• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.818-831
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• 2007

Recognizing the importance of abductive inquiry in Earth science, some theoretical approaches that deploy abduction have been researched. And, it is necessary that the abductive inquiry in a geological field excursion as a vivid locale of Earth science inquiry should be researched. We developed a geological field trip based on the abductive learning model, and investigated students' abductive inference, thinking strategies used in those inferences, and the impact of a teacher's pedagogical intervention on students' abductive inference. Results showed that students, during the field excursion, could accomplish abductive inference about rock identification, process of different rock generation, joints generation in metamorpa?ic rocks, and terrains at the field trip area. They also used various thinking strategies in finding appropriate rules to construe the facts observed at outcrops. This means that it is significant for the enhancement of abductive reasoning skills that students experience such inquiries as scientists do. In addition, a teacher's pedagogical interventions didn't ensure the content of students' inference while they helped students perform abductive reasoning and guided their use of specific thinking strategies. Students had found reasoning rules to explain the 01: served facts from their wrong prior knowledge. Therefore, during a geological field excursion, teachers need to provide students with proper background knowledge and information in order that students can reason rues for persuasive abductive inference, and construe the geological features of the field trip area by the establishment of appropriate hypotheses.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.14 no.3
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• pp.97-110
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• 2019

This study analyzed various factors of influence affecting the will to start a business and established and empirically analyzed a research model to see which factors significantly affect the will to start a business. To this end, we investigated the general characteristics and experiences of individuals, conducted a study on the will to start a business, and analyzed the entrepreneurship passion for startups, the ability to find business opportunities, and the ability to connect with partner companies. The intent to start a business survey was investigated in a recertive style with a 7 point scale, and the reliability and feasibility review were analyzed through the PLS analysis method, which enables the implementation of a measurement model and a structural model. To collect valid data, the survey was conducted using an entrepreneurial curriculum class hours to collect and analyze 421 data. In summary, the results are as follows: First, college students have many opportunities to develop their capabilities through competitions held by universities and support institutions, and by utilizing them, they have no fear of starting a business. Second, the ability of students to discover product clients themselves has been improved by fostering entrepreneurship in the special lectures on startup in universities. Third, it can be seen that it has received various information on startups from support agencies to enhance its commitment to startups. The implications are as follows. First, they should foster entrepreneurship among college students by offering practical oriented courses that can broaden their understanding of startups. Second, it needs to be improved from entrepreneurial enthusiasm to a program that can grow into a company that can collaborate with partner companies and confirm its commitment to corporate establishment and product development and determine market opportunities. Third, it is necessary to establish an ecosystem of start-ups that can carry out systematic planning and performance management as it is weak to carry out projects with will to startups.

• Cartoon and Animation Studies
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• s.37
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• pp.107-142
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• 2014

The purpose of this study is to examine the effects of the teaching English factors on student's communicative competence and motivation by using animation at the College. To achieve this purpose, this study presented an effective integrative teaching model to develop students communicative competence. The study created animation based teaching English model by using the animation of Frozen and applied it to lectures. Using animation in the classroom was a creative English teaching technique involving authentic activities like English dram, English guide contest, and various communicative activities A case study on the use of the animation in English classes at was examined and the language teaching syllabus were provided. In order to investigate the motivation and proficiency of learners, the writer chose 79 students who took the lecture. The study discovered the students' motivation and proficiency in English improved significantly. The results of experiment are as follows: First, using animation in the English class was found to have meaningful influence student's intrinsic motivation to learn English. Second, using animation in the English class was found to be effective for developing student's English proficiency. Third, appropriate materials should be selected and applied it to the real classroom activities. In conclusion, one of disadvantages of learning is less communication and the authentic interaction in a real life, so that the integrative teaching methodology which is combined English content and English animation content is also the effective method to improve student's intrinsic motivations in the age of global village.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.437-447
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• 2014

