• Korean Journal of Ichthyology
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• v.20 no.3
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• pp.173-178
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• 2008

The substrate preferences of juvenile black sea bass Centropristis striata (Linnaeus) was tested in a circular tank (1.5 m diameter${\times}$0.4 m deep) divided into two equal areas of oyster-related (oyster reef and whole oyster shell) and sand substrates. All trials were video taped for 20 min. Tapes were viewed on a monitor and locations of all fish recorded and timed with respect to substrate. $Mean{\pm}SE$ times on oyster shell were $18.1{\pm}2.0min$ (1-fish trial-1) and $17.5{\pm}1.7min$ (5-fish trial-1). $Mean{\pm}SE$ times on sand were $2.0{\pm}1.0min$ (1-fish trial-1) and $2.5{\pm}1.7min$ (5-fish trial-1). Black sea bass juveniles showed a significant preference for oyster reef and shell over sand substrate in single-fish trials (paired t-test, P<0.05) and also in five-fish trials (paired t-test, P<0.05). $Mean{\pm}SE$ times under oyster reefs were $16.6{\pm}2.0min$ in single-fish trials and $10.7{\pm}2.3min$ in five-fish trials. Mean numbers of movements among oyster reefs were $1.1{\pm}1.0$ in single-fish trials and $11.5{\pm}3.1$ in fivefish trials. Fish spent significantly less time under oyster reefs in five-fish trials, compared to single-fish trials (paired t-test, P<0.05) and they moved more frequently in five-fish trials than in single-fish trials (paired t-test, P<0.05). Significantly higher competition for a refuge in five-fish trials may induce less time under oyster reefs as well as frequent movement of black sea bass juveniles on shell substrate.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.385-398
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• 2020

This study aims to examine genetics problem-solving processes of high school students with different learning approaches. Two second graders in high school participated in a task that required solving the complicated pedigree problem. The participants had similar academic achievements in life science but one had a deep learning approach while the other had a surface learning approach. In order to analyze in depth the students' problem-solving processes, each student's problem-solving process was video-recorded, and each student conducted a think-aloud interview after solving the problem. Although students showed similar errors at the first trial in solving the problem, they showed different problem-solving process at the last trial. Student A who had a deep learning approach voluntarily solved the problem three times and demonstrated correct conceptual framing to the three constraints using rule-based reasoning in the last trial. Student A monitored the consistency between the data and her own pedigree, and reflected the problem-solving process in the check phase of the last trial in solving the problem. Student A's problem-solving process in the third trial resembled a successful problem-solving algorithm. However, student B who had a surface learning approach, involuntarily repeated solving the problem twice, and focused and used only part of the data due to her goal-oriented attitude to solve the problem in seeking for answers. Student B showed incorrect conceptual framing by memory-bank or arbitrary reasoning, and maintained her incorrect conceptual framing to the constraints in two problem-solving processes. These findings can help in understanding the problem-solving processes of students who have different learning approaches, allowing teachers to better support students with difficulties in accessing genetics problems.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.10 no.1
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• pp.21-33
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• 1999

The clinical assessment for preschool children who are known to have problems in selfreporting tends to be dependent on outsiders' reporting. Thus, the direct assessment of children's inner experience, thoughts and feelings is difficult. MacArthur Story-Stem Battery(MSSB) developed to learn more about preschool children's mental representation in play is used in this study to help assess clinical preschool children through developmental study of normal children's mental representation. Fifty five children(32boys and 23girls) who performed MSSB, IQ Test, Peabody Picture Vocabulary Test-Revised(PPVT) were videotaped and were analyzed. The results of this study were as follows：1) Children frequently displayed negative mental representation such as atypical negative response, reparation/guilt, punishment, personal injury and so on during emotionally laden play situation. 2) Mental representation of parent appeared positive, disciplinary, and negative in respective. 3) As a result of factor analysis of MSSB content themes, aggressive, prosocial, and oppositional content theme composites were generated. Aggressive content included atypical negative response, aggression, personal injury, and exclusion. Prosocial content included affection, affiliation, and reparation/guilt. Oppositional content included punishment and non-compliance. 4) Mental representation of parent and content themes showed significant correlation. Positive, negative, and disciplinary representation were significantly correlated for prosocial(r=0.40), aggressive (r=0.52), and oppositional(r=0.75) content theme respectively. 5) Among the correlations between parental mental representations and emotional responses, positive parental representation and anxiety showed significant negative correlation(r=-0.43). 6) Among the correlations between content themes and emotional responses, there were significant positive correlations between aggressive(r=0.28) and oppositional content themes(r=0.29) and distress, and were significant negative correlations between prosocial content theme and concern(r=-0.29) and anxiety(r=-0.43). According to the above results, preschool children frequently displayed negative mental representation in emotionally conflictual play situation. Children with more prosocial themes in their stories exhibit more positive parental mental representation. Also, children with more aggressive themes tend to display more negative parental representation and negative emotional responses.

