• Journal of The Korean Association For Science Education
• /
• v.34 no.5
• /
• pp.437-447
• /
• 2014

Learning progressions (LP), which describe how students may develop more sophisticated understanding over a defined period of time, can inform the design of instructional materials and assessment by providing a coherent, systematic measure of what can be regarded as "level appropriate." We developed LPs for the nature of matter for grades K-16. In order to empirically test Korean students, we revised one of the constructs and associated assessment items based on Korean National Science Standards. The assessment was administered to 124 Korean secondary students to measure their knowledge and submicroscopic representations, and to assign them to a level of learning progression for the particle nature of matter. We characterized the level of students' understanding and models of the particle nature of matter, and described how students interpret various representations of atoms and molecules to explain scientific phenomena. The results revealed that students have difficulties in understanding the relationship between the macroscopic and molecular levels of phenomena, even in high school science. Their difficulties may be attributed to a limited understanding of scientific modeling, a lack of understanding of the models used to represent the particle nature of matter, or limited understanding of the structure of matter. This work will inform assessment and curriculum materials development related to the fundamental relationship between macroscopic, observed phenomena and the behavior of atoms and molecules, and can be used to create individualized learning environments. In addition, the results contribute to scientific research literature on learning progressions on the nature of matter.

• Journal of the Korean Society of Earth Science Education
• /
• v.13 no.3
• /
• pp.238-252
• /
• 2020

In this study, we analyzed the types of rebuttals in the argument structure of learning contents in lesson plans constructed by Earth science preservice teachers, and then we explored examples of how they responded to resolving the rebuttal. As a result of analyzing preservice teachers' assignments, discussions, and interviews collected during a total of 20 hours of classes and group discussions for 5 weeks, all 5 types of rebuttals suggested by Verheij (2005) were identified. Through the data analysis, a total of 18 rebuttal cases derived, and these cases were classified into 3 types according to how preservice teachers solve the rebuttals in class. The conclusions and implications based on the results are as follows: First, this study provided empirical data that the thinking process of validating core elements of argumentation and processes of argumentation is actively taking place in preservice teachers' lesson planning using the argument structure, and expanded the scope of application of argumentation in science education research. Second, the argument structure of learning contents should be used to help teachers to come up with strategies to induce students' curiosity and devotion to learn science contents. Third, preservice teachers should have the opportunity to think about the nature of science, including the variability and uncertainty of scientific knowledge when they discover rebuttals and develop solutions to them. Based on these conclusions, implications and suggestions for science education and further research were suggested.

• Journal of Intelligence and Information Systems
• /
• v.28 no.2
• /
• pp.207-235
• /
• 2022

In a knowledge-based society where knowledge and information industries are the main pillars of the economy, knowledge sharing and diffusion and its systematic management are recognized as essential strategies for improving national competitiveness and sustainable social development. In the field of Information Systems (IS) research, where the convergence of information technology and management takes place in various ways, the evolution of knowledge occurs only when researchers cooperate in turning old knowledge into new knowledge from the perspective of the scientific knowledge network. In particular, it is possible to derive new insights by identifying topics of interest in the relevant research field, applied methodologies, and research trends through network-based interdisciplinary graftings such as citations, co-authorships, and keywords. In previous studies, various attempts have been made to understand the structure of the knowledge system and the research trends of the relevant community by revealing the relationship between research topics, methodologies, and co-authors. However, most studies have compared two or more journals and been limited to a certain period; hence, there is a lack of research that looked at research trends covering the entire history of IS research. Therefore, this study was conducted in the following order for all the papers (from its first issue in 1977 to the first quarter of 2022) published in the MIS Quarterly (MISQ) Journal, which plays a leading role in revealing knowledge in the IS research field: (1) After extracting keywords, (2) classifying the extracted keywords into research topics, methodologies, and theories, and (3) using topic modeling and keyword network analysis in order to identify the changes from the beginning to the present of the IS research in a chronological manner. Through this study, it is expected that by examining the changes in IS research published in MISQ, the developing patterns of IS research can be revealed, and a new research direction can be presented to IS researchers, nurturing the sustainability of future research.

