• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.247-260
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• 2014

Purpose of this study is to analyze the roles and strategies of imagistic simulation observed in mental simulation about problematic situation of prediction, and thereby identify the process of generating prediction, explanation and sophistication. For this study, a framework for mental simulation process and strategy based on literary research was developed and content was validated from four experts of science education. This study was participated by 10 preliminary elementary school teachers, and a total of 20 cases were gathered for two thought experiment tasks based on the think-aloud method. The results were as follows: First, mental simulation process described based on the seven elements of 'perception,' 'interpretation,' 'statement of initial representation,' 'running imagistic simulation,' 'identifying result of simulation,' 'identifying alignment' and 'restatement structured representation.' The study confirmed that initial representation by interpreting related concepts and running imagistic simulation a number of times to develop explanation and prediction. Second, the study identified the use of strategies to enhance simulation such as 'zoom in,' 'partition,' 'dimensional enhancement,' 'dimensional reduction,' 'remove,' 'replace' and 'extreme case.' Running spatial transformation that uses strategy to enhance simulation contributed to discovering mechanism elements in problematic situations.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.79-93
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• 2013

This study examined value-judgement and decision-making process of middle school students on three biotechnology related socioscientific issues (SSI) (i.e. designer baby, amniotic fluid test, and embryonic stem cell research). In particular, it focused on the level of consistency in their value application to the decisions. Twenty 8th grade students participated in the SSI program. The participants were asked to mark their positions on each issue before and after the debates. All classroom and sub-group debates were audio-recorded. The researcher conducted individual interviews with 10 students after the program. The results show three patterns emerging. First, five students applied their personal values in a consistent manner when making decisions on the three consecutive issues. Second, three students demonstrated incremental resoluteness in their value application as the sessions proceeded and had tendency to be oriented towards a specific value, more so towards the end of the program than the beginning. And third, four students gradually showed ambivalence in their decisions as they participate in the program. The results suggest that science teachers addressing SSI need to encourage students to be aware of their own values and to engage in internalized decision-making in light of those values. They also need to be aware of the possible challenges that students might feel in their decision-making process caused by the complexity of SSI.

• The Korean Journal of Elementary Counseling
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• v.11 no.1
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• pp.21-33
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• 2012

This study examined the differences of academic achievement by social status types through sociometry. This study analyzed 201 students in grade 6 in S elementary school. The social status is classified by 7 (popular, average, rejected, aggressive-rejected, submissive-rejected, neglected, controversial) with academic achievement of each type as dependent variables to figure out the relation between social status types and academic achievement. To classify 5 social status types, a sociometry program developed by Ahn, Ie-Hwan (2007) was used, 2 social status types was classified with experimental condition, and its dependent variable was the score by subjects in the mid-term exam of the 1st semester in 2011. The average values of humanities courses (Korean and social studies) and natural science courses (math and science) were compared by both sexes and 7 social status types. The reference group was average group. As a result, as to male students, N type had the highest score both in humanities courses and natural science courses while C type had the lowest score in both groups. As to female students, P, N, C types had the highest score in both groups with similar range while R type had the lowest score in both groups. This result demonstrates that the academic achievement of students had relatively high relevance with social status. and also, suggestion that how teachers can do to enhance the academic achievement of elementary school students.

• Journal of Science Education
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• v.35 no.2
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• pp.127-137
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• 2011

The purpose of this study is to develop the analysis frame of reporting observation results by high school students in biology experiments using microscopes and analyze their error types. For this study, five experiments were carried out by 12 high school students in B metropolitan city. Before these experiments, developed the analysis frame of reporting observation results. Tests for checking prior knowledge of students were done and results of each experiment were taken picture of. Using the developed framework, the real results and reported results submitted by students were analyzed. The result of this study shows how students report their observation results and they tend to have difficulty in doing observation activity itself. The ratio of factual reports is low because observation ways and recording ways have not been taught properly. Observation training is needed for observing real results objectively. The improvement in experiment environment is necessary for right observation, not observation for checking based on only results. In addition, the education of ethics in science research focusing on the integrity should be performed. The analysis data of reporting observation result by students can be used as basic data for teachers to plan observation strategies and to have right observation views and ways.

• Korean Journal of Food Science and Technology
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• v.15 no.1
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• pp.66-69
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• 1983

Triglyceride fraction was separated from olive oil by thin layer chromatography (TLC) and fractionated into four groups by high performance liquid chromatography (HPLC). Compositions of the triglycerides and fatty acids of four fractions were determined by gas liquid chromatography (GLC). The olive oil contained higher concentrations of C-52 and C-54 triglycerides having partition numbers of 48. The fatty acid compositions of these triglycerides were mainly composed of C18:1 and C18:2 fatty acids. From these results, the possible fatty acid combinations of major triglycerides of olive oil were estimated to be(3C18:1;50.6%), (1C16:0, 2C18:1;23.51%), (2C18:1, 1C18:2;5.48%), (1C18:0, 2 18:1;4.55%), (1C16:0, 1C18:1, 1C18:2;2.94%), (2C16:0, 1C18:1;2.35%), (1 C16:1, 2 C18:1;2.21%), (1C18:1, 2C18:2;1.06%), (1 C14:0, 2 C18:1;1.03%).

