• Journal of Applied Biological Chemistry
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• 제51권3호
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• pp.136-138
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• 2008

• Bulletin of the Korean Chemical Society
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• 제13권6호
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• pp.581-584
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• 1992

• Bulletin of the Korean Chemical Society
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• 제9권1호
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• pp.5-9
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• 1988

Pattern recognition techniques have been applied for the extraction of some regularities of water samples under a wide variety of locations related to Han-River. For that purpose, an eigenvector analysis has been applied for defining each class so as to use the class as a training set for class analogy model of SIMCA. The models thus obtained have been used for the allocation of test samples between groups.

• 한국과학교육학회지
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• 제27권6호
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• pp.529-545
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• 2007

Questioning forms an integral part of most strategies for effective teaching when the class consists of difficult content. Science including chemistry is usually content-rich, but difficult to understand without supporting lab experiments, subsidiary visual materials and model kits. Engaging the attention and interest of students in such a subject, therefore, is the key to the success of a daily lesson in the classroom. However, generating meaningful questions requires a certain level of information and metacognitive skills on the part of the teacher. The purpose of this study was to find out the framework of effective teachers' questioning with a large group in chemistry class: how teachers used questioning to engage their students in such a big class, to identify a variety of forms of feedback provided by students and to develop a model of question-inducing strategies. We investigated the teachers' recognition of their questioning and the students' recognition of teachers' questioning by surveying over 82 teachers and 434 students in Korea. The survey findings show that the questionnaire can be categorized into four elements: the theme of the teachers' questions (T), students' inquiries (I), methods of teachers' questioning (M) and encouragement of students (E). These elements can be analyzed and sub-categorized to find out which elements are effective in good questioning, even though the elements are interwoven tetrahedrally.

• 공학교육연구
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• 제13권5호
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• pp.15-19
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• 2010

Upon request from the Tokushima Prefectural Senior High School of Science and Technology, two faculty staff members and eight students of The University of Tokushima visited the high school and set up a chemistry laboratory class for 59 students. Since the participating senior high school students were freshmen, four simple, safe and visual experiments were selected: 1) Water purification, 2) Surface modification, 3) Briggs-Rauscher reaction, and 4) Polymer synthesis and characterization. All experiments received a favorable reception as a follow-up questionnaire verified. Since the high school students enjoyed the experiments it is hoped that the results will strengthen the students' interest in chemistry. It was good opportunity for the observers; they recognized the difficulty of teaching students.

• 대한화학회지
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• 제64권1호
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• pp.38-48
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• 2020

이 연구는 논의기반 탐구 과학수업의 학급 논의 활동에서 나타나는 중학생들의 인식론적 사고의 특징을 알아보고자 5개 주제에 대한 논의기반 탐구 과학수업의 수업 동영상 및 활동지를 수집하여 분석하였다. 연구 결과, 학생들이 학급 논의 과정에서 지식의 원천으로 사용한 증거의 출처로는 실험 자료를 활용한 유형이 가장 많이 나타났으며, 활동 방식에 따라서 개인적인 경험에 기반을 둔 유형과 과학 원리를 증거로 활용하는 유형이 추가로 나타났다. 또한 학급 논의에서 주제에 따른 지식 정당화의 수준 차이는 비슷하게 나타났으나, 주장 정당화의 하위 평가 요소 중 주장 타당성, 증거 타당성 및 논의과정 요소 사용의 수준은 높았지만 반박 타당성의 수준은 낮게 나타났다. 마지막으로 학급 논의 전후의 주장 변화를 분석한 결과, 주장변경 유형은 잘못된 주장의 정정 유형, 불명확한 내용의 명료화 유형, 개념의 확장 유형으로 분류할 수 있었으며, 이 중 잘못된 주장을 정정하는 유형이 가장 높은 비율로 나타났고, 개념의 확장 유형, 불명확한 내용의 명료화 유형의 순서가 차례대로 나타났다.

• Bulletin of the Korean Chemical Society
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• 제34권7호
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• pp.2143-2147
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• 2013

Matrix assisted laser desorption/ionization (MALDI) mass spectrometry (MS) is a very effective method for lipid mass fingerprinting. However, MALDI MS suffered from spectral complexities, differential ionization efficiencies, and poor reproducibility when analyzing complex lipid mixtures without prior separation steps. Here, we aimed to find optimal MALDI sample preparation methods which enable selective or class-wide mass fingerprinting of two totally different lipid classes. In order to achieve this, various matrices with additives were tested against the mixture of phosphatidylcholine (PC) and cerebrosides (Cers) which are abundant in animal brain tissues and also of great interests in disease biology. Our results showed that, from complex lipid mixtures, 2,4,6-trihydroxyacetophenone (THAP) with $NaNO_3$ was a useful MALDI matrix for the class-wide fingerprinting of PC and Cers. In contrast, THAP efficiently generated PC-focused profiles and graphene oxide (GO) with $NaNO_3$ provided Cer-only profiles with reduced spectral complexity.

• Bulletin of the Korean Chemical Society
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• 제33권12호
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• pp.4227-4230
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• 2012

• 대한화학회지
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• 제68권3호
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• pp.160-175
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• 2024

본 연구의 목적은 AI 분류 모델을 기반으로 한 화학 I 수업의 효과를 검토하고자 한다. 이를 위하여 경북 D 고등학교에서 2023년 1학기에 시행된 화학 I 수업에서 AI 분류 모델을 활용한 수업의 개발과 적용 후 그 변화를 탐색하였다. 교과 내용과 AI 도구를 선정하고 교과-AI융합 교육 모형 및 AI 하드웨어 소프트웨어를 결정한 후, 프로그램의 세부 활동을 개발하여 실제 수업에 적용하였다. 수업 적용 후, 학생들의 화학 개념 형성, AI 가치 인식, AI 기반 메이킹 역량의 세가지 측면에서 자기 효능감이 향상되었음이 확인되었다. 구체적으로, 텍스트 및 이미지 분류 모델 기반의 화학 수업이 학생들의 화학 개념 형성에 대한 자아 효능감에 긍정적인 영향을 미쳤으며, 학생들의 AI 가치 인식과 흥미를 증진시켰고, 학생들의 AI와 피지컬 컴퓨팅 능력을 향상시키는데 기여하였다. 이러한 결과는 AI 분류 모델을 기반으로 한 화학 I 수업이 학생들에게 긍정적인 영향을 미침을 보여주며, 교육현장에서의 유용성을 입증한다.

• Bulletin of the Korean Chemical Society
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• 제33권12호
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• pp.4169-4172
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• 2012

To elucidate the roles of cysteine residues in rice Phi-class GST F3, in this study, all three cysteine residues were replaced with alanine by site-directed mutagenesis in order to obtain mutants C22A, C73A and C77A. Three mutant enzymes were expressed in Escherichia coli and purified to electrophoretic homogeneity by affinity chromatography on immobilized GSH. The substitutions of Cys73 and Cys77 residues in OsGSTF3 with alanine did not affect the glutathione conjugation activities, showing non-essentiality of these residues. On the other hand, the substitution of Cys22 residue with alanine resulted in approximately a 60% loss of specific activity toward ethacrynic acid. Moreover, the ${K_m}^{CDNB}$ value of the mutant C22A was approximately 2.2 fold larger than that of the wild type. From these results, the evolutionally conserved cysteine 22 residue seems to participate rather in the structural stability of the active site in OsGSTF3 by stabilizing the electrophilic substrates-binding site's conformation than in the substrate binding directly.