• Proceedings of the Korean Society of Plant Biotechnology Conference
• /
• 2004.05a
• /
• pp.35-38
• /
• 2004

1950-1960 년대의 녹색혁명은 1970년 Nobel 평화상수 상자 Norman Borlaug가 주도했었다. 제1 녹색혁명은 지구상의 가장 큰 문제점중의 하나인 기아를 해결하는지 크게 일조하였다. 많은 사람들을 굶주림으로부터 해방시켰지만 굶주리는 사람보다 더 많은 사람들이 매일 태어나고 있고, 지구의 인구증가는 지금까지 계속되고 있다. 언제까지 인구증가가 계속될 것인지, 인구증가에 따른 식량자원의 증가도 비례할 것인지는 오래전부터 인류의 관심의 대상이 되어 왔고, 자연스럽게 지구의 기아를 해결하는 제2의 녹색혁명은 과학자들의 연구를 집중시키는 결과를 낳게 되었다. 1980 년대에 미국 Monsanto 회사에서 유전공학적으로 개발한 Roundup-Ready 제초제저항성 및 Bt-살충 농작물을 선보이면서 제2의 녹색혁명이 시작되었다고 볼 수 있겠다. 이렇게 제2의 녹색혁명은 유전공학에 의한 CMO 식물$\cdot$작물에 의해 시작되었다. Monsanto 회사는 살충제 RoundUp 제초제 저항성 옥수수, 콩, 목화, Canola (유채꽃, rape seed) 등을 개발하여 이미 상업화하였다. 1960년대 쌀의 녹색혁명도 유전적으로 벼집이 짧은 품종에 의해 이루어졌다. 최근에 개발된 GMO "Golden Rice"는 비타민 A와 철분의 함량을 대폭 증대 시켜 세계 영양결핍 아동들의 건강과 시각을 향상시킬 것으로 기대되는데, "Golden Rice"는 제1회 금호국제과학상 수상자인 Potrykus (스위스공대) 교수가 개발하였다. 그러나 현재까지는 그 보급에 많은 장애물이 있다. 특히 GMO의 환경과 건강에 대한 안전성을 의심하는 사람들이 많다. 제2의 녹색혁명의 또 다른 분야는 식물의약 분야이다. GMO 개발에 적용되는 기술을 이용하면 taxol 같은 항암제, carotene 같은 항산화 영양제 등의 대량 생산이 가능해진다. 식물은 화학적 합성이 아주 까다로운 약제물질 등을 천연상태에서 합성하고 있기 때문이다. 또 식물은 lipoxygenase 효소계가 있어서 마치 천연물 석유제조공장과 같은 제조공정 capacity를 가지고 있다. 그러면 식물/식품 GMO는 안전한 것인가? 아니, KBS의 한 사회자가 말했듯이, 그리고 많은 소비자들이 믿는 것처럼 GMO는 위험한가? GMO에 대한 일반 사람들의 공포감은 Green Peace 당원들뿐만 아니라 일부 과학자들에 의해서도 조장되고 있다. 이러한 분위기 속에서 GMO에 의한 제2 녹색혁명은 Africa 대륙에서의 제1 녹색혁명이 지금도 지연되는 것과 같다고도 볼 수 있다. GMO의 환경에 대한 악영향은 과대 선전되어있는 것이 아닌가? 마치 GMO가 화학비료, 농약제보다 더 위험하다고 믿는 사람들도 많다. 나는 이러한 GMO 공포증이 과학적으로 그리고 "Risk Assessment"의 견지에서 볼 때 그 근거가 희박하다고 보여주는 몇 몇 실험 및 경험 사실들을 인용하려 한다. 그리고 올바른 Risk Assessment야 말로 한국의 21세기 BT 산업을 경쟁력 있게 하고 국민 년 소득 2만불 달성에 중요한 기여를 하게 될 것이라고 생각한다. 한국은 농토가 적고 천연자원이 빈약하다. GMO는 21세기의 생존 경쟁 산업이다. 제2의 녹색혁명은 얼마든지 가능하며, 한국은 부족한 농토와 빈약한 자원에도 불구하고 능력 있는 인적자원이 풍부하여 GMO 개발 연구에 국제적 경쟁력을 키울 수 있다. 그러나 GMO에 대한 논쟁만 하고 있으면 이미 때가 늦는다. 미국은 이미 GMO-BT 시장을 거의 완전 독점했으며, 타국에서의 논쟁과 불합리적으로 엄격한 GMO 관련 규정을 조장하고 환영한다.

