• Journal of Science Education
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• v.36 no.2
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• pp.198-215
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• 2012

Purpose of this study is to clarify the effect of creative science writing for interest of biology and scientific attitude on high school student. Creative science writing is a learning method to enhance comprehension and expression of thinking of science contents related to daily life. 148 students were recruited and divided into two groups, experimental group were experience creative science writing lessons. On the other hand, contrary group were applied interest enhancement lessons excepted creative science writing activity. To investigate the effect of creative science writing, interest check of biology was used, and scientific attitude test was used to understand changes in student's scientific attitude. Experimental group had taught using creative science writing and their awareness of the instruction was analyzed with questionnaire. As a result of this study, the class based on creative science writing was effective in improving high school students' interest in biology and in particular it was helpful in promoting interest in biology and learning of biology. It suggested that the class based on creative scientific writing used a new teaching method unlike existing methods, caused them to have interest in the instruction by making them express their daily life freely not to memorize learning contents, applied learning contents to daily life through many kinds of writings and then enhanced their interest in biology. Indeed, the class based on creative science writing had the positive influence on changes in the scientific attitude of high school students. Since creative science writing is writing one's own idea through extensive thinking based on learning contents, it was effective in arranging the process of thinking and changing their scientific attitude into positive one. Consequently, it was concluded from the above results of the research that the teaching using creative science writing was available as the effective teaching methods to improve high school students' interest in biology and change their scientific attitude into positive one.

• Journal of Science Education
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• v.36 no.2
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• pp.381-393
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• 2012

This study was analyzed that what kind of elements for STEAM, except scientific commonsense, are contained in 2009 revised chemistry textbooks I for high school students. So first, elements of STEAM in textbooks were examined by following three sections; by publishing company, each unit and area of textbook. For reference, new sub-elements of STEAM were set because existing elements of STEAM is incongruent with current textbooks. As a result, most chemistry textbooks included elements of STEAM properly for inter-related learning with the other fields. Every textbook had its unique learning methods for utilizing elements of STEAM and they were unified as one way. Depending on textbooks, learning methods were little bit different from the others. Also, detailed elements of STEAM contained in textbooks were classified just 14 types. And they were even focused on a few elements according to sort of textbook. Thus, it seemed that there was a certain limitation of current education of STEAM in chemistry Field. By the unit, according to the curriculum, contained elements of STEAM were different. Almost all elements of STEAM were located in I section. Consequently, it is difficult to include elements of STEAM if mathematics or history were not existed in curriculum. Lastly, by the area, most of all elements of STEAM were included in reference section. Almost all elements of STEAM were focused on art and culture. Thus, STEAM was used for utilization about chemical knowledge in substance. Otherwise, convergence training for approach method was not enough in chemical knowledge.

• Journal of Science Education
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• v.37 no.3
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• pp.525-537
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• 2013

The purpose of this study was to investigate science integrated process skill of the students in science education center for the gifted. In order to do this, 'free-response test for the assessment of science process skills' developed by Yu-Hyang Kim(2013) was administered to 102 students(15 in elementary school science class, 58 in middle school science class I, and 29 in middle school science class II) who attend the program of science education center for the gifted in C university. The assessment tool measured 9 skills ; formulating inquiry questions, recognizing variables, formulating hypotheses, designing experiment, transforming data, interpreting data, drawing conclusions, formulating generalizations, and evaluating the designed experiments. As a result, the students in science education center for the gifted had relatively high scores in the area of 'formulating hypotheses' and 'recognizing variables', but they had relatively low scores in the area of 'transforming data', 'interpreting data', and 'evaluating the designed experiments'. The 2 items' percentage of correct answers were below 40% ; one is about a drawing a line graph in 'transforming data', and the other requires finding improvements of the experimental design in 'evaluation'. There was no significant difference between boys' scores and girls's one, and between the scores of students in the field of biology and those of students in the other fields(physics, chemistry, and earth science) in science integrated process skills. And there was significant difference according to the periods receiving the gifted education in 'formulating generalizations'. The teaching and learning has to focus on improving science integrated process skills in the program of science education center for the gifted and teaching and learning materials needs to be developed.

