• Journal of the Korean earth science society
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• v.44 no.1
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• pp.47-61
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• 2023

Rather than an abstract discourse, the purpose of this study is to outline the core concepts in the 2015 revised curriculum as a concrete teaching and learning method in the school context. We interviewed eight secondary science teachers and reported their perceptions and perspectives on core concepts using a backward design model based on the cyclical process of the platform, deliberation, and design for developing teaching and learning materials to understand core concepts. The participants perceived these core concepts differently, such as big ideas corresponding to the ultimate principle, minimum science concepts required for daily life, and primary and significant key concepts. In addition, this affects the association of teaching and learning. When core concepts are understood as transferable and expandable big ideas, there is a tendency to focus on the relationship between concepts and design project learning in a specific direction. However, if core concepts are identified as minimum science concepts at the level of science literacy, that can be recalled within the context of life, there is a tendency to emphasize on activities that make a meaningful difference to the lives of students with focus on case studies that are relevant to everyday life. Once core concepts are identified as key scientific content elements, such as basic or significant concepts, teachers recognize that it is essential to emphasize concept changes by correcting misconceptions, acquiring accurate scientific knowledge, and developing problem-solving items through paper-and-pencil evaluation. As the 2015 revised curriculum is finalized and the 2022 revised curriculum is scheduled for release, effective policy support is required to ensure that the curriculum is revised, which emphasizes the purpose of big ideas by naming core concepts as core ideas, to be stably implemented in schools.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.775-789
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• 2006

The purpose of this study was to analyze the relevance of the school science contents that have been implemented for the 7-10th grade students in Korea since 2001. To fulfill the purpose of the study, we 1) analyzed the 7th national science curriculum of Korea, California science standards, the national science curriculum of England, Japanese national science curriculum, and current Korean and Japanese science textbooks, 2) conducted a nationwide survey in order to gather opinions from students, teachers, and science specialists. The main findings of this research were as follows: First, the number of topics presented at each grade level should be reduced and similar topics and themes should be integrated for students' deeper understanding. Second, science contents were excessive compared to the allotted teaching time and to foreign countries. Thus, the excessive overlapping and repetition of science contents should be avoided among the primary, middle and high school level, and the number of science concepts and activities should be reduced to an appropriate level considering time allotment for science classes, teachers' workload, laboratory conditions, etc. Third, to cope with the decreasing students' understanding and interests in science as school level and school year goes up, the science curriculum and textbooks should be developed to allow for student to learn science concepts by solving problems confronted in their daily lives. Fourth, a differentiated curriculum such as in-depth and supplementary course should be described not in science contents, but in teaching and learning strategy.

• Ocean and Polar Research
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• v.46 no.2
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• pp.105-121
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• 2024

Phytoplankton, as key primary producers, play a critical role in the dynamics of marine ecosystems. This study explores the variation in phytoplankton species appearance along the Jeju coast from spring to summer 2022, emphasizing the stratification and changes in nutrient dynamics. Through extensive field surveys at twelve points around Jeju Island, we measured a range of physical and chemical oceanographic parameters. Monthly average stratification indices displayed an abrupt increase from 22 in May to 3,196 in August, highlighting intense stratification, significantly influenced by the influx of Changjiang River Diluted Water during the summer months. Concurrently, nutrient concentrations exhibited a downward trend, with nitrate and nitrite levels decreasing from 6.7 µM in March to 1.3 µM in July, and phosphate levels declining from 0.31 µM to 0.02 µM during the same period, while silicate concentrations, ranging from 6.8 to 9.8 µM, remained consistently high throughout the study. Similarly, a reduction in monthly average phytoplankton biomass was observed, with concentrations peaking in the spring (April and May) at 406,053 to 409,139 cells L^-1 and declining to 45,546 to 118,214 cells L^-1 by summer (June to August). Diatoms (Chaetoceros spp. and Skeletonema spp.) dominated the phytoplankton community throughout the period; however, an increased proportion of dinoflagellates (Gyrodinium spp. and Heterocapsa spp.) was observed during the summer months, when stratification was most pronounced. This study confirms that variations in currents and water masses impacting the Jeju coast can significantly influence phytoplankton community dynamics, emphasizing the need for ongoing monitoring in this region.

