• 한국초등과학교육학회지:초등과학교육
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• 제39권3호
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• pp.382-398
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• 2020

This study aims to analyze the relationship between scientific content knowledge of science-gifted elementary students and their expression of scientific creativity, and the characteristics of divided groups according to the levels of their scientific content knowledge and scientific creativity. A science-gifted program was implemented to 33 forth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea. The method of evaluating scientific knowledge was divided into well-structured paper-pencil test (asking specific and limited range of content knowledge of plants) and ill-structured descriptive test (stating all the knowledge they know about plants) to find out which methods were more related to scientific creativity. In addition, in order to find out the characteristics of each group according to the level of scientific content knowledge and scientific creativity, students were required to answer a questionnaire about their own self-perception of scientific knowledge and scientific creativity and how to obtain scientific knowledge. The main results of this study are as follows. First, Both well-structured paper-pencil test (r=.38) and ill-structured descriptive test (r=.51) results of elementary science gifted students were significantly correlated with scientific creativity. Second, As a result of the regression analysis on scientific creativity of science-gifted elementary students, both the knowledge measured by the two evaluation methods have the ability to explain scientific creativity. Third, the students were categorized into four groups according to the levels of their scientific content knowledge and their expression of scientific creativity, and the result showed that the higher the knowledge of science, the higher the scientific creativity. Fourth, the description about self-perception of scientific knowledge revealed that the highest percentage of Type LL students of all 13 students (53.8%, 7 students) answered 'I have little knowledge of plants because I have little interest in them.' Fifth, the description about self-perception of scientific knowledge revealed that the highest percentage of Type HH students of all 15 students (40%, 6 students) answered 'I think my science creativity is high through my experience of scientific creativity. Sixth, the responses to the Questionnaire revealed that 'reading' was the most popular way to obtain scientific knowledge, with 27 out of total 33 students choosing it. In particular, all 18 students from Type HH (high scientific knowledge and high scientific creativity) and Type HL (high scientific knowledge and low scientific creativity) - those with high scientific knowledge - gave that response. On the basis of this research, we should explore practical teaching methods and environment for gifted students to improve their scientific creativity by revealing the nature of the factors that affect scientific creativity and analyzing relationship between knowledge and scientific creativity.

• Journal of Dairy Science and Biotechnology
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• 제33권3호
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• pp.167-170
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• 2015

The dairy industry, as part of the broader agricultural sector, is classified as a basic industry to the Korea economy. Basic industries provide income to a region by producing an output, purchasing production inputs, services and labor. An integrated, multidisciplinary approach for the next generation of dairy products with added health benefits represent the direct economic contribution. The commercialization of "nutritional" functional foods can only be successful if the consumer is confident in the scientific validity of the claims. Modern biotechnologies such as genomics, genetic expression and biomarkers of health performance suggested to whole dairy products, such as fluid milk, butter, cheese, ice cream and frozen dessert products (German, 1999). The following definition makes the point that dairy products can provide a nutritional value beyond the basic nutritional requirements: 1) The dairy industry has the opportunity to improve the health and well-being of its customers and/or to reduce their risk of disease through dairy products with added activities. 2) Functional dairy products are those that can be demonstrated to benefit target functions in the body in a way that improves the state of health and /or reduces the risk of disease. They are food products that are consumed as part of a normal diet rather than pills or supplements. 3) Dairy products based on functionality will need to link the scientific basis of such functionality to the communication of its benefit to the general public. 4) Both the efficacy and the safety of the food components with health benefits will require evidence based on the measurement of scientific biomarkers relevant to their biological responses and health end points. 5) Sound evidence from human studies based on intermediate health end points using accepted biomarkers will provide the basis for promotional messages divided into two categories-enhanced function and reduced risk of disease. 6) Success in solving key scientific and technological challenges will only be achieved by interdisciplinary research programs to exploit the scientific concepts in functional dairy science.

• International Journal of Computer Science & Network Security
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• 제22권2호
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• pp.394-398
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• 2022

The article determines that the study of the development of scientific and didactic knowledge about the educational process in higher education should be built mainly on the basis of qualitative research methods that ensure the identification and understanding of the changes taking place in didactic knowledge, in the unity of their internal and external manifestations. On the basis of the epistemological model of the study of science, a generalized model of didactic knowledge about the educational process in higher education, including didactic relations as a theoretical core, subject of research, research methods and positions of researchers, ways of interaction between science and educational practice, and thematic structures of didactic knowledge; scientific and methodological problems of didactic knowledge about the educational process in higher education at the present stage of its developments due to the post-nonclassical transformation and orientation of research towards the humanitarian ideal of scientific character.

• 한국초등과학교육학회지:초등과학교육
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• 제27권1호
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• pp.75-82
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• 2008

The purpose of this study was to examine the consistency and balance of learning objectives of units and instructional units according to grades and educational domains. Educational domains were cognitive(scientific knowledge), scientific inquiry(inquiry process skills), affective(scientific attitude), and science-technology-society(STS). Learning objectives of life field of the 7th elementary science curricular teaching guidebooks were analysed. Scientific inquiry process skill objectives(43.5%) were most dominant in units, but cognitive objectives(53.9%) were most dominant in instructional units. STS objectives were most recessive in both units and instructional units. Especially, objectives of units and instructional units were shown no consistency by grade. The results of this study suggested that the textbooks and teaching guidebooks should be developed consistently by considering learning activities and contents on the basis of background and properties of science curriculum.