• Journal of Science Education
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• v.37 no.3
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• pp.434-445
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• 2013

The purpose of this study is to aid the teaching strategy for the teacher by investigating the preconception of the earthquake for 4th grade students in elementary school before learn the curriculum. For this, 31 grade students who lived in Seongnam in Gyeonggi province were interviewed with the questionnaire. The following is the findings. On the definition of an earthquake, 64.9% of the students had scientific conception. On the question of 'what happens on the ground when there is an earthquake', 59.2% of the students responded shaking or cracking of the earth, ground, things or building. On the question of 'what a person should do when there is an earthquake', most of the students responded by more than two answers. In contrast, on the causes of an earthquake, there were the largest percentage (35.3%) students who answered they didn't know. Except for one student, there were no students had talked about scientific conception. On the question of 'what happens below when there is an earthquake', 26.3% of the students responded they didn't know. On the place where an earthquake occurs rather frequently, 22.2% of the students mentioned an island. On the reason, 39.9% of the students responded they didn't know and there were no students with scientific answers. This study showed 4th grade students had scientific conception on the definition of an earthquake, and they had many experience interaction with external environment on 'what happens on the ground when there is an earthquake', 'the place where an earthquake occur rather frequently'. However the students had relatively small experience on the causes of an earthquake, on 'what happens below the ground when there is an earthquake', and earthquake-prone areas. Based on this study, additional research must be conducted on science in which the students' preconceptions is investigated to connect back to curriculum development. In addition, consideration must be given on how to integrate the thinking processes of students during the curriculum development process.

• Journal of Science Education
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• v.40 no.3
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• pp.267-286
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• 2016

The study aimed to investigate a research trend in science gifted education of six years from 2010 to 2015 by utilizing literature analysis and Social Network Analysis (SNA) methods. In this study, 275 papers published in eight major academic journals of science education and gifted education were selected as research subjects. First, through the literature analysis, it was found that the most frequent research topics were cognitive characteristics (25.8%), curriculum/programs (22.6%), and social and emotional characteristics (20.2%). For the research method employed in research papers, the survey research (46.5%) was appeared as the most frequently employed method, and followed by experimental (18.8%), program development (10.6%), correlation (10.3%), and qualitative (6.4%) research methods. The most frequent research subject was appeared as middle school students (33.7%) and followed by elementary school (30.6%), and high school (12.7%) students. Second, the SNA method was utilized for producing keyword frequency, degree centrality and network analyses. It was appeared that the most common keywords over six years included 'science gifted', 'gifted education', and 'creativity' and frequent keywords were science gifted, gifted education, gifted, creativity, science inquiry, perception, (creative) problem solving, science high school, scientific attitude, and STEAM. Third, through 2-mode network analysis, it was found that the research papers about cognitive characteristics were mainly related to perceptions, thinking ability, scientific argumentation, science inquiry and so on. It was also found that the research papers about social and emotional characteristics were related to correlation, motivation, creativity-character, self-efficiency and so on. It was concluded that the SNA method can be performed with literature analysis together for better understandings and interpretations of the research trend of science gifted education in-depth.

• KOREAN JOURNAL OF CROP SCIENCE
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• v.51 no.spc1
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• pp.185-192
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• 2006

This experiment was conducted to assess genetic diversity of waxy corn inbred lines and to identify SSR markers related to major characteristics affected kernel quality for improving waxy corn $F_1$ hybrid with good quality. Diversity of 64 waxy com inbred lines was evaluated using 30 microsatellite markers. The 30 microsatellite markers representing 30 loci in the maize genome detected polymorphisms among the 64 inbred lines and revealed 225 alleles with a mean of 7.5 alleles per primer. The polymorphism Information content (PIC) value ranged from 0.14 to 0.87, with an average of 0.69. Based on Nei's genetic distances, the 64 inbred lines were classified into 9 groups by the cluster analysis. The group I included 26 inbred lines (41%), other groups included 3 to 9 inbred lines. One-way analysis of variance was conducted to identify significant relationship between individual markers and major characteristics that affect kernel quality. The analysis showed that umc1019 was related to amylopectin and crude protein content, me 1020 to amylopectin content and peak viscosity, and bnlg1537 to 100-kernel weight, kernel length, and kernel width.

• KOREAN JOURNAL OF CROP SCIENCE
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• v.54 no.4
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• pp.375-383
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• 2009

This study was carried out to develop transgenic rice cultivars with the CAX1 (accession no. U57411) gene. We successfully selected the transgenic rice plants over-expressing the Arabidopsis H+/$Ca^{2+}$ antiporter CAX1 (accession no. U57411) gene in T6 generation. The brown rice of the CAX1 expressing rice contained 13.4~68.0 % more calcium $(Ca^{2+})$ than that of the wild type and 5 lines were selected based on the phenotypes compared to the control cultivar at the GMO field. The CAX1 expressing transgenic rice plants were similar in phenotype to the wild type during the whole growth period. Also these selected 4 lines appeared to be resistant to blast, cold and water solution compared with the wild type. Difference in 1,000 grain weight of brown rice was observed among each line but grain shape did not show any morphological alternations. These results suggest the enhanced Ca-substrate specificity of CAX1 exchanger in donor plant. Therefore, intact CAX1 exchanger can be functionally useful for $Ca^{2+}$ nutrient enrichment of rice with reduced accumulation of undesirable cation.

