• Journal of Sasang Constitutional Medicine
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• v.8 no.1
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• pp.295-317
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• 1996

It is researched to elucidate the effects of Taeumjowuitang(TE,太陰調胃湯), Sibimikwanjungtang(SE, 十二味寬中湯) and Yangkeogsanwhatang(SY,凉膈散火湯) on the obesity induced by gold thioglucose and the differentiation and growth of preadipocyte 3T3-L1 in the mouse. The result were as follows: 1. TE,SE and SY extracts improved the blood level of transaminase in the obese mouse induced by gold thioglucose. 2. TE,SE and SY extracts inhibited the increase of liver fat and body fat in the obese mouse induced by gold thioglucose. 3. TE,SE and SY extracts inhibited the increase of body weight in the obese mouse induced by gold thioglucose. 4. TE,SE and SY extracts inhibited the growth of undifferentiate preadipocyte 3T3-L1. 5. TE,SE and SY extracts showed inhibitory effect on the differentiation of preadipocyte 3T3-L1. The above results suggest that the TE,SE and SY extracts may be used on the obesity induced by the overgrowth and differentiation of adipocyte, and the accumulation of fat in liver and body.

• Journal of Aquaculture
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• v.1 no.1
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• pp.67-73
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• 1988

A growth experiment of tilapia (offsprings of the hybrid between Oreochromis niloticus and O. mossambicus) under different dissolved oxygen levels in the recirculating water system was conducted at the Fish Culture Experiment Station of the National Fisheries University of Pusan from February 4 to March 5, 1986. Six tanks with a capacity of $1.8m^3$ of water each were used under the same condition of water parameters except for dissolved oxygen levels which were designated to maintain at 1.5, 2.0, 2.5, 3.0, 3.5 and 4.0 mg/$\iota$. Each tank was stocked with 90 kg of fish each averaging 64 to 69 grams. The average water temperature during the course of the experiment was $22.5^{\circ}C$. The results obtained are summarized as follows: The food conversion efficiencies were very good, being 1.05-1.11 at 3.5, 3.0, 2.5 and 2.0 mg/$\iota$ DO levels without any significant differences among them, but at 4.0 mg/$\iota$ the F. C. was 1.39 and at 1.5 mg/$\iota$ it was 1.61 being very poor compared with the others. The daily growth rate performance was best at 3.5 mg/$\iota$ dissolved oxygen level followed by 3.0 and 2.5 mg/$\iota$ with slight differences while at 4.0 and 2.0 mg/$\iota$ DO levels the growths were significantly poor, and at 1.5 mg/$\iota$ DO level it was extremely poor. In 1.5 mg/$\iota$ group, the fish did not accept feed vigorously and after feeding the fish usually concentrated around the inflow point showing oxygen deficiency response. While at 4.0 mg/$\iota$ high feeding rates tended to waste significant amounts of feed while eating and led to water deterioration, and above these levels the results is considered to lead to a waste of energy with uneconomical performance. On the other hand, at and below 2.0 mg/$\iota$ DO level the tilapia certainly showed a poor growth performance. The experiment indicates that the DO range of 2.5$\~$3.5 mg/$\iota$ is the optimum level for the good growth performance.

• Journal of Science Education
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• v.36 no.2
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• pp.394-407
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• 2012

This study analyzed the result of the National Assessment of Educational Achievement (NAEA) in a Grade 9 Science class. The study first found that the ratio of below basic achievement was 8.1 percent. This means that a large number of middle school students have not reached basic scientific literacy. Second, the ratio of male students in the below basic level was 10.4 percent, which was double the ratio of female students at 5.5 percent. Third, according to the analysis of achievement by gender, female students outperformed male students. In addition, the female students' standard deviation was smaller than that of the male students, and their scaled scores were distributed nearer the average than that of the male students. Furthermore, analysis of achievement by content domains indicated that females outperformed in all content domains including motion and energy, materials, life, and earth sciences. Showing a similar tendency in the behavior domains, females outperformed males in all behavior domains except the understanding domain. Last, for achievement by living area, students living in the middle and small cities showed the highest scaled score, 196.81. Whereas the average scaled score of the students living in the big cities was 196.15; that of the students living in rural areas was 194.86. With respect to the standard deviation, big cities had the largest, 33.73. That of middle and small cities was 33.70, and of rural areas was 32.92. Although students in cities showed higher achievement in science compared to students in rural areas, they had a bigger gap in academic achievement.

