• Title/Summary/Keyword: scientific experiments

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A Design of Integrated Scientific Workflow Execution Environment for A Computational Scientific Application (계산 과학 응용을 위한 과학 워크플로우 통합 수행 환경 설계)

  • Kim, Seo-Young;Yoon, Kyoung-A;Kim, Yoon-Hee
    • Journal of Internet Computing and Services
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    • v.13 no.1
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    • pp.37-44
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    • 2012
  • Numerous scientists who are engaged in compute-intensive researches require more computing facilities than before, while the computing resource and techniques are increasingly becoming more advanced. For this reason, many works for e-Science environment have been actively invested and established around the world, but still the scientists look for an intuitive experimental environment, which is guaranteed the improved environmental facilities without additional configurations or installations. In this paper, we present an integrated scientific workflow execution environment for Scientific applications supporting workflow design with high performance computing infrastructure and accessibility for web browser. This portal supports automated consecutive execution of computation jobs in order of the form defined by workflow design tool and execution service concerning characteristics of each job to batch over distributed grid resources. Workflow editor of the portal presents a high-level frontend and easy-to-use interface with monitoring service, which shows the status of workflow execution in real time so that user can check the intermediate data during experiments. Therefore, the scientists can take advantages of the environment to improve the productivity of study based on HTC.

Analysis on the Relationship Between the Construct Level of Analogical Reasoning and the Construction of Explanatory Model Observed in Small Group Discussions on Scientific Problem Solving (과학적 문제해결을 위한 소집단 논의 과정에서 나타난 비유적 추론의 생성 수준과 설명적 모델 생성의 관계 분석)

  • Ko, Minseok;Yang, Ilho
    • Journal of The Korean Association For Science Education
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    • v.33 no.2
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    • pp.522-537
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    • 2013
  • This study analyzed the relationship among the construct level of analogical reasoning, prediction and uncertainty, and the construction of an explanatory model that were produced during small group discussions for scientific problem solving. This study was participated in by 8 students of K University divided into 2 teams conducting scientific problem solving. The participants took part in discussions in groups after achieving scientific problem solving individually. Through individual interviews afterwards, changes in their thinking through discussion activities were looked into. The results are as follows: The analogy at the Entities/Attributes level was used to make people clearly understand the characteristics of certain objects or entities in the discussions. The analogy at the Configuration/Motion level that was produced during the discussions ensured other participants to predict the results of problem solving. The analogy at the Mechanism/Causation level changed the structure of problem situations either to help other participants to reconstruct the explanatory model or to come up with a new situation that was never been through before to justify the created mechanism and through this, the case of creating Thought Experiments during the discussions were observed. if looking into the changes of analogies, each individual's analogic paradigm during the discussions were shown as production paradigm, reception-production paradigm, production-reception paradigm, and reception paradigm. The construction and reconstruction of the explanatory model were shown in analogic production paradigm, and in the reception paradigm of an analogy, participants changed their predictions or their certainty.

North Korean Defector Students' Science Learning in Angbuilgu Activity (앙부일구(仰釜日晷) 활동에서 드러난 탈북 학생들의 과학 학습)

  • Lee, Ji-Hye;Shin, Dong-Hee
    • Journal of The Korean Association For Science Education
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    • v.35 no.1
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    • pp.1-14
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    • 2015
  • The purpose of this study is to examine North Korean defector students' characteristics in science learning through their voice in an "Angbuilgu" program, one of the Korean traditional science knowledge (TSK). We compared them with two other groups of contrasting backgrounds. The Angbuilgu program contains meaningful questions of time, everyday-life knowledge, Korean TSK, and western modern science (WMS). The teaching strategy consists of interactions between teacher and students, and scientific experiments. We applied this program to three groups and analyzed: North Korean defector students, elementary science gifted students, high school students in an advanced class. The characteristics of their science learning show the following: First, their interpretation of time as nature itself in their everyday life. They have rich experience and are familiar with time in nature. Second, they prefer science with complementary, caring, and humanist perspectives, which is in contrast to other groups with preference to the updated and practical science. Third, they lack scientific concepts but possess an abundance of everyday-life knowledge. Their linguistic expressions are ordinary rather than scientific. Fourth, they are familiar with narrative thinking more than scientific thinking. The results show that the science program using Korean TSK can help them accept new scientific knowledge as well as cultural pride, which plays a role in reconfirming their identity as one ethnicity. We expect that the contents of Korean TSK can be an intercultural field between North Korean defector students and our science curriculum.