• Journal of the Korean Society of Fisheries and Ocean Technology
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• v.40 no.1
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• pp.29-36
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• 2004

This study deals with an analysis on the sinking resistance for the model purse seine, in the case of different netting material and sinkers. The experiment was carried out using rune simplified model seines of knotless nettings. Dimension of model seines 420cm for corkline and 85cm for seine depth, three groups of models rigged 25, 45 and 60g with the same weighted sinkers in water were used. These were named PP-25, PA-25, PES-25, PP-45, PA-45, PES-45, PP-60, PA-60 and PES-60 seine. The densitie($\rho$) of netting materials were 0.91g/cm$cm^3$, 1.14g/cm$cm^3$ and 1.38g/cm$m^3$. Experiments carried out in the observation channel in a flume tank under still water conditions. Sinking motion was recorded by the one set of TV-camera for VTR, and reading coordinate carried out by the video digitization system. Differential equations were derived from the conservation of momenta of the model purse seines and used to determine the sinking speeds of the depths of leadline and the other portions of the seines. An analysis carried out by simultaneous differential equations for numerical method by sub-routine Runge-Kutta-Gill The results obtained were as follows : 1. Average sinking speed of leadline for the model seines rigged 60g with the same weighted sinkers in water was fastest for 12.2cm/sec of PES seine, followed by 11.4cm/sec of PA and 10.7cm/sec of PP seines. 2. The coefficient of resistance for netting of seine was estimated to be $K_D=0.09(\frac{\rho}{\rho_w})^4$ 3. The coefficient of resistance for netting bundle of seine was estimated to be $C_R=0.91(\frac{\rho}{\rho_w})$ 4. In all seines, the calculated depths of leadline closely agreed with the measured ones, each 25g, 45g, 60g of weighted sinkers were put into formulas meas.=1.04cal., meas.=0.99cal. and meas.=0.98 cal.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.555-569
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• 2012

Many science education research and practices are recently emphasizing the importance of collaborative learning. This study also understands learning in aspects of socio-cultural context, and regarded the creation of meaning in a same-age group as an important learning process. This is most especially true in the premise that the formation of roles in a collaborative learning is important for successful interactive learning. This study aims to find out how roles form in a group. For this purpose, university students participating in a group discussion activity about energy flow and circulation of material were selected as research participants. Discussions among the nine students in one group consisted of cognitive conversations on the topic and operational conversations for preparing a presentation. Video-clips of the discussions were made and transcribed. For the analysis, we developed a framework that includes four interaction functions (cognitive, organizational, meta-cognitive, operational), four action elements (question, simple answer, providing opinion, response to opinion), and two to four intention elements by each action elements. As a result, a total of nine roles were revealed through the interaction function and element; cognitive questioner, operational questioner, simple answerer, operational suggester, organizational commander, operational commander, cognitive explainer, terminator, reflective thinker. These roles are re-classified into seven utterance patterns by the utterance order and object, and they were categorized into three role groups (facilitating interaction, sustaining interaction, finishing interaction). The result means that role formation and function can have influence on learning and interaction. This study is meaningful to the suggestion to collaborative learning including project-based learning, investigation, club activity, and for the re-illumination of the role in an aspect of the interaction.

• Journal of the Korean Society of Fisheries and Ocean Technology
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• v.35 no.2
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• pp.93-101
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• 1999

A simple experimental method was used in an attempt to realize the elevation of the fishing ability of purse seine in the sea area of Cheju Island, the changes of seine volume and tension in the purseline during pursing. Experiments carried out on the six types simplified reduced model seines which were made of knotless nettings. The nettings were woven in different leg length 4.3, 5.0, 5.5, 6.0, 6.6 and 7.7mm of polyester 28 tex two threads two-ply twine, and each of the seines were named I, II, III, IV, V and Ⅵ seine. Dimension of seine models were 450cm for corkline and 85cmfor seine depth, each seines rigged up 160g of float for a floatline and 50g (underwater weight) of lead for a leadline. These model purse seines were made of the scale of 1/200 of its full scale, a 120 ton in the near sea of Cheju Island. Designing and testing for the model purse seines were based on the Tauti's law. Experiments were measured in the observation channel of a flume tank at the static conditions set up shooting and pursing equipments. Motion of purse seine during purse line was recorded by the two sets video camera for VTR which were placed in top and front of the model seine. The reading coordinate of seine volume carried out by the video digitization system, disk data for the purseline tension. An analysis were performed on the changes seine volume and tension in the purseline during pursing. The results obtained were as follows: 1. The seine volume during pursing was largest for Ⅵ seine with smallest d/l followed by V, IV, III, II and I seines, and tension in the purseline was small. 2. Seine volume during pursing can be expressed by the following equation; CVt=l-EXP[｛2.79 (d/l）＋0.35｝t-33.37 (d/l) ＋ 0.57] Where CVt is volume ratio, d is twine diameter, l is leg length and t is pursing time (sec). 3. Tension in the purse line during pursing can be expressed by the following equation; T= 1- EXP ｛0.57t ＋ 13.36 (d/l)+2.97｝ Where T is tension (kg) in the purseline during pursing.