• Journal of Science Education
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• v.46 no.1
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• pp.40-52
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• 2022

Daily science classes, which have been continued as part of the spread of participatory science culture, has taken the lead in popularizing science as an effective out-of-school experiential and research activity. However, due to the recent COVID-19 situation, daily science classes have also become an environment in which there is no choice but to switch to non-face-to-face or to combine face-to-face and non-face-to-face education. Therefore, in this study, we examine how elementary school students participating in the non-face-to-face daily science class program change their usual fields of interest, perception of science and technology, interest about science, and scientific competency. In addition, the educational effectiveness of the non-face-to-face daily science class improved by comparing the differences in perceptions of students and parents, and future operation plans were sought. As a result of the study, after participating in the non-face-to-face daily science class program, students' interest in science and technology development, future technology, environmental pollution, and social media increased, and their interest in games decreased. Also, students' interest in science and technology activities, interest in science, and scientific competency also increased. This shows that non-face-to-face daily science class education is effective. Therefore, it was suggested that it is necessary to diversify the learning topics and content levels of the daily science class program, to expand the opportunities of non-face-to-face science education for underprivileged learners, and to develop and share science content using the latest media.

• Journal of the Korean Chemical Society
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• v.53 no.5
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• pp.570-584
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• 2009

The purpose of this study was to find out high school students' perception on psychologicallearning environment generated by science teachers and their attitude change related to science. The subjectsconsisted of 539 freshmen in a boys' high school pre-applied of common school group in S city. This study wasconducted with students' perception survey and classification of teachers' features according to it. The surveyabout science-related attitude was also made in early 1st semester and 2nd semester, and the students showingthe great attitude change related to science were interviewed. The results of this study revealed that statistically,students had a more positive perception on female teachers than on male ones and that according to their teachers,there were clear different in the psychological learning environment perceived by students. As for the relation of teachers' features and students' attitude change, it showed the negative effect only when the teacher was incharge of only one class, but in most of the cases, there was no meaningful correlation. The semi-structuredinterview with students with great attitude change related to science indicated that the main cause of the changewas the achievement they made in class. The interview showed that the change related to science happenedunder the indirect influence of teachers rather than direct influence. Furthermore, students wanted scienceteachers to meet the science class possessing various instruction behaviors and support behaviors. Therefore,science teachers playing an important role in students' choice of career should make efforts to realize thelearner-centered curriculum and change students' science-related attitude into a positive direction.

• Journal of The Korean Association For Science Education
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• v.43 no.1
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• pp.49-57
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• 2023

The purpose of this study is to analyze the school biology curriculum of the Royal Society of Biology (RSB) for school biology education in the United Kingdom (UK), and to examine the implications for Korean school biology education. The RSB school biology curriculum consists of three dimensions (the practices of biology, the concepts of biology, and the application of biology) and seven big questions. The contents of RSB school biology curriculum are structured according to age, 5-11, 11-16, and 16-19. The practices of biology of the UK RSB school biology curriculum emphasize biology activities should be linked to other communities and communicated and shared through evidence-based discussions. The concepts of biology dimension of the UK RSB school biology curriculum systematized the contents to be detailed considering school-level and ages with 5-7, 7-11, 11-14, 14-16, and 16-19 years old. The UK RSB biology curriculum is composed of human health, biological structure and function, biological growth and reproduction, and biological coexistence, showing a significant difference from Korean national curriculum when comparing the content elements with the core concepts of biology. In terms of the application of biology of the RSB school biology curriculum, three themes were commonly applied to all students, regardless of school level or age, such as development of application methods to promote health and environmental welfare, evaluation of the impact and application of biology knowledge. However, the content elements of the three themes were systematized according to the ages of 5-11, 11-16, and 16-19 years old. It is necessary to reorganize the contents of biology curriculum in Korea by referring to the content system of the UK RSB biology curriculum and to research ways to strengthen connectivity according to age or school level as well as dimensions and big questions.