Development and Application of the Photosynthesis Experimental Module Based on Scientist's Inquiry Processes (과학자의 탐구 과정을 재구성한 광합성 실험 모듈의 개발과 적용)

  • Kim, Ho-Gi;Kim, Yeon-Ju;Kim, Sung-Ha
    • Journal of Science Education
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    • v.35 no.2
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    • pp.204-220
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    • 2011
  • This study was intended to develop an experimental module based on inquiry processes conducted by photosynthesis scientists. It was aimed to enhance scientific inquiry ability of the middle school students by applying the developed module. Developed module included some experiments conducted by earlier photosynthesis scientists such as Helmont, Woodward, Priestly, Hales and Ingen-Hausz. Inquiry process was involved in the developed module for instructing the inquiry methods. Rapid-cycling Brassica rapa known as a Fast Plant was used for the experimental material. Developed module was applied to the experimental group consisting 27 eighth grader, while experiments suggested in the science textbook was applied to the control group consisting 30 eighth grader. Developed module was more effective in improving students' scientific inquiry ability, especially measuring, forecasting and hypothesizing ability as its subordinate elements. When the result of post-test was compared to one of pre-test in the experimental group, their observing, forecasting, and generalization ability were improved. Experimental group showed that students' conception in photosynthesis and conceptual development related with the role of plants in the ecosystem and plant's food and movement of the water and nutrients were also improved. Before application, students in the experimental group did not have enough understanding of the abstract concept such as the existence or the role of the materials like $CO_2$ or $O_2$ or the energy accumulation. Developed module could help students to achieve the comprehensive concept regarding the role of plants as producers of organic matter and oxygen and to enhance their scientific inquiry ability and concepts regarding photosynthesis.

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Pre-service Elementary School Teachers' Understanding of the 'Fog' Generation Experiment Presented in the 2009 and 2015 Revision Elementary Science Textbooks (2009 개정 및 2015 개정 초등 과학교과서에 제시된 안개 발생 실험에 대한 초등 예비교사의 이해)

  • Chung, Jung-In
    • Journal of the Korean Society of Earth Science Education
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    • v.14 no.3
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    • pp.257-266
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    • 2021
  • This study investigated the understanding of pre-service teachers in relation to the 'fog experiment' in the 5th grade 'Weather and Our Daily Life' unit of the 2009 and 2015 revised elementary school science textbooks. Pre-service teachers who participated in this study were 100 students, who are attending the university of education and taking courses in teaching research. After pre-learning about the 2009 and 2015 revised elementary school science textbooks and guide book, pre-service teachers conducted the experiment in groups. After that, the pre-service teachers individually presented answers to three questions, and the results of analyzing the answers are as follows. First, there were 24 (24%) preservice teachers who explained the difference in fog generation in the 2009 and 2015 revised curriculum with related scientific concepts such as condensation and water vapor, and only 1 (1%) of them explained the difference using the concept of saturation. Second, there were 48 (48%) pre-service teachers who found out the reason for the change in the fog experiment method according to the change in the curriculum. Third, pre-service teachers valued the reproduction and success of experiments rather than the importance of scientific knowledge, and such pre-service teachers suggested the use of alternative experiments or website.