• Journal of The Korean Association of Information Education
• /
• v.17 no.4
• /
• pp.433-447
• /
• 2013

The purpose of this study is to find out the factors of the students' achievement on the computer training courses which are based on computer practice. In order to improve the academic achievement of the students, it is necessary to analyze the factors affecting academic achievement and apply the results of the analysis to education. In particular, it is necessary to study for finding out factors of the academic achievement in practical computer training courses, because these courses are different from other courses focusing on the theory. In this study, in order to find out the factors, the logistic regression analysis and the decision tree analysis which is the field of data mining were peformed. For the experimental data, the test results of the MOS certification of the S university in seoul were used. Through logistic regression analysis it is found that the factors of the professors, class size, lecture time, group(lecture period) are important in order. Through decision tree analysis of data mining, it is found that there are some additional factors ; entrance year, whether the course is retaken, and the classroom environment. and these various factors effect the academic achievement compositively as identified through the model tree. The tree model was presented as a result of the analysis, and the importance of the factors is expressed numerically from multiple tree models by using the proposed mathematical formula.

• Journal of The Korean Association For Science Education
• /
• v.36 no.3
• /
• pp.399-411
• /
• 2016

The purpose of this study is to investigate implications for future STEAM education by analyzing the surveys by the in-service teachers who participated in the Advanced STEAM Teacher Training Program(ASTTP) for raising interests and understanding of science and technology and nurturing STEAM literacy and problem-solving ability of students. ASTTP was developed for promoting 'teacher competence for STEAM.' ASTTP is a 60-hour program(4 credits), which includes offline intensive course of 38 hours, online training course of 12 hours, a course of implementation at schools for 5 hours, and a workshop for 5 hours (based on the 2014 program). For the offline intensive course, teachers take various professional development classes and activities, such as open-laboratory tours, advanced experiments, mentoring programs, and team projects as well as lectures on diverse disciplines. For the online course, teachers take online classes freely while they are encouraged to work with other teachers in groups. After taking both online and offline courses, the teachers are required to implement their STEAM lesson plans in their classrooms. Finally at the workshop, some selected teachers share how successfully they have implemented STEAM education. About 700 teachers have successfully taken the program from 2012 to 2014. Based on the surveys by the teachers, the program has been modified and improved. Our analysis shows increased professional development in STEAM education for the participating teachers. This study can provide some implication and helpful insights for people who need to develop and manage teacher training programs for STEAM education and other education programs in general.

• Journal of The Korean Association For Science Education
• /
• v.33 no.2
• /
• pp.444-465
• /
• 2013

The purpose of this study is to extract core situations that can arouse various academic emotions and to analyze the characteristics of intensity-frequency of these academic emotions from Korean elementary students in Science classes. To accomplish this study, authors conducted a survey of 642 sixth grade students. The result of the study are as follows: First, science academic emotions varied depending on each of the science learning situations. On the whole, positive-emotions were aroused in science experiment situations and negative-emotions were aroused in evaluation, personality of individuals and other people, teaching-learning method and science experiment situations. If teachers want to manage a specific emotion, they should control the core situations that can arouse that specific emotion. Second, positive-emotions appeared more than negative-emotions in intensity and frequency. But boredom, annoyance and stuffiness appeared the most among negative-emotions. Teachers have to reduce students' boredom, annoyance and stuffiness that are aroused in their science classes. Based on the results, authors become assured that introduction of the emotions was a very useful method in enhancing Korean elementary students' affective domain achievement in science classes.

• Journal of Korean Home Economics Education Association
• /
• v.31 no.4
• /
• pp.81-95
• /
• 2019

This study examined the research trends of sustainable development education in the family life area, focusing on papers published in journals specialized in the Practical Arts (Technology & Home Economics) subject from 1989 to 2018. The papers from three journals were selected based on the titles, abstracts, and keywords for their contents related to sustainable development education. The results were analyzed by frequency analysis and cross-tabulation. Sustainable development education has surged since the mid-2000s when national interest on this topic sharply increased. Rather than focusing on particular content areas in home economics, most research was conducted through an integrated approach. More than half of the studies were conducted in experimental studies, with the largest number of studies involving elementary school students. Of the three components of ESD, research on society was most frequently conducted, followed by the environmental area. The contents of the home economics curriculum and the details of sustainable development were related. More related research should be conducted so that various sustainable development education can improve students' practical problem-solving ability through Practical Arts (Technology & Home Economics) curriculum.