• Journal of the Korean earth science society
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• v.34 no.3
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• pp.235-248
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• 2013

The purpose of this study is to investigate a feasibility of a small mountain as a field work site on geological features in Earth sciences classes at all levels. Mt. Geumdang with the height of 305 meters from the sea level is located in the metropolitan city of Gwangju, southern part of Korea. The study reviews the human and natural geography, geological features, geomorphic resources, landscapes, and conveniences of the mountain for a possibility of meaningful field work. The population within the distance of 5 km from the mountain stands at about 620,000 and 170,000 of them are students and teachers. Mt. Geumdang has a warm temperature climate with low rainfall throughout the year, so it seems suitable for a field survey. Road network and public transportation system around the area are well-developed and easily accessible. Mt. Geumdang shows various rock type and geological structures. The basement rock is Gwangju granite, which is plutonic body of the Jurassic period. Also, granophyre (micrographic granite) and various volcanic rocks distributed as bedded tuff, lapilli tuff, and rhyolite of the Cretaceous period. Many andesitic and felsic dykes were intruded into the rock by joint system. In Mt. Geumdang, many geomorphic resources are found such as U shaped mountain, joint, fault, lamination, gnamma, tor, cliff, groove, block stream and block field, regolith, and saprolite. It has a beautiful mountain scenery including the view of whole shape of Mt. Mudeung, panoramic view of the town, Pungam lake, World Cup stadium and sunrise and sunset. Furthermore, the area has ecologic study facilities related to geology, emergency medical and convenience facilities for field works. In conclusion, Mt. Geumdang is highly feasible for geological field studies at all levels.

• Korean Journal of Food Science and Technology
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• v.14 no.2
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• pp.168-173
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• 1982

The present study was carried to observe the total mercury contents in fresh-water fishes which were collected from 24 streams in the South-East area, Korea. These total mercury contents were determined by quartz tube combustion gold amalgamation method. The value of total mercury contents in collected fresh-water fishes ranged from 0.02ppm to 0.12ppm and the mean value were 0.07ppm. The total value of mercury contents differed with the fish species showing 0.09ppm in Carassius auratus, 0.10ppm in Coilia ectenes, 0.11ppm in Moroca lagowskii and Squalidus majime and 0.12ppm in Cobitis taenia which were highly more than the mean value of collected fishes. The mean value of the total mercury contents in the Yeong Il Gun (0.09PPm), Gim Hae Gun (0.08ppm) and Meong Ju Gun (0.08ppm) were highly detected than those of other surveyed areas.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.928-937
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• 2012

The purpose of this study was to analyze inquiry activities in high school chemistry II textbooks on the revised 2009 curriculum. It also compared them to the textbooks based on the 7th curriculum, which were published by the same companies. The results in this study turned out to be as follows: First, the number of the activities and rate of inquiry activities per total pages were quite different from each publisher, and all of them decreased. Second, there were too many activities for specific inquiry process elements. Third, the types of inquiry activities differ slightly between each publisher. Experimenting and thinking were the most used while practicing was the least. Fourth, in the inquiry context, activities in scientific context were prevalent and activities in usual context were the second most common. Comparing to the text book on the 7th curriculum, the use of technical-social context increased, however, the technical-social context as well as the natural-environmental context were not used enough, as they constitute less than 10% of the activities. From these results, chemistry teachers should introduce a variety inquiry activities in chemistry curriculum for resolving those problems. Also, textbook developer should accommodate the results of research about science textbooks.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.739-753
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• 2019

The purpose of this study is to explore characteristics and limitations of a novice teachers's responsive teaching practice, who framed argumentation productively. One novice teacher and two eighth-grade classes participated in this study. Two of the small student groups with active teacher intervention were selected as focus groups. Students engaged in argumentation activity where they built an argument for hearing if the eardrum was torn. We recorded the class and interviews with the teacher and the students, which were transcribed for use in the analysis of the teacher's responsive teaching practices and epistemological, positional framing. We discovered that teacher thought that he should position himself as a facilitator to encourage students to present ideas clearly and to reach consensus. His framing was consistent in responsive teaching practices. Positioning himself as a facilitator, after he framed the discussion as idea sharing discussion by eliciting and probing students' idea, he framed the discussion as argumentative discussion by taking up students' idea and pointing out disagreement between them. As a result, members of small group 1 engaged in argumentative discussion and reached consensus. However, the teacher's productive framing did not guarantee students' productive argumentation practice. In small group 2, he did not elicit and probe students' ideas successfully. As a result, members of small group 2 did not engaged in argumentative discussions. He responded limitedly to the lack of students' conceptions because of lack of understanding about learners. Also, he mainly attended to students' reasoning, and not to students' framing about argumentation because he considered argumentation only as a tool for conceptual learning. The result of this study will contribute to the establishment of responsive teaching in science classrooms.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.523-536
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• 2015

In this study, we analyzed the co-reflection of pre-service teacher community in three years of post-class discussions (PCD) on the basis of cultural historical activity theory in the case of an biological laboratory class program. We figured out the sociocultural elements of co-reflection of community using activity system suggested by $Engestr{\ddot{o}}m$. We also analyzed the aspect of reflection in terms of both 'the diversity of reflection subjects' and 'the practicality of reflection.' Finally, limitations of co-reflection were sought in a process of continuos circulation of reflection and practice. The results show that the sociocultural factors of 3-year-PCD changed, and in these changes, 'regular PCD,' 'introduction of tools for facilitating reflection,' 'transition of the subject in PCD from researcher to pre-service teachers' are remarkable. And in these process, co-reflection made positive progress since the content of reflection became diverse and practical. However, in some subjects such as 'managing time,' 'participation of students,' 'mentor's role (a kind of teaching manual),' reflective practice have not developed and similar patterns of discussion were repeated. From these results, we suggested ways of facilitating pre-service teacher community's co-reflection from the viewpoint of an activity system.