Optical Magnification Should Be Mandatory for Microsurgery: Scientific Basis and Clinical Data Contributing to Quality Assurance

  • Schoeffl, Harald;Lazzeri, Davide;Schnelzer, Richard;Froschauer, Stefan M.;Huemer, Georg M.
    • Archives of Plastic Surgery
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    • v.40 no.2
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    • pp.104-108
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    • 2013
  • Background Microsurgical techniques are considered standard procedures in reconstructive surgery. Although microsurgery by itself is defined as surgery aided by optical magnification, there are no guidelines for determining in which clinical situations a microscope or loupe should be used. Therefore, we conducted standardized experiments to objectively assess the impact of optical magnification in microsurgery. Methods Sixteen participants of microsurgical training courses had to complete 2 sets of experiments. Each set had to be performed with an unaided eye, surgical loupes, and a regular operating microscope. The first set of experiments included coaptation of a chicken femoral nerve, and the second set consisted of anastomosing porcine coronary arteries. Evaluation of the sutured nerves and vessels were performed by 2 experienced microsurgeons using an operating microscope. Results The 16 participants of the study completed all of the experiments. The nerve coaptation and vascular anastomoses exercises showed a direct relationship of error frequency and lower optical magnification, meaning that the highest number of microsurgical errors occurred with the unaided eye. For nerve coaptation, there was a strong relationship (P<0.05) between the number of mistakes and magnification, and this relationship was very strong (P<0.01) for vascular anastomoses. Conclusions We were able to prove that microsurgical success is directly related to optical magnification. The human eye's ability to discriminate potentially important anatomical structures is limited, which might be detrimental for clinical results. Although not legally mandatory, surgeries such as reparative surgery after hand trauma should be conducted with magnifying devices for achieving optimal patient outcomes.

The Components and the Characteristics Revealed at the Processes of Designing Application Experiments of Science-gifted Students (과학영재들의 적용실험 설계 과정에서 나타나는 과정요소 및 특징)

  • You, Ji-Yeon;Park, Youn-Ok;Yang, Chan-Ho;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.31 no.4
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    • pp.528-538
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    • 2011
  • In this study, we investigated the thinking processes of 7th grade science-gifted students in designing application experiments and analyzed their performance levels in the categorized processes. The analyses of the results revealed that they considered 'setting a problem situation,' 'deciding a strategy,' 'identifying the assumptions,' 'defining the measurements,' and 'validating the assumptions' in the processes of designing experiments. However, their performance levels of the categorized processes were found to be rather low. It was especially insufficient in setting the situations concretely appropriated to solve the problems and checking their own thinking critically by proper criteria. Therefore, we suggested a potential learning strategy for designing experiments such as replacing difficult and abstract situations to concrete and familiar situations. These results may offer some implications in developing an education program for science-gifted students to foster creativity by emphasizing scientific thinking skills such as experiment design ability.

Elementary School Students' Science Learning Characteristics in the Affective Domain and It's Relationship to the Levels of Inquiry Requirement in Science Experiment Instruction (초등과학 실험 수업에서 탐구 요구 수준에 따른 초등학교 학생의 정의적 영역 학습의 특성)

  • Kim, Bun-Sook;Lim, Chae-Seong;Kim, Eun-Jin
    • Journal of Korean Elementary Science Education
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    • v.25 no.4
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    • pp.396-406
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    • 2006
  • In this study, elementary school students' science learning characteristics together with the levels of inquiry requirement in elementary school science experiment instruction were investigated in terms of the affective domain. We divided seventy-three students of the fifth ade into two groups according to the levels of inquiry requirement. After each instruction had been implemented, the characteristics of the students' learning in terms of the affective domain were compared and analyzed within the context of the levels of inquiry requirement. There were no significant differences between Level 1(LL) and Level 2(HL) groups in terms of the affective characteristics. These results may be caused by the burden imposed by the difficulty in thinking through and setting up the experimental methods. However, the HL group students' levels of interest in science experiments was higher than that of the LL group. In conclusion, the HL instruction contributed little to the improvement of affective characteristics. Some possible reasons might be that students felt difficulties with the somewhat unfamiliar instructions which required them to design and perform experiments. Higher levels of interest in science experiments amongst HL students' implies that well-organized and continuous exercises involving the design and performance of experiments could improve students' scientific affective characteristics.

