• 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 The Korean Association For Science Education
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• v.44 no.2
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• pp.209-217
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• 2024

This study aimed to analyze the learning contents related to biotechnology in life science II and general engineering based on the 2015 revised national curriculum and discuss pedagogical implications for biotechnology education. The main findings were as follows: First, while the learning topics of life science II focused on the ethical aspects related to biotechnology, the learning topics of general engineering focused on the industrial aspects of biotechnology. Second, there were types of overlapping biotechnologies in the life science II textbooks and general engineering textbooks. However, the life science II textbooks provided more scientific and professional descriptions of biotechnology principles than the general engineering textbooks. Also, the life science II textbooks provided more specific overall explanations than the general engineering textbooks. There was a lack of ethical considerations concerning biotechnology in the general engineering textbooks. These findings imply that it is necessary to reorganize biotechnology content based on each school's curriculum and student characteristics.

• Journal of Science Education
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• v.39 no.1
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• pp.88-98
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• 2015

The purpose of this study was to examine writing characteristics of scientifically gifted students about biological sciences. To do this study, we analysed their scientific writings related to biological sciences, which were written by scientifically gifted students of 16 groups (20 males and 20 females). They were being taught in the Science Education Institute for the Gifted adjacent for University. Scientific writings related to biological sciences were analysed through categories such as biotechnology, bioethics, sciences in a life, and human health and disease. Scientifically gifted students were lacking in the ability to construct writings and to logically express own contentions according to writings of them. Writings related to biotechnology and bioehics of biological sciences were not better than ones related to sciences in a life, and human health and disease. The results of this study suggested that it should be necessary to develop gifted educational programs to strengthen the scientific writing ability. Especially, scientifically gifted students need to be provided with educational contents about biological issues related to bioethics and biotechnology.

• Journal of Science Education
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• v.36 no.2
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• pp.186-197
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• 2012

The proliferation of bioinformatics in modern biology marks a modern revolution in science that promises to influence science education at all levels. This study analyzed the contents of standards in the 7th and 2007 and 2009 revised high school biology curricula and compared the contents, amount and the presentation styles of bioinformatics with those of biotechnology in biology textbooks. In result, first of all, there are some vague expressions about biotechnology and bioinformatics in the 7th and 2007 revised curriculum. There is a clear expression about biotechnology in 'life science I' and 'advanced biology' of 2009 revised curriculum. Second, more biotechnology is introduced than bioinformatics in 'science', 'biology I', 'biology II', 'life science I' textbooks. Third, in 'biology for high class' textbook, amount of biotechnology contents in the 2007 revised curriculum didn't increase. An more effort to introduce bioinformatics to science high school student is needed according to revising curricula.

• Korean Journal of Ichthyology
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• v.35 no.4
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• pp.340-346
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• 2023

The diet composition of Engraulis japonicus were studied using 1,087 specimens collected by set net fisheries and boat seine fisheries in the coastal waters of Tongyeong, Korea. The size of the specimens ranged from 1.9 to 14.7 cm in fork length. E. japonicus was fed mainly on Copepods, which constituted 50.4% of IRI, followed by Euphausiids, which constituted 47.3% of IRI. Graphical analysis of the diet composition showed that E. japonicus was specialist predator. The result of analysis in ontogenetic changes significantly exhibited among size classes (<8.0 cm, 8.0~10.0 cm, 10.0~12.0 cm, ≥12.0 cm). The proportion of Euphausiids increased, as body size of E. japonicas increased whereas the consumption of Copepods decreased. In the Spring, Autumn and Winter, the diet was dominated by Copepods. In the Summer, the diet was dominated by Euphausiids.

• 대학교육
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• s.138
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• pp.60-65
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• 2005

• Proceedings of the Korean Society of Crop Science Conference
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• 2020.06a
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• pp.36-36
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• 2020

• Korean Journal of Fisheries and Aquatic Sciences
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• v.54 no.6
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• pp.1000-1006
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• 2021

The maturity and spawning of the common octopus Octopus vulgaris were studied using 317 samples collected monthly from January to December of 2020 from the coastal waters of Yeosu, Korea. The mantle length (ML) of O. vulgaris ranged from 5.1 to 19.7 cm and body weight (BW) ranged from 117.6 to 3,645.4 g. We analyzed monthly changes in sex ratio, gonadosomatic index (GSI), histological maturity stage, and body weight at 50%, 75% and 97.5% group maturity. The sex ratio was 1:1.02, which was not significantly different from the value that expected. Based on histological observation of the gonad development and gonadosomatic index, the spawning periods lasted throughout the year, with peak spawning periods estimated from March to April and July to August. The percentages of sexually mature females estimated using a logistic equation were over 50% at 554.46 g BW, 75% at 1,134.38 g BW and 97.5% at 2,474.22 g BW respectively.

• Korean Journal of Ichthyology
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• v.34 no.2
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• pp.113-118
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• 2022

The feeding habits of sandfish, Arctoscopus japonicus were studied using 781 specimens collected by Eastern Sea Danish and gill net from January 2020 to December 2021 in the coastal waters of East Sea, Korea. The size of the specimens ranged from 14.8 to 25.4 cm in total length. A. japonicus were fed mainly on amphipods that constituted 54.7% in IRI. Cephalopods were the second largest prey component. The diets also include small quantities of euphausiids, crabs, shrimps, fishes, and worms. The diet composition of A. japonicus showed changes in season. The cephalopods feeding rate was highest in summer, whereas the proportion of euphausiids was higher in spring than in other seasons. The proportion of cephalopods has increased as the body size of A. japonicus increased, whereas the proportion of amphipods and euphausiids decreased gradually. As the body size of A. japonicus increased the mean weight of prey per the stomach (mW/ST) tended to increase significantly (One-way ANOVA, P<0.05).

• Korean Journal of Medical Ethics
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• v.21 no.4
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• pp.330-343
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• 2018

This article explores some of the ethical issues associated with the fourth industrial revolution and suggests new directions for bioethics education in Korean universities. Some countries have recently developed guidelines and regulations based on the legal and ethical considerations of the benefits and social risks of new technologies associated with the fourth industrial revolution. Foreign universities have also created courses (both classroom and online) that deal with these issues and help to ensure that these new technologies are developed in an ethically appropriate fashion. In South Korea too there have been attempts to enhance bioethics education to meet the changing demands of society. However, bioethics education in Korea remains focused on traditional bioethical topics and largely neglects the ethical issues related to emerging technologies. Furthermore, Korean universities offer no online courses in bioethics and the classroom courses that do exist are generally treated as electives. In order to improve bioethics education in Korean universities, we suggest that (a) new course should be developed for interprofessional education; (b) courses in bioethics should be treated as required subjects gradually; (c) online courses should be prepared, and (d) universities should continually revise course contents in response to the development of new technologies.