• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.542-561
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• 2000

The purpose of this study was to investigate the relationships among elementary school teachers' high school and college backgrounds in science, their attitudes toward teaching science, their science teaching efficacy beliefs, and their instructional strategies. Both quantitative and qualitative research methodologies, were utilized in this study. This paper, however, presents only the results of the quantitative data analysis while expecting to report the qualitative data analysis outcomes afterwards. Four instruments were used to ascertain information concerning teachers' backgrounds in science(the number of high school science courses they took and the grades of courses, the number of college science courses and grades, the number of college science methods courses and grades), attitudes toward teaching science, science teaching self-efficacy beliefs(personal science teaching efficacy and science teaching outcome expectancy), and their instructional strategies(indirect, direct, and mixed methods). A sample of 340 practicing elementary school teachers participated in this study. To determine statistically significant results, Pearson's correlation coefficient was used to relate teachers' backgrounds in science, attitudes toward teaching science, science teaching self-efficacy beliefs and their instructional strategies. The correlation coefficients were statistically significant regarding four variables, teachers' backgrounds in science, attitudes toward teaching science, science teaching self-efficacy beliefs, and instructional strategies investigated in this study. These results can be interpreted that programs of teacher preparations and trainings which include science and science methods courses should help prospective and practicing teachers change in their attitudes and beliefs toward science teaching. It is expected that future studies concerning teachers' attitudes, beliefs, and behaviors toward teaching science can help to improve science teacher education in Korea.

• Journal of Radiation Protection and Research
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• v.38 no.4
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• pp.214-227
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• 2013

Computed tomographic scan as a screening procedures in asymptomatic individuals has seen a steady increase with the introduction of multiple-raw detector CT scanners. This report provides a brief review of the current controversy surrounding CT cancer screening, with a focus on the radiation induced cancer risks and clinical efficacy. 1. A large study of patients at high risk of lung cancer(the National Lung Screening Trial[NLST]) showed that CT screening reduced cancer deaths by 20%(1.33% in those screened compared with 1.67% in those not screened). The rate of positive screening tests was 24.2% and 96.4% of the positive screening results in the low-dose CT group were false-positive. Radiation induced lung cancer risk was estimated the most important in screening population because ERR of radiation induced lung cancer does not show the decrease with increasing age and synergistic connection between smoking and radiation risk. Therefore, the radiation risk may be on the same order of magnitude as the benefit observed in the NLST. Optimal screening strategy remain uncertain, CT lung cancer screening is not yet ready for implementation. 2. Computed tomographic colonography is as good as colonoscopy for detecting colon cancer and is almost as good as colonoscopy for detecting advanced adenomas, but significantly less sensitive and specific for smaller lesions and disadvantageous for subsequent therapeutic optical colonoscopy if polyps are detected. The average effective dose from CT colonography was estimated 8-10 $mS{\nu}$, which could be a significant dose if administered routinely within the population over many years. CT colonography should a) achieve at least 90% sensitivity and specificity in the size category from 6 and 10 mm, b) offer non-cathartic bowl preparation and c) be optimized and standardized CT parameters if it is to be used for mass screening. 3. There is little evidence that demonstrates, for whole-body scanning, the benefit outweighs the detriment. This test found large portion of patient(86~90.8%) had at least one abnormal finding, whereas only 2% were estimated to have clinically significant disease. Annual scans from ages 45 to 75 years would accrue an estimated lifetime cancer mortality risk of 1.9%. There is no group within the medical community that recommends whole-body CT. No good studies indicate the accuracy of screening CT, at this time. The benefit/risk balance for any of the commonly suggested CT screening techniques has yet to be established. These areas need further research. Therefore wild screening should be avoided.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.851-868
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• 2004