• 전자공학회논문지 IE
• /
• v.47 no.1
• /
• pp.22-33
• /
• 2010

The main purpose of this study was to develope a reflective journal and examine its effects on student's academic achievement and self-regulated learning strategies. For this study, 'a structured reflective journal' was designed through the steps of systems approach with the purpose of enhancing student's academic achievement and self-regulated learning strategies, especially meta-cognition and critical thinking. The reflective journal used in this study contained the constructive elements of (1) self-evaluation with 5 likert scale, (2) learning essay, (3) dialogue with peers, and (4) dialogue with professor. A total of 94 freshmen enrolled in one of two sections of the engineering courses(theory-based class and experiment and practice-based class) participated in the study for 8 weeks. A pre-test-post-test design was used to examine the effects of the application of reflective journal on student's achievement and self-regulated learning strategies. For the result, analysis of covariance was conducted to determine whether there were any academic achievement differences and self-regulated learning strategy differences. The results suggested that students were taking advantages of the reflective journal, and there were statistically significant differences in academic achievement in the experiment and practice-based class and self-regulated learning strategies in both classes.

• Korean Journal of Social Welfare
• /
• v.1
• /
• pp.1-8
• /
• 1979

본 연구(硏究) 보고서(報告書)는 중앙대학교(中央大學校) 부설(附設) 사회복지관(社會福祉館) 운영(運營)의 합리성(合理性)과 그 기능(機能)의 고찰(考察)을 중심(中心)으로 하여 저소득층(低所得層)에 있어서 사회복지관(社會福祉館)의 역할(役割)과 그 봉사활동(奉仕活動)의 내용(內容)이 어떠해야만 한다는 가설(假說)과 합리성(合理性)을 개최(開催)하는 동시(同時)에 금반(今般) 이스라엘, 예루살렘에서 1978년 8월 14일부터 8월 18일까지 개최(開催)하는 국제사회사업(國際社會事業) 대학협의회(大學協議會) 설립(設立) 50주년(周年) 기념학술대회(記念學術大會)에서 본(本) 연구보고서(硏究報告書)를 발표(發表)하도록 의뢰함으로써 그에 준(準)하여 작성(作成)하였으며 동시(同時)에 영문(英文)으로 기재하였다. 본 부설(附設) 사회복지관(社會福祉館)의 운영(運營)의 월지(越旨)와 목적(目的)은 아래와 같이 요약(要約)하고자 한다. 복지사회(福祉社會) 건설(建設)이라는 시대적(時代的)이며 전국적(全國的)인 여망(與望)에 부응(副應)하여 대학(大學)은 그 선도적(先導的) 역할(役割)을 담당하고 인간(人間)의 존엄성(尊嚴性)과 생존(生存)의 교리(?利)를 주장할 뿐만 아니라 국가부흥(國家復興)의 80년대(年代)를 향한 복지시책(福祉施策)의 기를 공고(鞏固)히 하고 사회사업(社會事業)의 토착화(土着化) 내지(內至) 자주성(自主性)을 확립(確立)해야 한다는 철학적(哲學的) 사명(使命)을 다하여야 하기에 본(本) 중앙대학교(中央大學校) 사회사업학과(社會事業學科)에서는 그러한 시범사업(示範事業)의 일환(一環)으로 본(本) 대학교(大學校)가 위치(位置)하고 있는 인근지역(隣近地域)에 사회복지관(社會福祉館)을 설립(設立)하고 다음의 세가지 목적(目的)을 달성하고저 광범(廣範)한 사업(事業)을 계획(計劃), 전개(展開)하고 있다. 1. 사회사업학(社會事業學)은 이론(理論)과 실제(實際)의 긴밀한 연계(連繫)가 강조되는 학문(學問)으로서 학생(學生)들의 실습(實習)을 교수(敎授)가 직접적으로 지도(指導), 감독(監督)함으로써 사회사업(社會事業)의 전문생(專門生)을 개발(開發)내지 발전(發展)시켜 나가야 한다. 2. 직접봉사(直接奉仕)와 학구적(學究的) 실험(實驗)을 통하여 새로운 봉사기술(奉仕技術)과 사업계획(事業計劃)을 개발(開發)하고 정립(定立)시킴으로써 국가적(國家的) 차원(次元)에서 실제분야(實際分野)에 직접 응용(應用)되도록 하여야 한다. 3. 대학(大學)이 위치(位置)하고 있는 인근지역(隣近地域), 특히 영세주민((零)細住民)들의 욕구(慾求)에 따라서 적절(適切)한 봉사(奉仕)를 직접 제공(提供)하여 줌으로써 지역사회문제(地域社會問題) 해결(解決) 참여(參與)하여야 한다. 4. 사업내용(事業內容) 위의 목적(目的)을 달성(達成)하기 위하여 다음과 같은 사업(事業)을 한다. (1) 청소년(靑少年) 집단지도사업(集團指導事業) (2) 가정복지사업(家庭福祉事業) (3) 아동상담사업(兒童相談事業) (4) 의료진료사업(醫療診療事業) (5) 야간교육(夜間敎育事業) (6) 독서실운영사업(讀書室運營事業) (7) 직업훈련사업(職業訓練事業) (8) 가족계획사업(家族計劃事業) (9) 법률상담사업(法律相談事業) (10) 탁아시설사업(託兒施設事業) (11) 기타(其他) 위와 관련(關聯)된 사업(事業)