Learning progressions (LP), which describe how students may develop more sophisticated understanding over a defined period of time, can inform the design of instructional materials and assessment by providing a coherent, systematic measure of what can be regarded as "level appropriate." We developed LPs for the nature of matter for grades K-16. In order to empirically test Korean students, we revised one of the constructs and associated assessment items based on Korean National Science Standards. The assessment was administered to 124 Korean secondary students to measure their knowledge and submicroscopic representations, and to assign them to a level of learning progression for the particle nature of matter. We characterized the level of students' understanding and models of the particle nature of matter, and described how students interpret various representations of atoms and molecules to explain scientific phenomena. The results revealed that students have difficulties in understanding the relationship between the macroscopic and molecular levels of phenomena, even in high school science. Their difficulties may be attributed to a limited understanding of scientific modeling, a lack of understanding of the models used to represent the particle nature of matter, or limited understanding of the structure of matter. This work will inform assessment and curriculum materials development related to the fundamental relationship between macroscopic, observed phenomena and the behavior of atoms and molecules, and can be used to create individualized learning environments. In addition, the results contribute to scientific research literature on learning progressions on the nature of matter.

• Korean Journal of Food Science and Technology
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• v.39 no.3
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• pp.348-352
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• 2007

Inflammation is a complex process resulting from a variety of mechanisms. Combined inhibition of the activities of enzymes involved in the process may therefore be considered more important in anti-inflammatory property of plant extracts than any single contribution. In this study, the inhibitory effects of the ethanol extracts of thirty plant foods on the activities of secretory phospholipase $A_{2}$ ($sPLA_{2}$), cyclooxygenase-1 (COX-1), cyclooxygenase-2 (COX-2), and 12-lipoxygenase (12-LOX) were examined. Several legumes, mungbean sprout and some leaf vegetables inhibited the activity of $sPLA_2$, upstream enzyme of inflammation pathway. Only soybean sprout and mungbean sprout significantly inhibited 12-LOX activity. Although most of extracts inhibited the activities of both COX-1 and COX-2, water dropwort and amaranth showed selectivity for the inhibition of COX-2 over COX-1. Especially, mungbean showed anti-inflammatory property at both upstream and downstream of inflammation pathway with relatively low $IC_{50}$ values for $sPLA_{2}$ and COX-2 enzymes. Mungbean sprout exhibited inhibitory effects on all enzymes related to early and late inflammation and soybean sprout suppressed 12-LOX and COX-2 simultaneously, although the activities of these plants were showed at relatively high concentration. Therefore, mungbean, mungbean sprout, and soybean sprout appear to exhibit anti-inflammatory effects by combined inhibition of inflammatory enzymes.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.570-585
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• 2012

The Korean national curriculum for secondary school emphasizes scientific problem solving. In line with the national curriculum, many educational studies have been conducted in relation to science education. The objects of these studies were well-defined and well-structured problems. The studies were criticized for overlooking ill-defined and ill-structured problems. Some research has dealt with problem finding in ill-structured problems, which is related to creativity. There is a need for a study of scientific problem finding process in an ill-structured problem situation, because this study will help teachers wanting to teach scientific problem-finding in an ill-structured problem situation. The objective of this study was to conduct an empirical study on the scientific problem finding process in an ill-structured problem situation. One task of scientific problem finding in an ill-structured problem situation was assigned to 92 university students; thereafter, 32 of them participated in the research through interviews. Results indicated that the scientific problem finding process depended on initial clues and tentative solutions. Initial clues were affected by students' experiences, such as major classes, films, and novels. Tentative solutions were influenced by background knowledge of the tasks. Students screened information browsed on the Internet. They applied some standards for selection, particularly emphasized reliability standards, which are supposed to be studied in other contexts. All the students used assumptions to make their problems appear probable, which could be a useful tool to articulate.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.582-598
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• 2000