• Restorative Dentistry and Endodontics
• /
• v.45 no.3
• /
• pp.31.1-31.20
• /
• 2020

Matrix metalloproteinases (MMPs) are enzymes that can degrade collagen in hybrid layer and reduce the longevity of adhesive restorations. As scientific understanding of the MMPs has advanced, useful strategies focusing on preventing these enzymes' actions by MMP inhibitors have quickly developed in many medical fields. However, in restorative dentistry, it is still not well established. This paper is an overview of the strategies to inhibit MMPs that can achieve a long-lasting material-tooth adhesion. Literature search was performed comprehensively using the electronic databases: PubMed, ScienceDirect and Scopus including articles from May 2007 to December 2019 and the main search terms were "matrix metalloproteinases", "collagen", and "dentin" and "hybrid layer". MMPs typical structure consists of several distinct domains. MMP inhibitors can be divided into 2 main groups: synthetic (synthetic-peptides, non-peptide molecules and compounds, tetracyclines, metallic ions, and others) and natural bioactive inhibitors mainly flavonoids. Selective inhibitors of MMPs promise to be the future for specific targeting of preventing dentin proteolysis. The knowledge about MMPs functionality should be considered to synthesize drugs capable to efficiently and selectively block MMPs chemical routes targeting their inactivation in order to overcome the current limitations of the therapeutic use of MMPs inhibitors, i.e., easy clinical application and long-lasting effect.

• Journal of Korean Elementary Science Education
• /
• v.33 no.1
• /
• pp.140-161
• /
• 2014

The purpose of this study was to analyze 181 papers about brain-based learning appeared in domestic scientific journals from 1989 to May of 2012 and suggest application conditions in elementary science education. The results of this study summarizes as follows; First, learning activity suggested by brain-based learning study is mainly explained by working of brain function. Learning activity explained by brain-based learning study are divided into 'learning according to specialized brain function, learning according to brain function integration and learning beyond specialization and integration of hemispheres'. Second, it searched how increased knowledge of brain structure and function affects learning. Analysis from this point of view suggests that brain-based learning study affects learning in many ways especially emotion, creativity and learning motivation. Third, brain-based learning study suggests various possibilities of learning activity reflecting brain plasticity. Plasticity which is one of most important characteristics of brain supports the validity of learning activity as learning disorder treatment and explains the possibility of selective increment of brain function by leaning activity and the need of whole-brain approach to learning activity. Fourth, brain-based learning brought paradigm shifts in education field. It supports learning sophistication on the understanding of student's learning activity, guides learning method that reflects the characteristics of subject and demands reconstruction of curriculum. Fifth, there are many conditions to apply brain-based learning in elementary science education field, learning environment that fits brain-based learning, change of perspectives on teaching and learning of science educators and development of brain-based learning curriculum are needed.

• Journal of Korean Society of Industrial and Systems Engineering
• /
• v.22 no.51
• /
• pp.175-187
• /
• 1999

The notion of productivity has been extended from the quantitative change of input factors to the efficiency change meaning efficient use of resources, and to the technical change meaning the qualitative improvement of input resources. In this way, the technical change is termed as total factor productivity in the individual businesses or the manufacturing industries. They should efficiently respond to the variations of economic environment and at the same time, have to make the efforts to improve productivity by increasing managerial efficiency and rasing the level of technology change for the continuous growth. Considering the growing importance of productivity, this study closely examines the factors influctuation on the productivity, fluctuation using total factor productivity in korean manufacturing industries. For the objective this study investigates the methods of measurement about total factor productivity, establishes the hypotheses based on the preceding research and finding. The results are obtained through the examination on the outcoms of regression analysis and related data. The results can be summarized as follows, First, in the progress of korean industrialization, the qualitative growth does not depend on the total factor productivity of the technical advance, and does not lead to the industry expansion. That is, the contribution of total factor productivity turns out to be relatively low. Second, it is necessary for the manufacturing industry to improve the level of technology and to emphasize the innovation of business, since the capital investment does not completely become fixed in the growth rate of productivity. Finally, continuous R&D investment should be made to increase total factor productivity. Namely, the regulation of industrial structure with an intensive technical development is essential and should be based on scientific and technical knowledge.