• KOREAN JOURNAL OF CROP SCIENCE
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• v.59 no.2
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• pp.151-161
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• 2014

Sesame lignan, including sesamin and sesamolin has been reported to have various content according to accessions and environmental factors. The objective of this study were to analyze the lignan variation of 143 sesame accessions from core collection in Korea and to test the effects of growing years and locations on lignan and lipid content of Korea sesame elite lines. The results showed that the core sesame germplasm in Korea has broad variation of lignan content from 2.33 to 12.17 mg/g with an average 8.18 mg/g. Among tested sesame accessions, the IT184615 had the highest lignan content of as 12.17 mg/g. So this accession will be a good genetic resource for developing a high lignan sesame variety. The sesamin and sesamolin content for sesame accessions across origin had significant difference. The average lignan content of accessions collected from Russia (10.0 mg/g) and Nepal (9.08 mg/g) were relatively higher than other countries. The sesamin and sesamolin content for sesame accessions across seed coat color had significant difference. The average lignan content of sesame with white, brown and black seed coat color was 8.61, 7.51, and 5.49 mg/g, respectively. The variation of lignan and lipid content was significantly different across elite lines, locations and growing years. Therefore, it is important to find sesame accessions having high lignan content with environmental stability.

• Economic and Environmental Geology
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• v.38 no.2 s.171
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• pp.113-127
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• 2005

Cretaceous intrusive and extrusive rocks are widely distributed in the southwestern part of the Korean peninsula, possibly the result of intensive magmatism which occurred in response to subduction of the western proto-Pacific plate beneath the north-eastern part of the Eurasian plate. Geochemical and petrological study on the Cretaceous granitic rocks were carried out in order to constrain the petrogenesis of the granitic magma and to establish the paleotectonic environment of the area. Whole rock chemical data of the granitic rocks from the study area indicate that the all the rocks have characteristics of calc-alkaline series in the subalkaline field. The overall geochemical features show systematic variations in each granitic body, but the source materials of each granitic body are thought to have been different in their chemical composition. Higher values of $Fe_2O_3/FeO$ of the granitic rocks in the western area suggest that the granitoids had been solidified under highly oxidizing environment. The granitic bodies in the eastern area also show higher contents of Li, Ni, Co, Sr, Cr, Sc and lower Rb and Nb compared to the those of the western area. Chondrite normalized REE patterns show generally enriched LREE and strong negative Eu anomalies in the western wet while slight to flat Eu anomalies in the east-ern area. The REE and $(La/Lu)_{CN}$ of the granites are $60{\~}499ppm$ and $8.9{\~}66$ correspond to the range of the continental margin granite. On the ANK vs. ACNK and tectonic discrimination diagrams, parental magma type of the granites corresponds to I-type, VAG and syn-collision granite. Interpretations of the chemical characteristics of the granitic rocks favor their emplacement in a compressional tectonic regime at continental margin during the subduction of proto-Pacific plate.

• Economic and Environmental Geology
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• v.32 no.4
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• pp.353-363
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• 1999

The Cretaceous and the Upper Jurassic strata of the Korean Peninsula, entirely of continental facies, form a sedimentary mega-unit subdivided into three unconformity-bounded units. The lower, Upper Jurassic-early Lower Cretaceous unit (Jasong Synthem) occurs profusely in North Korea and is characterized by volcanic rocks of intermediate to acidic, calc-alkaline to alkaline compositions; but strata of this unit is very rare in South Korea. The middle, Hauterivian-Lower Albian unit occurs commonly in the Korean Peninsula, but some alkalinesubalkaline basalt and andesite occur only in South Korea. A recently obtained U-Pb isochron age about 113.6 Ma (Chang et at, 1998) from the zircon grains of the Kusandong Tuff in the uppermost part of the Haman Formation has thrown much light on the age of this unit. The stratotype of this Hauterivian-L. Albian unit is the Sindong and Hayang Groups of the Kyongsang Basin, where the unit is about twice thick and has more conglomerates than in sedimentary basins in North Korea. The unit shows various sedimentary cycles in different basins showing that the cyclicity is controlled by local crustal motion. The upper, Upper Albian-Upper Cretaceous unit is abundant in South Korea with prolific volcanic rocks which are intermediate to acidic and notably calc-alkaline. In North Korea, however, this unit occurs in only one locality without volcanic rocks and is not voluminous. The distribution of these three unconformity-bounded units shows a stepwise younging toward the Pacific Ocean: the lower unit occurs mainly in N Korea, the middle unit occurs in both N and S Korea, and the upper unit occurs mainly in the southern part of S Korea. The Cretaceous sedimentary basins of S Korea were genetically controlled by paralleling sinistral strike-slip faults parallel to the Pacific margin.