• Journal of the Korean earth science society
• /
• v.27 no.3
• /
• pp.260-268
• /
• 2006

Students' affective attitude not only influences their achievement in a meaningful way but is also an important educational goal in its own right. This research investigated how students' interest in science varies among elementary, middle, and high-school students based on surveys and reviews of previous research results. We analyzed students learning attitude in terms of (1) interest in and enjoyment of science, (2) instrumental motivation in science, (3) science learning anxiety, and (4) self-concept in science. Major findings are that students showed more negative attitudes in intrinsic motivation, instrumental motivation, value perception of science, and confidence in science as they move in to a higher school level. According to the students' explanation, science classes get boring in higher grades because of difficult contents, lack of experiments and activities, and the teachers' monotonous explanations. Based on the results, recommendations on how to improve students' attitudes towards science are suggested. First of all, we need to secure more science instructional hours in the school curriculum than the 7th national curriculum to implement improved science teaching and learning methods.

• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.1
• /
• pp.243-262
• /
• 2017

This study has its purpose on improving mathematic education by analyzing the effects of the teaching and learning process which adopted 'FOCUS Problem Solving Steps' on student's mathematical problem solving ability and their mathematical attitude. The result is as follows. First, activities through FOCUS Problem Solving Steps showed positive effect on students' problem solving ability. Second, among mathematical attitudes, mathematical curiosity, reflection and value are proved to have statistically meaningful effect and from the result that analyzed changes of subject students, we could suppose that all 6 elements of mathematical attitude had positive effect. Third, by solving questions through FOCUS steps, students felt satisfaction when they success by themselves. If projects which adopted FOCUS Problem Solving Steps take effect continuously by happiness from the process of reviewing and reflecting their own fallacy and solving that, we might expect meaningful effect on students' problem solving ability. Through this study, FOCUS Problem Solving Steps had positive effect not only on students' mathematical problem solving ability but also on formation of mathematical attitude. As a result, it implies that FOCUS Problem Solving Steps need to be applied to other grades and fields and then studied more.

• Journal of Korean Philosophical Society
• /
• v.105
• /
• pp.95-126
• /
• 2008

We are all too aware of the ravages of scientific misconduct in the Korean academic community. Plagiarism and fabricated research have become an important issue after many figures such scientist Hwang Woo-suk, former Education Minister Kim Beong-joon and former Korea University President Lee Phil-sang were involved in research ethics scandals. Recent case of falsified data is the instance of Seoul University investigator Hwnag Woo-suk admittted full responsibility for the fabrication and use of false data in a paper published in 2005. Another important lessons learned by Hwang case were that the need of international accepted standards about research misconduct, the matter of authorship, proper allocation of credit, respect for human subjects in scientific research and conflict of interests. And Education Minister Kim Byong-joon have drawn the attention of the general public to the issue of self-plagiarism. Important lessons learned by Kim case were that the need of clear criteria on what is considered plagiarism and historical application. Most recently, Korea University president Lee Phil-sang plagiarized his pupils' academic work. Important lessons learned by Lee case were that the need of after penalty about research misconduct, research mentoring, and desirable whistleblowing. And I suggested three major lessons learned by synthesized review. The fist is the need of public system and institution, the second is the role of media, and the third is the need and direction of research ethics education. The government, universities and research centers are aware of the matters and lessons learned about reseach ethics of Hwang, Kim and Lee cases. And they suggest to set up education programs, guidelines and institutional measures for research ethics.