The main purposes of this study is to develop a web-based STS biology instruction program (WB-STS) for the scientifically gifted students. The specific main research questions were as follows; 1. How can the WB-STS for biology education be developed and what are the primary components involved in it? 2. Is there any proper validity for developed the WB-STS in biology education? To solve the above mentioned problems, several procedures were applied. First, in order to develop WB-STS for the scientifically gifted students, NCISE, Renzulli' s Enrichment Triad Model and the Iowa Chautauqua program's main characteristics were analyzed systematically and the principles and general process for constructing WB-STS were examined. Additionally, the needs of students and the goals of Biology education were identified thoroughly. And then all these ideas were embodied in an agenda for constructing WB-STS. Second, to analyse the validity and utility of developing WB-STS, a questionnaire was developed and submitted to seven specialists and a group of twenty students who would participate in the experiment later. The main results of study are summarized below: First, WB-STS appeared to be successfully constructed based on Renzulli' s Enrichment Triad Model and the Iowa Chautauqua program. Its main features are that it was made emphasizing a learner-centered approach and constructive learning. It is composed of five steps: Scientific theme selection -${\rightarrow}$Exploration ${\rightarrow}$ Concept & Principle Check ${\rightarrow}$ Finding Solution ${\rightarrow}$ Action. Second, seven specialists and a group of students assessed the developed WB-STS's validity and utility with a questionnaire, the results appeared satisfactory. Students showed high interest in WB-STS and gave a positive evaluation of WB-STS.

• 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.35 no.2
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• pp.217-229
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• 2015

In this study, we explored the development of scientific model through the social-construction process on "combustion." Students were 8th graders from one middle school class. Each student engaged in small group discussions three times and made a group model on combustion. Discourses between peers and teacher were videotaped, audiotaped, and transcribed. The results show that the small groups constructed an initial concept: 'Conditions of combustion', which they then evaluated and revised the initial concept through combustion experiment. Following the discussions, some small groups evaluated their model and made a revised model. Then, the small groups compared various models and constructed a scientific model through consensus within the small group and as a whole class. Finally, students kept revising their model to 'Burning needs oxygen.' This tells us that the social construction process of scientific model made a meaningful role to build scientific model through diverse discussion between the students and their teacher, although they have had some difficult process to reach the final consensus. The data also showed some group features: the members were open to other's ideas. They analyzed the differences between their own ideas from others and revised their model after the whole class discussion. Lastly, they showed the tendency to make a good use of teacher's guidance. This study implies the importance of having social interaction process for students to understand the scientific model and learn the nature of scientific inquiry in class.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.539-550
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• 2016

The purpose of the study is to conceptualize SSI-PCK by identifying major components and sub-components to promote science teachers' confidence and knowledge on teaching SSIs. To achieve this, I conducted extensive literature reviews on teachers' perceptions on SSI, case studies of teachers addressing SSIs, SSI instructional strategies, etc. as well as PCK. Results indicate that SSI-PCK include six major components: 1) Orientation for Teaching SSI (OTS), 2) Knowledge of Instructional Strategies for Teaching SSI (KIS), 3) Knowledge of Curriculum (KC), 4) Knowledge of Students' SSI Learning (KSL), 5) Knowledge of Assessment in SSI Learning (KAS), and 6) Knowledge of Learning Contexts (KLC). OTS refers to teachers' instructional goals and intentions for teaching SSIs. Teachers often present a) activity-driven, b) knowledge and higher order thinking skills, c) application of science in everyday life, d) nature of science and technology, e) citizenship and f) activism orientations for teaching SSIs. KIS indicates teachers' instructional knowledge required for effectively designing and implementing SSI lessons. It includes a) SSI lesson design, b) utilizing progressive instructional strategies, and c) constructing collaborative classroom cultures. KC refers to teachers' knowledge on a) connection to science curriculum (horizontal/vertical) and b) connection to other subject matters. KSL refers to teachers' knowledge on a) learner experiences in SSI learning, b) difficulties in SSI learning, and c) SSI reasoning patterns. KAS indicates teachers' knowledge on a) dimensions of SSI learning to assess, and b) methods of assessing SSI learning. Finally, KLC refers to teachers' knowledge on the cultures of a) classrooms, b) schools, and c) community and society where they are located when teaching SSIs.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.705-715
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• 2016