• Korean Medical Education Review
• /
• v.22 no.2
• /
• pp.67-76
• /
• 2020

The structures and processes of medical education have changed little since the publication of Flexner's report, which stressed the scientific orientation of medical education and the curricular structure of 2 years of formal knowledge education and 2 years of clinical experience. However, the previous perspectives on medical education are facing challenges, and these call for new pedagogy and theories on which to base medical education practice. Considering that social dimensions of learning have been emphasized in practice, perspectives that integrate these aspects are needed. Among the various learning theories, social cognitive theory refers to the theoretical framework which contends that learning occurs within interactions with others and environments. From a social cognitive standpoint, learning through observation is a critical component in human functioning. Indeed, observational learning has particular significance in medical education in that it provides the context for which the importance and meaning of role models can be understood. In addition, as theoretical constructs such as self-efficacy and outcome expectations allow us to establish an effective learning environment, exploring the concepts of the theory could be beneficial to medical education practice. In this context, the present review article aims to provide a glimpse of the fundamental assumptions and theoretical concepts of social cognitive theory and discusses the implications the theory has on teaching and learning. Further, a review of previous studies could help explain how the theory has informed medical education practice. Finally, the author will conclude with the implications and limitations of applying social cognitive theory in medical education.

• Journal of the Korea Society of Computer and Information
• /
• v.13 no.1
• /
• pp.273-281
• /
• 2008

In a knowledge-information based society, effective management across IT industries, value of information and interoperation are more important than eyer before. Therefore, ITA/EA which helps to plan and manage IT systematically and effectively, was enacted and announced in 2005 and has been considered as an innovative IT management approach. Unfortunately, however, new standardization of ITA/EA has not fully discussed yet. How to successfully apply EA/ITA to IT is considered as the most urgent challenge and this study aims to find out the most effective method. To this end, it was emphasized that training systems for specialized experts must be operated systematically through 'standardization of terms and tasks' and 'standardization of manpower training' and certification of specialty must be newly established. In addition. it was strongly demanded that dual structure caused by mixed concepts between ITA and EA must be eliminated. At the same time. a new model for domestic standardization was suggested so that not only ITA/EA can be recognized as IT engineering but also professional engineers can accept ITA/EA as a scientific field. In summary, this study is intended to propose how to improve information management efficiency through ITA/EA.

• Journal of The Korean Association For Science Education
• /
• v.35 no.6
• /
• pp.997-1006
• /
• 2015

Perception of the experiment is one of the most important factors of students' understanding of scientific inquiry and the nature of science. This study examined the perception of middle and high school students of the meaning of 'experiment' in the biological sciences. Semantic network analysis (SNA) was especially used to visualize students' perception structure in this study. One hundred and ninety middle school students and 200 high school students participated in this study. Students responded to two questions on the meaning of 'experiment' in science and biology. This study constructed four semantic networks based on the collected response. As a result, middle school students about the 'experiment' in science are 'we', 'direct', 'principle' of such words was aware of the experiments from the center to the active side. The high school students' 'theory', 'true', 'information' were recognized as an experiment that explores the process of creating a knowledge center including the word. In addition, middle school students relative to 'experiment' of the creature around the 'dissection', 'body', high school students were recognized as 'life', 'observation' observation activities dealing with the living organisms and recognized as a core. The results of this study will be used as important evidence in the future to map out an experiment in biological science curriculum.

• Journal of the Korean earth science society
• /
• v.41 no.5
• /
• pp.490-503
• /
• 2020

Oceanic current and circulation have played an important role as regulators of the earth's energy distribution. The science and earth science textbooks for secondary schools based on the 2015 revised curriculum included a misconception of the seasonal variation of the North Korea Cold Current (NKCC) among the currents around the Korean Peninsula. To analyze this, the contents related to the NKCC were collected in the textbooks of five middle and six high schools, and a questionnaire survey was conducted on 30 middle school science teachers. The survey consisted of questions about whether the textbook mentions the NKCC and whether there is an error in the concept of the temporal variation of the NKCC, and the teachers' free opinions related to the NKCC were collected. The textbooks suggest that the NKCC is strongest in winter, which is not consistent with scientific findings so far. In fact, there is scientific evidence that the NKCC is the strongest in the summer. In this study, the causes and processes of misconceptions were investigated. According to an analysis of the survey, most teachers had an knowledge that the NKCC is stronger in winter. These errors began with a misconception of the terms, which teachers had imprinted on their memory as firm knowledge. These misconceptions originated from the knowledge that teachers themselves acquired from their secondary school years and have long been transferred back to teachers and students without revising the misconceptions of textbooks. This situation is expected to have a seriously recurrent structure that produces students' serious misconceptions in the future. Therefore, this study summarizes existing results on the seasonal variability of the NKCC and suggests the necessity for re-education to improve teachers' professionalism and to eliminate the misconceptions of teachers and students.