• 약학회지
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• 제52권6호
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• pp.452-465
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• 2008

Hair analysis for drugs of abuse offers the crucial potential advantage when compared to urine, such as the longer time window of drug intake, which makes retrospective investigation of chronic and/or past consumption. This paper reviews the physiological basis of hair growth, mechanism of drug incorporation, analytical methods, result interpretation and practical application of hair analysis. Moreover, to facilitate the court's decision regarding specific circumstances surrounding the crime, this review demonstrated that the results of hair analysis not only should be admitted as scientific evidence of drug use but also could legally improve reliability of the evidence.

• Interdisciplinary Bio Central
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• 제5권1호
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• pp.2.1-2.3
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• 2013

Birth and development of information biology are introduced with its definition and scientific basis. The discipline lives on the two types of nutrition, one is a huge amount of biological data on genomes, gene expressions, proteomes, protein 3D structures, protein networks, and so forth. The other is the method of using them on a computer. The scientific basis of the two is evolution. To collect genome and gene expression data form laboratories in the world, annotate and dissimilate back to researchers worldwide, they built the EMBL database in Europe in 1982, GenBank in USA in 1984 and DNA Data Bank of Japan in 1987. On the other hand, the methods of using and analyzing those data have accordingly been developed. The two aspects advance the discipline further and further.

• 한국지하수토양환경학회:학술대회논문집
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• 한국지하수토양환경학회 2005년도 INTERNATIONAL SYMPOSIUM ON SOIL & GROUNDWATER ENVIRONMENT
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• pp.22-22
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• 2005

• 한국과학교육학회지
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• 제32권3호
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• pp.428-445
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• 2012

The objective of this study is developing an instrument for investigating views of the respondents on nature of science(NOS) by using experienced scientific knowledge, atomic model. It consists of total six questions and 36 detail items, and each question is reflected the aspects of different NOS which are 'recognition on the model', 'tentativeness of scientific knowledge', 'subjectivity in science', 'use of inference and imagination', 'myths of the scientific method', and 'comparison between science and art'. Particularly, 'comparison between science and art' is addressed almost for the first time in this questionnaire. In the class environment almost not to teach nature of science linking with concrete scientific knowledge, to inquire how the students recognize nature of science, relating to experienced scientific knowledge through this questionnaire will give the data of scientific knowledge based recognition on the nature of science and an important implication for nature of science teaching with concrete scientific knowledge. Developing processes have gone through four steps. In first step, we chose aspects of NOS and developed questions and details. In second step, we tested the draft into fifteen science teachers and, reflecting their opinions, corrected the form and contents of questionnaires. In third step, we tested the questionnaire included writing section for expressing thoughts of the respondents into 55 students in science high school and checked index of coincidence between Likert and open-ended responses which shows 88.2% degree of consensus. Furthermore, to identify the feature of using concrete scientific knowledge we applied this and views on science and education questionnaires together into six university students. We performed final test to 68 university students and measured Cronbach's, and ultimately completed final questionnaire in last step.

• 대한지구과학교육학회지
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• 제4권1호
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• pp.20-31
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• 2011

The purpose of this study is to examine the effect of PBL-based astronomical observation on the science process skills and scientific attitudes in elementary science-gifted students. To verify research problems, the subjects of this study were forth-grade students selected from one classes of an elementary science-gifted class in Busan National University of education : the research group is composed of twenty students who were participated in PBL-based astronomical observation program. During four weeks, the PBL-based astronomical observation program instruction was executed in the reasearch group. Post-test showed following results: First, the research group showed a significant improvement in the science process skill. We look into detailly this, the research group showed a significant improvement in the basis science skill. The sub-factor 'expectation' of the science process skill effects a significant improvement. Second, the research group showed a significant improvement in the scientific attitudes. In conclusion, PBL-based astronomical observation program was more effective on science process skill and scientific attitudes. However, since the study has a limit on an object of the study and the applied program, the additional studies need to be conducted with an extended comparative group and program.

• 한국초등과학교육학회지:초등과학교육
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• 제32권3호
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• pp.269-284
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• 2013

The purpose of this study was to investigate the epistemic process in elementary science classrooms by analyzing classroom discourse as a epistemic practice. Data came from four elementary teachers in the form of video-recordings. A total of 12 elementary science lessons were examined to reveal the discursive modes and sequences in which the teacher and students participated when they constructed and developed scientific knowledge during the lessons. Three representative discursive patterns were found in the elementary science lessons explored: (i) 'Retrieving-Retrieving-${\cdots}$' by which well-established scientific knowledge was retrieved repeatedly, (ii) 'Exploring-Building on the Shared' which allowed introducing new scientific knowledge based on the scientific phenomena explored by the teacher and students together through practical work, and (iii) 'Retrieving-Elaborating/Reformulating/Narrating' or 'Building on the Shared-Elaborating/Reformulating/Narrating' which expanded and strengthened scientific knowledge already learned. These discursive patterns were suggested as discursive-epistemic mechanisms employed frequently in the epistemic process in elementary science lessons and as a basis for defining epistemic cultures of science classrooms.