• The Journal of Korean Association of Computer Education
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• v.15 no.5
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• pp.11-22
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• 2012

This study aimed to analyze applying TAM model the process that flow factors such as 'harmony of challenge and technology' exert effects on learners' attitudes of keeping learning in STEAM class employing robots. For the study, the 'Energy and Tools' chapter of the science textbook for the 6th grade's second semester was re-arranged, and applied for 189 students, and among them, only the 174 usable data were used for the analysis. As a result of analysis, students' learning immersion factor(factor of harmony of challenge and technology) had deeper effects on the factor of ease of learning than usefulness of learning and this in turn, had an effect on their intention to keep learning ultimately through the factor of value of learning as the study found. As a result of research, it was found that for indications identified, in order to use robots in STEAM class, for the students' intention to keep learning, it's essential for learners to have proper and active attitudes towards learning and basic knowledge of robots, and aspects of values should be considered that based on this, robot can assist in learning and affect results of learning in STEAM class. On the other hand, the factors of ease of learning and the combination of the challenge and technology do not gives direct (+) effect on the intention to continue learning and the value for learning, respectively. However, each of the two factor has indirect influence on each of the dependent variable within the significant range, which is the reason the author includes the result of the analysis.

• Proceedings of the Korea Water Resources Association Conference
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• 2007.05a
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• pp.1145-1148
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• 2007

한국을 비롯하여 논농사 중심지역에서는 하천 주변이 과거에는 농경지로, 그리고 오늘날은 도시지역으로 개발되어 하천의 원형이 거의 유지되지 못하고 있다. 하천은 수역과 수변으로부터 거리에 따라 여러 개의 이질적 생태적 공간이 이어지는 복합생태계로서 하나의 경관으로 볼 수 있다. 하천이 하나의 온전한 생태적 계로서 기능을 발휘하기 위해서는 이들을 모두 포함하는 하천의 원형이 복원되어야 한다. 현존하는 하천복원사업이 수변 구역의 복원에 초점을 맞추고 있지만, 진정한 복원이 이루어지기 위해서는 온전한 강변 식생의 복원이 선결과제이다. 본 연구에서는 유적군락의 형태로 잔존하는 강변 식생을 조사하여 식생복원 모델로 삼고자 한다. 수위와 침수체제에 의해 하천의 횡단구조를 수변, 홍수터 및 제방으로 구분한 후 각 지소의 적합한 식생단위를 구분하여 생태적 복원을 실현하기 위한 정보를 구축하였다. 수변식생으로는 달뿌리풀군락과 갈대군락이 자주 출현하고, 홍수터에는 갯버들군락과 키버들군락이 우세하였다. 그 중 전자의 식물군락은 하상재료가 거친 입자의 지소에 성립하고, 후자의 것은 미세한 입자의 지소에 성립하는 경향이었다. 제방역에는 버드나무군락, 다릅나무군락, 귀룽나무군락, 물푸레나무군락, 산사나무군락, 신나무군락(한탄강 지류), 참느릅나무군락, 물푸레나무-갈참나무군락(한탄강 본류), 오리나무군락(민통선 북방지역), 소나무군락, 황철나무군락, 느릅나무군락(소양강 상류), 왕버들군락(금강 중류) 등이 성립하였다. 이러한 식생정보를 하천의 지리적인 위치에 따라 구분하였고, 생태적 복원 시 도입식물을 결정하기 위한 자료로 삼기 위해 각 식생단위를 이루는 종 조성을 정보 체계화하였다.을 효율적으로 하기 위하여 Solar Unit으로부터 나오는 전기를 중전기에서 밧데리로 축전을 시키고 완전 충전 후에는 나머지 전기는 방전이 되도록 회로를 구성하였다. 사통수문 자원조사 결과에 의하면 현재 저수지에 물공급을 하는 수문은 취수탑 형식이 70% 이상을 차지하고 있으며 나머지 30%의 사통수문 중 원형수문비가 98% 이상을 차지하고 있다. 현재 대체에너지를 사용하는 저수지 사통수문은 없는 것으로 조사되었으며 전력을 사용하는 사통도 조사결과에 의하면 20% 이내로 나타났다. 이러한 결과는 향후 수리시설 개보수시 적은 예산으로 사업을 시행하는 경우 사통수문의 설치방향의 지표가 될 것으로 판단되며 수리시설의 운영관리에 대한 새로운 대안으로 제시할 수 있다.분류되었다. 지표 유거가 많아 배수등급이 매우양호로 분류되던 토양은 정 등(1995)의 분류와 비교하여 대부분 강우 유출 가능성이 큰 쪽으로 조정되었다. 새로운 수문학적 토양유형을 이용할 경우 낮은 토심에서 암반층이 발견되는 산림토양이 분포한 유역이나 산림, 밭 등에 식질 토양이 많이 분포하는 유역에서는 기존의 방법을 이용하는 것보다 강우 유출량이 높게 평가될 것으로 판단된다. 앞으로 강우 유출량 실측자료와의 비교를 통해 지속적인 보정을 하여야 할 것이며 특히 불투수층의 존재시 일괄적으로 D유형으로 분류된 토양의 경우 깊이에 따라 C 또는 D 유형으로 세분하여 조정할 필요가 있다.가 있었다. 에틸아세테이트분회물의 경우 디글로로메탄 분회물에 비해 다소 낮은 저해효과를 나타내었지만 250 ${\mu}$g/ml 농도에서 약 60%의 세포독성 효과를 나타내었다. 디클로로메탄 분획물과 에틸아세테이트 분