• Journal of the korean academy of Pediatric Dentistry
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• v.34 no.1
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• pp.91-98
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• 2007

The aim of this study was to examine the difference of the depth of sedation using the Bispectral index assessment with and without the added submucosal Midazolam to oral Chloral hydrate and Hydroxyzine for pediatric patients. Twenty seven sedation cases were performed in this study Selection criteria included good health(ASA I), 2 to 6 years of age, the need for sedation to receive dental treatment including anesthesia, and restorative procedure over at least two teeth. Patients were randomly classified into one group taking oral Chloral hydrate(60 mg/kg) and Hydroxyzine(1 mg/kg) and the other group recieving Chloral hydrate(60 mg/kg), Hydroxyzine(1 mg/kg) and submucosal Midazolam(0.1 mg/kg). Nitrous Oxide(50%) was used for both group during sedation. Patients were monitored using a pulse oximeter and a Bispectral monitor. A behavior scale was rated as quiet(Q), crying(C), movement(M), or struggling(S) every 2 minutes watching a recorded videotape. Analysis showed a significant difference in mean Bispectral index and SD during sedation across two groups(P<0.001). The group of patients injected with submucosal Midazolam in addition to oral Chloral hydrate and Hydroxyzine showed a lower mean Bispectral index and a narrower SD. PR and SpO2 for both groups remained within the normal values. Submucosal Midazolam improved the sedation quality by deepening sedation depth without compromising safety and enabled the sedation pattern to be kept more stable.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.902-915
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• 2004

Science drama can be an useful tool for understanding the nature of science, Science-Technology-Society relationship by providing indirect experiences to young students. Specific science concept and knowledge can also be learned with high interests. In this study, to explore the usefulness of science drama in elementary science lessons, two scripts of science drama and lesson plans were developed and implemented. Six step model for science drama lessons was also suggested. One was 'Manhattan Project' which dealt with social, ethical responsibility in using science & technology (science argument drama), and the other was 'Mom, My blood type is O' which explained the heredity of blood type (science concept drama). Two teachers were asked to write their journals during preparation and implementation of science drama lessons, and the lessons were observed by the researcher and video taped for analysis. Some students were interviewed just after the lessons by the teacher and all students were asked to write their impressions, change of their thought, what is leant etc. Overall responses of students and teachers on the two science drama lessons were very positive, 'Mom, My blood type is O' got more positive responses, and girls were more positive than boys. Some students anticipated another science drama even suggest topics for it. 'Mom, My blood type is O' was successful in making students (grade 3) understand the knowledge related with heredity of blood type (71% of the students got perfect answer). In 'Manhattan Project' students (grade 5) perceived more diverse location of responsibility after the lesson, but the danger and harmfulness of atomic power was embossed. This implied the need of more careful planning for the relevant learning activities before and after the play of science drama.Two teachers perceived the science drama as a new, useful tool for some subject which is hard to deal with by other teaching method. They were also satisfied with students' high interest and engagement during the science drama lessons but the extra time and effort for the lessons were pointed out as a main difficulties.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.893-910
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• 2013

The purpose of this study was to identify changes in mental models of students in the elementary school about causes of seasonal changes. During a total of eight sessions, eight sixth graders were asked to describe the causes of seasonal changes through pictures, writing and thinking aloud by using microgenetic research methods, and the changes in mental models were examined. When the research was conducted, linguistic and behavioral factors and contents of interviews of participants were recorded on video. Moreover, a variety of materials such as field observation chart were written by a researcher and mental models records were written by a student. The protocol was written by integration of collected results, and it was repeated to read and was inductively categorized. The results of this study were as follows: First, participants' mental models about causes of seasonal changes were changed in various paths within and across sessions. Participants' mental models that had been more changed in various ways were closer to the scientific model. In addition, like rotation and revolution, students who correctly established the preconceptions related to seasonal changes formed the mental models consistent with scientific concept based on new information. On the other hand, students who did not correctly establish the preconceptions did not deviate from non-scientific mental models. Second, prior knowledge, experience and information which participants held in advance, accuracy of prior knowledge, resolution of inconsistency between new knowledge and existing mental models, activation of mental models through operation of models and drawing an picture affected the changes of mental models. Teachers should provide to learners with sufficient experience which can be configured to various mental models in order to form the scientific concepts. And they need to let learners feel the doubt and resolve it through presentation of new teaching material which is inconsistent with the existing mental models.