals was lowest (2.94 mg/100 g) in April, except for lead. The nucleotide content was highest in July, while the betaine content was highest in April and lowest in June. The astaxanthin content was highest in May and ranged from 6 to 10 ppm in other months.

• 한국초등과학교육학회지:초등과학교육
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• 제27권4호
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• pp.356-370
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• 2008

The study aims to explore sequence of earth science content in elementary school science curriculum in Korea and the U.S.. The analysis is focused on a) general content structure of earth science part; b) concept relationship between grades in the specific field of 'geology'; c) longitudinal connection of concepts and content in 'geology.' The findings are as follows. First, earth science curriculum content in Korea is structured according to sub-scientific disciplines centering on not science concepts but topics or inquiry activities whereas the U.S. curricular content is organized through integrative earth science topics with basic concepts and sub-concepts. Second, it is a common feature that basic concepts are interrelated to sub-concepts in all grades in both countries. However, basic concepts are scattered all over the grades, presented in a linear pattern in Korea while those are provided together in 3rd grade and repeated with extended concepts in a spiral structure in the U.S.. Last, it is not clear how concepts and content are longitudinally connected between grades in Korean curriculum. On the contrary, concepts and content in the U.S. curriculum have a strong longitudinal connection between grades with conceptual hierarchy. Such results indicate that Korean elementary school science curriculum would limit students' comprehensive understanding of science concepts through grades. The study suggests Korean science content should strengthen interrelationship among concepts as well as longitudinal connection between grades, in order to achieve the ultimate goal of science education, 'scientific literacy'.

• 한국지구과학회지
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• 제38권5호
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• pp.367-377
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• 2017

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.

• 농업과학연구
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• 제45권4호
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• pp.779-787
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• 2018

The objective of this study was to investigate the structural and physicochemical properties of starch by barely cultivars. Hwanggeumchal had a moisture content and ${\beta}$-glucan content of 12.02 and 6.23%, respectively. Hyegang had higher protein contents than those of the other cultivars. As a result of observing the particle size of starch, Hwanggeumchal and Hyegang had smaller particles of starch compared with the other cultivars at 15.7 and $15.9{\mu}m$, respectively. The analysis results on the content of damaged starch showed that Dahan and Hyegang had a damaged starch content of 1.14 and 1.20%, whereas Boseokchal and Hwanggeumchal were 0.76 and 0.49% respectively, showing low waxy cultivars. As for the content of amylose, the results show that Dahan and Hyegang had an amylose content of 37.07 and 37.75%, and Boseokchal and Hwanggeumchal were at 11.22 and 37.75%, respectively. As for the degree of amylopectin polymerization, all four cultivars had the highest degree of polymerization (DP) content of 13 - 24 at more than 54%, whereas the DP content ${\geq}37$ was the lowest at less than 5.35%. The results for the soluble and resistant starch content show that the content of soluble starch ranged from 93.90 to 95.76%, and resistant starch was 0.17 - 0.40%. After analyzing the gelatinization properties of barley starch, the value of the setback was low in Hwanggeumchal and Hyegang; thus, it is considered that the aging process of those cultivars will be slower than that of the others.

• 한국과학교육학회지
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• 제7권1호
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• pp.19-32
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• 1987

The primary purpose of this study was to assess understanding of concrete and formal operational science content by concrete and formal operational students in secondary school physical science classes. To carry out this study subjects were selected from junior high schools of over 2500 students, and they were identified as concrete, transitional, or formal operational using GALT(Group Assessment of Logical Thinking) developed by Roadrangka, Yeany and Padilla(1983). Instructional objectives were extracted from the science content taught during the second term of the academic year in the 7th, 8th and 9th grade, and they were classified as concrete or formal operational. Written test involving those objectives were constructed and administered. The results of this study suggested that formal operational thought brought deeper understanding to concrete science content as well as formal science content. Differential effects by sex on understanding of both concrete and formal science content were contradictory through the grade levels. Results of multiple comparison tests suggested that students categorized as formal operational demonstrated no better understanding of concrete science content than those categorized as transitional. However, they demonstrated better understanding of formal science content.

• 한국지구과학회지
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• 제24권4호
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• pp.235-249
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• 2003

