• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.89-95
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• 2006

The purpose of this study was to examine elementary teachers' perception on birds and problems on teaching it. For this study, the science textbooks from 3rd grade to 6th grade according to the 7th national curriculum were analyzed. Results revealed that, firstly, there were 34 bird species recorded and these were described 55 times in the surveyed textbooks. Secondly, the survey showed that $20\%$ of the teachers were interested in birds despite the fact that $98\%$ of them had no special knowledge about birds nor had studied them in college. Additionally, it was revealed that $41\%$ of the teachers felt lacking in specialist knowledge about birds and this lead to difficulties in teaching on this subject. Thirdly, academic backgrounds had an affect teachers' perceptions on teaching this area. The teachers' levels of interest in birds and the teachers' ratio of teaching on this topic tended to increase as their academic careers developed, and the proportion of male teachers in this category were higher than female teachers. To overcome difficulty in teaching on this area, it is suggested that a reconstitution of subject materials, as well as a revision of the teachers' guidebooks be undertaken.

• Asian-Australasian Journal of Animal Sciences
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• v.33 no.12
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• pp.2008-2020
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• 2020

Objective: This study was conducted to investigate the effects of dietary corn resistant starch (RS) on the intestinal morphology and barrier functions of broilers. Methods: A total of 320 one-day-old broilers were randomly allocated to 5 dietary treatments: one normal corn-soybean (NC) diet, one corn-soybean-based diet supplementation with 20% corn starch (CS), and 3 corn-soybean-based diets supplementation with 4%, 8%, and 12% corn resistant starch (RS) (identified as 4% RS, 8% RS, and 12% RS, respectively). Each group had eight replicates with eight broilers per replicate. After 21 days feeding, one bird with a body weight (BW) close to the average BW of their replicate was selected and slaughtered. The samples of duodenum, jejunum, ileum, caecum digesta, and blood were collected. Results: Birds fed 4% RS, 8% RS and 12% RS diets showed lower feed intake, BW gain, jejunal villus height (VH), duodenal crypt depth (CD), jejunal VH/CD ratio, duodenal goblet cell density as well as mucin1 mRNA expressions compared to the NC group, but showed higher concentrations of cecal acetic acid and butyric acid, percentage of jejunal proliferating cell nuclear antigen-positive cells and delta like canonical Notch ligand 4 (Dll4), and hes family bHLH transcription factor 1 mRNA expressions. However, there were no differences on the plasma diamine oxidase activity and D-lactic acid concentration among all groups. Conclusion: These findings suggested that RS could suppress intestinal morphology and barrier functions by activating Notch pathway and inhibiting the development of goblet cells, resulting in decreased mucins and tight junction mRNA expression.

• Hwankyungkyoyuk
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• v.23 no.2
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• pp.97-112
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• 2010

The study aims to comprehend the effect of the wetland ecology education on the elementary school students' changes of recognition about wetland through the wetland ecology map program. In this study, the literary research, the experimental research and the survey methods were operated. Through the literary research, the environmental factors were extracted, and the writing item of ecology map was reconstructed based on the literary research, so the experimental research was operated with the wetland ecology map program. Through four areas of test items such as the information and knowledge, values and attitudes, development and conservation, behavior and participation, and the analysis of children's study results, the effect of the wetland ecology map program on changes of recognition about wetland was verified quantitatively and qualitatively. Wetland ecology map program would be able to be an educational approach which can achieve the 'personalization of environment' setting up predictable environmental improvement goals and satisfying the needs of spatial information of the appropriate regions from the holistic perspective that students themselves plan and participate beyond a one-time experience program. Production of ecological map through continuous monitoring is expected to improve the possibility of subjective environmental actions by operating self-directed learning. Based on the conclusion of this study, we would suggest the following. For wetland ecology map program to be supplemented and utilized, the basic education of wetland should be organized in regular school curriculum, ecology map program including various teaching learning methods be prepared actively, and in future studies, studies of ecosystem-wide wetland ecology map program including animals like birds and fish are necessary.

• Journal of Science Education
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• v.36 no.1
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• pp.153-165
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• 2012

This study investigated the frequent mistakes and the causes of the alternative conceptions in the animal classification by using the questionnaire and interview with the middle school students (N=300). As results, some students have difficulties classifying suggested animals into vertebrates or invertebrates : snakes (31.7%), shrimps (28.3%), turtles (25.6%), frogs (24.7%), and starfish (10.7%) in order of precedence. These errors seemed to be caused by intuitive thinking over characteristics of physical motions and appearance of suggested animals, wrong inference from comparing to features of familiar animals and the lack of observation experience of the vertebrate backbone. Furthermore, the results showed that relatively many students made a mistake classifying subgroup members of vertebrates such as classifying salamanders into the class Reptilia (45.3%) and turtles into Amphibia (40.3%). It is likely that those errors are affected by ambiguousness of classification terminology (e.g. the term of Amphibia) and weak ability in relating the physiological and ecological feature to standard of classification feature. In addition, sociocultural factors could influence animal classification as 'bat in birds', 'whale in fish, and 'penguin in mammals'. The present study implied that teaching and learning animal classification may require an appropriate guide focused on activities to explore major characteristics used for the animal classification standard through providing more chances of animal observation rather than the cramming method of learning induced by technical memorizing.