The purpose of this research is to analyze elementary students' attention characteristics through attention test and eye tracking on real science classes. The SMI's ETG(eye tracker glasses) mobile eye tracker was used to analyze the attention process of elementary students'. The sampling rate of the ETG is 30Hz. The participants of attention test were elementary 155 6th-grade elementary students and the participants for the eye-tracker were six 6th-grade male students. The eye movements were analyzed using the 'BeGaze Mobile Video Analysis Package' program. The results of this research are as follows. First, the attention test results of elementary students showed high correlation between selective attention and sustained attention (.85) and low correlation between selective attention and self-regulation (.32). Second, the attention types of elementary students were divided into four; attention, inattention, easygoing and hasty. Third, elementary students' attention were divided into top-down, bottom-up, default mode network through analysis of elementary students′ eye-movements during real science classes. Also their attention shift occurred frequently due to various reasons in real class situation. There were three reasons that made elementary students fail to handle knowledge-dependent top-down attention; 1) the cognitive failure of target caused by failing to focus attention, 2) the absence of prior knowledge on target object, 3) the analogical failure of prior knowledge. Finally, elementary students' attention process were schematized based on the analysis of students' eye movements and attention test. This research is expected to be utilized as basic data for developing effective teaching strategies, teaching-learning models and instructional materials.

• 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 Aquaculture
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• v.20 no.1
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• pp.19-25
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• 2007

For establishing a basal diet for the Pacific bluefin tuna Thunnus orientalis (PBT), feeding stimulants were initially identified by omission test using the synthetic extract of horse mackerel, Trachurus japonicus. Four feeding trials were conducted using juvenile PBT weighing $9.0{\pm}0.91\;g$ (trial 1, 2 and 3) and $1.6{\pm}0.23\;g$ (trial 4), which were originated from an artificial seedling production. The fish fed the casein diet with each test solution were added at the ratio of 100 g casein diet to 100 g jack mackerel muscle. A complete synthetic extract of jack mackerel containing all 3 fractions, amino acid, nucleotide and organic nitrogenous base, exhibited a comparable feeding stimulant activity compared to that of natural extract. The omission of nucleotide or amino acid fraction showed lower feeding activity, but the omission of other nitrogenous fraction maintained a similar feeding stimulant activity compared to that of the synthetic extract (trial 1). Inosine-5' monophosphate $Na_2$ (IMP) was identified as a major constituent for maintaining feeding activity. The mixture of L-alanine, L-glutamic acid, L-histidine, L-lysine, taurine and IMP induced a similar feeding activity compared to that of the synthetic extract (trial 2 and 3). In trial 4, the highest feeding activity was finally obtained in the mixture of L-histidine, L-glutamine and IMP, followed by the synthetic extract, the mixture of L-lysine, L-alanine and IMP, IMP and the mixture of L-histidine, L-glutamic acid, L-lysine and L-alanine. These results revealed that the mixture of L-histidine, L-glutamic acid and IMP for the proper feeding stimulant of PBT in this study.

• Culinary science and hospitality research
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• v.18 no.4
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• pp.243-254
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• 2012

The purpose of this study is to rapidly produce a sauce using paprika powder in a short period. The test results of moisture content, pH, salinity, color, texture, reducing sugar, amino-nitrogen, and sensory testing are as follows. The water content of sauce (CON) using paprika powder was 26.31%, whereas 31.58% in SP1, 31.40% in SP2, 30.84% in SP3, and 24.08% in SP4. pH value increased with increasing paprika powder (P<0.001). Salinity ranged from 4.87% to 5.22%, which showed a lower value than that of a former study. In terms of color, SP3 showed the highest L value (28.01), and CON showed the highest a and b values (P<0.001). In textural properties, CON showed the highest hardness of 205.50, whereas SP3 showed the lowest hardness of 106.53. Contrary to the results for hardenss (ED:?) CON showed the lowest adhesiveness which was -704.17, SP3 showed the highest value which was -348.93. SP1, and SP2 showed the highest reducing sugar value (P<0.001), and SP1 and SP4 showed the highest and lowest values of amino-nitrogen, respectively (P<0.001). In the results of sensory tesating, SP2 showed the greatest appearance and flavor, but was not found to be significantly different to any of the others. CON, SP1 and SP2 showed the best texture(P<0.05) and SP2 showed the best interest among them with no significant difference. According to these results, SP2 made with 200g of paprika powder, 150g of soy powder, 600g of grain syrup, 500g of water, and 75g of salt showed the highest sensory interest value and was determined to be the most suitable for making the paprika sauce.