• Journal of Life Science
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• v.34 no.7
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• pp.443-452
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• 2024

This study aimed to examine the influence of 3,6-anhydroxygalactose (L-AHG) on the pro-inflammatory M1 polarization and pro-inflammatory responses observed in the RAW264.7 mouse macrophage cell line following stimulation with lipopolysaccharides (LPS). L-AHG exhibited a significant and dose-dependent inhibition of inducible nitric oxide synthase (iNOS) expression, a hallmark of M1 polarization, and subsequent NO production in LPS-stimulated RAW264.7 cells. Furthermore, the LPS-induced upregulation of cyclooxygenase-2 (COX-2), which drives the production of prostaglandin E2, an inflammatory mediator, was also inhibited by L-AHG. L-AHG did not affect the LPS-triggered Toll-like receptor 4 (TLR4)-mediated pro-inflammatory signaling pathway, which culminated in the activation of transforming growth factor-β-activated kinase 1 (TAK1). However, it was observed to inhibit the generation of reactive oxugen species (ROS) in a dose-dependent manner, as well as the TAK1-driven activation of JNK and p38 MAPK. Given that the active p38 MAPK is known to contribute to the assembly of active nicotinamide adenine dinucleotide phosphate (NADPH) oxidase, which catalyzes the intracellular generation of pro-inflammatory ROS in LPS-stimulated macrophages, the dose-dependent reduction in the LPS-induced ROS generation by L-AHG may be mainly due to the prevention of TAK1-driven activation of p38 MAPK. Together, these results demonstrate that the L-AHG-mediated inhibition of the TAK1-JNK/p38 MAPK activation phase of the pro-inflammatory signaling pathway in LPS-stimulated RAW264.7 cells by L-AHG represents a promising mechanism for suppressing M1 polarization and pro-inflammatory responses in macrophages.

• Journal of Science and Technology Studies
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• v.6 no.1 s.11
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• pp.53-88
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• 2006

This study has the purpose to make a conceptual model which can explain the relationship between the research performance, and the fitness of environmental property and the technology development strategy. The environmental property consists of the competitiveness, the complexity of environment, and the market growth. The technology development strategy consists of the innovativeness of technology, the upgrade of product, and the usage of the out resource. And the ability to manage knowledge resource is a very important variable which can modulate the fitness of environmental property and the technology development strategy.

• The Journal of the Korea Contents Association
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• v.14 no.2
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• pp.205-222
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• 2014

This study analyzed the effects of interactivity on the learning attitude in the tablet PC-based digital textbook environment. Most of digital textbook studies focused on comparison of learning effect between digital textbook and paper textbook. This study, instead, focused on the interaction between students and digital textbook, and examined the hypothesis that, in the digital textbook-based learning environment, interactivity factors affect learning attitude. The results showed that active control, two-way communication, and synchronicity have significant effects on the learning attitude. Those findings indicate that it's necessary to effectively realize interactivity in the process of developing digital textbooks. Also, important implication is not the fixed interactivity but how students perceive the digital textbook and make use of it. Therefore, for the interactive digital textbook, perceived user control, two-way communication, and synchronicity should be realized properly.

• Journal of the Korean Applied Science and Technology
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• v.29 no.1
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• pp.19-32
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• 2012

Pharmaceutical use accounts for a great part of articles and papers on crosslinking of polymers. Crosslinking of polymers used for tissue engineering and drug delivery respects non-cytotoxicity and in situ gelling. The crosslinking of polymers is aimed not only at the improvement of modulus, chemical resistance, and thermal resistance, but also at endowing them with such functions as metal adsorption, antifouling, and ion exchange via crosslinked segments. Smart polymers responding to environmental change, and cosslinking mediated by light, enzyme, natural compound and in aqueous medium in consideration of environment are being studied. Developing new polymeric materials is essential along with the pharmaceutics aiming at the longevity of 120 years old. Functionalization and property adjustment of polymers through crosslinking will be done more delicately. Hydrogels will be focused on injectable and in situ gel forming. In the coating industry crosslinking system with low non-toxicity and low energy consumption will be developed in consideration of workers and environment.