• Journal of Science Education
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• v.48 no.2
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• pp.75-90
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• 2024

Contemporary society faces increasingly diverse risks with expanding impacts. In response, the importance of science education has become more prominent. This study aims to analyze the characteristics of existing research on science-related risk education and derives implications for such education. Using detailed bibliometric analysis, we collected citation data from 83 international scholarly journals (SSCI) in the field of education indexed in the Web of Science with the keywords 'Scientific Risk.' Subsequently, using the bibliometrix package in R-Studio, we conducted a bibliometric analysis. The findings are as follows. Firstly, research on risk education covers topics such as risk literacy, the structure of risks addressed in science education, and the application and effectiveness of incorporating risk cases into educational practices. Secondly, a significant portion of research on risks related to science education has been conducted within the framework of socioscientific issues (SSI) education. Thirdly, it was observed that research on risks related to science education primarily focuses on the transmission of scientific knowledge, with many studies examining formal education settings such as curricula and school learning environments. These findings imply several key points. Firstly, to effectively address risks in contemporary society, the scope of risk education should extend beyond topics such as nuclear energy and climate change to encompass broader issues like environmental pollution, AI, and various aspects of daily life. Secondly, there is a need to reexamine and further research topics explored in the context of SSI education within the framework of risk education. Thirdly, it is necessary to analyze not only risk perception but also risk assessment and risk management. Lastly, there is a need for research on implementing risk education practices in informal educational settings, such as science museums and media.

• Journal of Science Education
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• v.44 no.3
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• pp.273-288
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• 2020

This study aims to investigate the presentation of the Nature of Science (NOS) in integrated science textbooks of the 2015 revised curriculum. The five integrated science textbooks published by the revised 2015 curriculum were analyzed with the conceptual framework of the four themes of the Nature of Science (NOS) (Lee, 2013) based on scientific literacy. The four themes of the NOS are 1. nature of scientific knowledge (theme I), 2. nature of scientific inquiry (theme II), 3. nature of scientific thinking (theme III), and 4. nature of interactions among science, technology, and society. The reliability of the textbooks analysis was measured between two coders by the Cohen's kappa and resulted in between 0,83 and 0,96, which means the results of analysis was consistent and reliable. The findings were as follows. First, overall theme II, nature of scientific inquiry emphasized on the integrated science textbooks of the 2015 revised curriculum by devoting the contents over 40 % in the all five publishing companies' textbooks. Second, while the theme II, nature of scientific inquiry was emphasized on the textbooks regardless of the publishing companies, other themes of the NOS were emphasized in different portions by the publishing companies. Thus, the focus among other three themes of the NOS was presented differently by the publishing companies except that in theme II, nature of scientific inquiry was most emphasized on integrated science textbooks. Third, the presentation of the NOS was identified similarly across the topics of integrated science textbooks except on topic 4. Environment and Energy. The theme IV, nature of interactions among science, technology, and society was emphasized reasonably only in the topic of Environment and Energy of the textbooks. Finally, the presentation of the NOS in the integrated science textbooks of the 2015 revised curriculum were more balanced among the four themes of the NOS with focus on the scientific inquiry compared to the previous curriculum textbooks.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.175-188
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• 2008

The purposes of this study were to develop an Earth systems-based earth science module and to investigate the effects of field application. The module was applied to two classrooms of a total of 76 second-year high schoolers, in order to investigate the effectiveness of the developed module. Data was collected from observations in earth science classrooms, interviews, and questionnaires. The findings were as follows. First, the Earth systems-based earth science module was designed to be associated with the aims of the national Earth Science Curriculum and to improve students' Earth science literacy. The module was composed of two sections for a total of seven instructional hours for high schoolers. The former sections included the understanding of the Earth system through the understanding of each individual component of the system, its characteristics, properties and structure. The latter section of the module, consisting of 4 instructional hours, dealt with earth environmental problems, the understanding of subsystems changing through natural processes and cycles, and human interactions and their effects upon Earth systems. Second, the module was helpful in learning about the importance of understanding the interactions between water, rock, air, and life when it comes to understanding the Earth system, its components, characteristics, and properties. The Earth systems-based earth science module is a valuable and helpful instructional material which can enhance students' understanding of Earth systems and earth science literacy.