본 연구의 목적은 과학 교과교육학 지식의 본질과 역할이 무엇이며 어떻게 발달하는가를 알아보는데 있다. 구체적인 연구 문제는 첫째, 과학 교과교육학 지식의 본질과 구성 요소는 무엇인가? 둘째, 과학 교과교육학 지식의 가치와 교사의 과학 교과교육학 지식은 어떻게 발달하는가? 이다. 이를 해결하기 위해서 본 연구는 실증적이고 경험적인 데이터에 의한 문제해결보다는 문헌 연구를 통한 접근을 하였다. 연구 결과는 다음과 같다. 과학 교과교육학 지식의 본질은 첫째, 교사 개인이 특정한 과학 수업 상황 속에서 과학 교과를 가르치는데 사용하는 과학의 내용 지식과 과학 교수방법 지식의 합성체를 의미하는 것이다. 둘째, 교사 자신이 가지고 있는 교수를 위한 독특한 지식체로서 과학 교사 전문성의 요체가 되며, 자질 있는 과학 교사가 갖추어야 할 가장 핵심적이고 필수적인 사항이다. 셋째, 어떤 특수한 상황에서 특수한 내용을 어떻게 가르치느냐에 관한 지식으로서 이것은 각 교사마다 독특하게 구성된 지식 체계에 따라 달라진다. 과학 교과교육학 지식의 구성 요소는 과학 교수에 대한 지향, 과학 교육과정에 대한 지식과 신념, 특수한 과학 주제에 대한 학생들의 이해에 관한 지식과 신념, 과학에서 평가에 관한 지식과 신념, 과학 교수를 위한 수업전략에 관한지식과 신념이다. 과학 교과교육학 지식의 발달은 교과 내용에 대한 개념적 지식이 충분히 형성되어야 하며, 이 내용 지식을 실제적인 교수 경험을 통하여 반복적으로 사용함으로써 발달한다.

• International Journal of Contents
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• 제6권3호
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• pp.10-14
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• 2010

Researchers in Korea and elsewhere have carried out a wide variety of important research activities in their respective fields, producing valuable research results. For such diverse research results to be shared and exchanged among researchers working in the same discipline and research subject there needs to be a community environment based on free utilization of information. Against this backdrop, this study seeks to classify and reprocess the reference/factual content owned by the KISTI (Korea Institute of Science and Technology Information), a state-run distributor of information on science and technology, by the different research subjects. It also seeks to develop and provide a community model based on the concepts of open archiving and open access for the researchers specialized in the related fields of research. This community model is developed focusing on the research results from the field of bioscience, where the most extensive studies are currently being conducted. To develop the community model, this study: (a) surveys the current status of the content owned by KISTI; (b) analyzes the patterns and characteristics of biological scientific content among the KISTI-owned content; and (c) designs a web platform where researchers can freely upload/download research results.

• 한국축산식품학회지
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• 제40권6호
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• pp.969-979
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• 2020

Fresh grass carp was used to produce surimi and 50 g/kg, 100 g/kg, or 150 g/kg pork back fat was added. The water distribution, thiobarbituric acid reactive substances (TBARS), myoglobin oxidation, color parameter (L*, a*, and b*), heme and non-heme iron content of samples were determined to analyze the effects of different fat content on the oxidation of myoglobin and lipids during multiple freeze-thaw cycles of grass carp surimi. Both multiple freeze-thaw cycles and increased fat content lead to an increase in TBARS, a blue shift in the absorption peak of myoglobin porphyrin, a decrease in heme iron content, and an increase of non-heme iron content. Repeated freeze-thaw caused a decrease in immobilised water content and L*, and caused an increase in a* and b*. Increased fat content caused an increase in immobilised water content, L* and a*, and caused a decrease in b*.

• 한국초등과학교육학회지:초등과학교육
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• 제41권3호
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• pp.480-500
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• 2022

이 연구에서는 과학 수업에서 실감형 콘텐츠를 활용한 경험이 많은 초등 교사를 대상으로 심층 면담을 통해 실감형 콘텐츠의 활용에 대한 인식과 요구 사항을 분석하였다. 구체적으로 (1) 과학 수업에서 초등 교사는 주로 어떠한 실감형 콘텐츠를, 어떠한 방식으로 활용하고 있는지, (2) 과학 수업에서 실감형 콘텐츠 활용에 대한 초등 교사의 인식과 어려움은 무엇인지, (3) 과학 수업에서 실감형 콘텐츠 활용을 위한 연수에서의 초등 교사의 요구 사항은 무엇인지에 관해 알아보았다. 연구 결과 첫째, 초등 교사는 주로 디지털교과서와 '사이언스레벨업' 사이트에서 제공하는 실감형 콘텐츠를 사용하였고 콘텐츠 유형은 활용 목적에 따라 '탐구형', '방문형', '제작형'으로 분류할 수 있었다. 둘째, 초등 교사들은 실감형 콘텐츠 활용의 교육적 장점으로 과학 내용 이해에 도움, 흥미와 호기심 유발, 실재감을 통한 몰입을 언급하였다. 실감형 콘텐츠 사용과 관련된 어려움은 여러 가지가 언급되었으나 과학 수업 내용에 적합한 양질의 교육용 콘텐츠가 매우 부족하다는 점, 실감형 콘텐츠를 활용할 수 있는 구체적인 수업 사례의 예시가 부족하다는 점 등이 있었다. 셋째 실감형 콘텐츠 활용을 위한 교사 연수와 관련해서 초등 교사들은 질 좋은 실감형 콘텐츠에 대한 정보 제공, 구체적인 수업 사례 중심의 연수, 실감형 콘텐츠 유형별로 적용해 볼 수 있는 수업 모형의 제공, 필요한 기기의 구입, 사용, 관리 및 운영에 관련된 정보 안내가 필요함을 강조하였다. 이러한 연구 결과를 반영하여 초등 과학 수업에서 실감형 콘텐츠를 보다 효과적으로 활용하기 위한 시사점을 논의하였다.