There are many bioethical issues in line with the rapid advance of biology. In this situation, it is important for students to make a rational decision on value problem. In this study 'value inquiry in biology education' is defined as 'the process of rational value judgement and wise decision-making in the biology-related value problem' and the model was developed. To develop the model, value inquiry models were reviewed. Value clarification model is helpful for the formation of the personal value as the process of individual value inquiry, but it isn't helpful for clarifying the value conflicts. Value analysis model focuses on the rational solution of value problem through the logical procedure. But it has the limitations that overemphasizing the logical and systematic aspects results in devaluating students' affective aspects. So it is necessary to coordinate psychological and logical aspects of value inquiry. In this regard, the model was developed, including identifying and clarifying value problem, understanding biological knowledge related to conflict situation, considering on the related persons, searching for alternatives, predicting the consequences of each alternative, selecting the alternative, evaluating the alternative, and final value judgement and affirming it. The educational objectives of value inquiry were selected in consideration of the ability to carry out the steps of the developed model. And the selected contents were animal duplication, test-tube baby, genetic engineering, growth hormone injection problem, brain death, organ transplant, animal to be experimented and were organized on the basis of the 6th and the 7th science curriculum. And the suitable instructional models for the value inquiry education were selected: bioethical value clarification decision-making model, group presentation according to the value analysis model, role play and debate, and discussion through web forum. And the interview was considered to be suitable to evaluate the students' value inquiry ability and the rubric was made to evaluate the attainment of the educational objectives for value inquiry.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1367-1384
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• 2013

The purpose of this study was to develop a Science Academic Emotion Scale for Elementary Students. To make a scale, authors extract a core of 14 emotions related to science learning situations from Kim & Kim (2013) and literature review. Items on the scale consisted of 14 emotions and science learning situations. The first preliminary scale had 174 items on it. The number of 174 items was reduced and elaborated on by three science educators. Authors verified the scale using exploratory factor analysis, confirmatory factor analysis, inter-item consistency and concurrent validity. The second preliminary scale consisted of 141 items. The preliminary scale was reduced to seven factors and 56 items by applying exploratory factor analysis twice. The seven factors include: enjoyment contentment interest, boredom, shame, discontent, anger, anxiety, and laziness. The 56 items were elaborated on by five science educators. The scale with 56 items was fixed with seven factors and 35 items to get the final scale by applying confirmatory factor analysis twice. Except for Chi-square and GFI (Goodness of Fit Index), other various goodness of fit characteristics of the seven factors and 35 items model showed good estimated figures. The Cronbach of the scale was 0.85. The Cronbach of seven factors are 0.95 in enjoyment contentment interest, 0.81 in boredom, 0.87 in shame, 0.82 in discontent, 0.87 in anger, 0.77 in anxiety, 0.81 in laziness. The correlation coefficient was 0.59 in enjoyment contentment interest, 0.54 in anxiety, 0.42 in shame, and 0.28 in boredom, which were estimated using the Science Academic Emotion Scale and National Assessment System of Science-Related Affective Domain (Kim et al., 1998). Based on the results, authors judged that the Science Academic Emotion Scale for Elementary Students achieved an acceptable validity and reliability.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.187-195
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• 2019

The purpose of this study is to diagnose the operation status of high school integrated science newly introduced in the 2015 revised national curriculum and first applied in 2018, to examine teachers' perception on the new educational policy, and then based on this, extract implications for settling down the policy. A survey was administered to science teachers who participated in the in-service teacher training on integrated science, and the responses of 384 high school science teachers were analyzed. According to the results of the survey, integrated science was allotted six units to each school, and two or more teachers divided achievement standards and were responsible for them in many cases. Science teachers pointed to the increase of student-oriented activities as the biggest change due to the application of integrated science and also showed a positive attitude towards increasing the proportion of performance-based assessment, diversifying evaluation methods, increasing teacher consultations, and enhancing the holistic understanding of natural phenomenon, etc. In particular, teachers with 15 years or more of teaching experience were significantly positive about the increase of student-oriented activities, diverse assessment methods, and opportunities of teacher consultations. For teachers with a sub-major in science, teaching about non-majored contents was the most difficult and it was also difficult to determine the appropriate level of contents to teach. Teachers who majored common science, however, rarely complained about teaching non-majored content. In the case of two teachers in charge of integrated science, there was a statistically significant demand for subject matter knowledge as training content, and for mixed education incorporating theory and practice and customized training as a training method. In the case of one teacher responsible for the subject, there was a relatively lower demand. From these results, some implications for the successful implementation of integrated science were discussed.