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How did Elementary Teachers Handle Critical Experiments in Science Classrooms?

  • Kwon, Sung-Gi;Lee, Mi-Kyoung;Nam, Il-Kyun
    • Journal of Korean Elementary Science Education
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    • v.28 no.2
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    • pp.105-120
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    • 2009
  • Critical Experiments (CE) in science classrooms mean, tentatively, critical situations as comparable to anomalous cases in scientific revolutions where the results of science experiments in schools are unclear, differ from the theory, or students misunderstand the purpose of the experiments. The purpose of this research is to identify what CE occurred during science classes and to investigate how elementary teachers handled them. To analyze how teachers recognized and handled CE, we selected nine typical CE from the $7^{th}$ Korean science curriculum. 125 teachers were selected from 8 districts' elementary schools in a local city. A questionnaire with photos of the nine CE above-mentioned was distributed to these teachers. The focus in this research was the way that each teacher handled the CE. We discovered that there were three basic ways in which teachers handled CE. When CE occurred, 51% of elementary teachers explained the correct result of the experiment (what should have happened) to the students while 40.7% of the teachers repeated to get the correct results. The focuses of handling CE varied. 57 % of the teachers focused on the 'materials' while 30% of the teachers focused on the 'theory'. The other focus was 'thinking'. Only 7.6% of the teachers answered that they gave students a chance to think about the reasons why the CE happened. By analyzing our survey results, we could determine what each teacher did as a follow up to the CE and their focus and reasoning for handling the CE this way. When the CE happened in the science class, few handled the CE with the point of view about purpose of doing experiment. As a result, students could not gain educational experience from the CE. If we use CE as a new method to teach science, it will be a good subject incorporating the nature of science in science education.

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Study on the Origins and Main Treatments of Grub Used in Experiments, and Research Directions on the Efficacy of Grubs (실험에 사용된 제조의 기원과 주치증에 대한 고찰 및 제조의 약효에 대한 연구방향)

  • Han, Kyu-Jo;Kim, Myung-Dong
    • Journal of Physiology & Pathology in Korean Medicine
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    • v.23 no.1
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    • pp.158-165
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    • 2009
  • The aim of this study was to clarify the origins of grubs which were used in the experiments, and to determine many other effects that are now written in the classical medical and herbal books. We compared the efficacy of grubs written in the herbal and medical books on the one hand, and studied the origins of grubs used in the experiments, on the other hand. The following results were obtained. There are three kinds of grub species for medicinal uses. Holorichia diomphalia Bates mainly produced in China, Cetoniidae species mainly produced in Korea, and Protaeria brevitarsis in Korean folk remedy are three species. Grubs were used in 25 experiments. Of these experiments, Holotrichia diomphalia were used 12 times, Larve of Protaeria brevitarsis 3 times, and Protaetia orientalis was used once. So, of total 25 experiments, 36%(9 experiments) did not clarify the origins of grubs used in the experiments. Currently, the grubs, which are imported from China and used in Korea, are Holotrichia diomphalia Bates from China. Current experimental study shows that grubs have efficacy for protecting liver. So the use of grubs in folk medicine is believed to be based on the scientific evidence. Efficacy of grubs, though it is not recorded in the medical books, has the effects of anti-cancer(anti-tumor), antioxidant, and anti-diabetes mellitus. The ingredients of Holotrichia are protein, peptide, fat, enzyme, mineral, and other several nutrients. Study on the grubs so far has a tendency to be done with little focus on the differen of origin of grubs. So, from now on, it needs that the origin of grubs be clarified, and the study on the efficacy from each origin be done. Considering the effects that the classical herbal books have recorded, it is necessary that more profound study proceed to prevent and treat diseases on eyes and ears, on the basis of the fact that grub has multiple ingredients to replenish the vital essence.