• Korean Journal of Environmental Biology
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• v.26 no.4
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• pp.343-348
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• 2008

The study is to investigate the effects of the constructivist instructional model using ARCS strategies (attention, relevance, confidence, and satisfaction) on the environmental conservation of environment textbooks of middle school. The subjects of this study were applied to 135 students sampled 2nd graders of a middle school in Busan. All students were divided three groups according to teaching strategies. The first experimental group is consisted of students who participated in the traditional teaching program, the second is students who participated in the constructivist teaching program, and the third is students who participated in the constructivist teaching program with ARCS strategies. The pre-conceptions test was administered to examine students' pre-conceptions before the instructions. After the instructions, students' acquisition of scientific conceptions, academic achievement, and learning motivation were also tested. On average, the degrees of academic achievement for the group with ARCS strategies were higher than those of other groups and shown a significant difference among three programs. Thus the constructivist teaching program with ARCS strategies was more effective programs in acquisition of environmental conservation conception and learning motivation than the two other teaching programs.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.636-646
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• 2010

The purpose of this study is to confirm secondary biology teachers' recognition about cell and gene concepts that should be taught in biology according to each school level and to classify the concepts into essential, optional and non-essential ones. We developed a questionnaire in consultation with 5 biology professors after selecting some biological concepts from some data about the recommendations of BSCS, biology, study for the connection with biological contents in each school level. This survey was conducted to biological teachers in secondary schools (146 individuals) from all over Korea for studying the concepts of the cell and gene in elementary and secondary schools. The results of this study revealed the following: The number of essential concepts in the cell and gene domain increases as the school levels go up. Moreover, secondary biology teacher recognized that there must be much more cell and gene concepts that should be taught in elementary and secondary schools compared to those suggested in the science curriculum and BSCS' recommendation.

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.219-229
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• 1993

The purpose of this study is to investigate college science students' and science teachers' understanding of chromosomal behavior in the context of cell division. The research problems were as follows: 1. What is the level of college science students' understandings of chromosomal behaviors? 2. What is the level of science teachers' understandings of chromosomal behaviors? 3. What is the level of understanding by grade and major area? The sample consisted of 28 sophomore, 17 junior and 23 senior biology students; and 23 middle school science teachers and 14 high school biology teachers. The instrument of the study was a short answer required paper and pencil test. The results of the study were as follows: 1) About 15 percent of the sample could not count the number of chromosome in a cell in appropriate. 2) Seventy percent of the students, and 80 percent of the teachers identified homologous chromosomes as ones with the similar shape and size, and 30 percent of the whole sample could not pair two homologous chromosomes. 3) About 70 percent of the students and 30 percent of the teachers could not mark corresponding allele on chromosome. 4) Biology major students showed higher understanding of overall chromosomal behaviors than non Biology students. Based upon the results, some implications were made. The major one was a development of a teaching model in which students can improve the ability to connect chromosome theory to mendelian genetics.

• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.250-262
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• 1995

Investigation on the appendices was carried out to acquire teaching materials about improvement of a appendices and development of teaching-learning activities for science textbooks in Korean middle schools. We analysed the appendices for 30 kinds of science textbooks used in Korean middle schools during $1969{\sim}1994$ years. In the results there were three kinds of pattern for the appendices, such as appendix, non-appendix, and similar appendix without appendix title. The content of appendices were summarized as six categories. such as list of science and scientist history, SI unit-constants and symbols, handling methods of instruments for basic experiments, measuring methods and inquiry activity, safety and precautions, and supplementary data with figures and tables. The appendices of six categories were mostly a content of general and integrated science, and were concentrated in the first grader's textbooks. There were many appendices about the methods for basic experiments such as 'How to Use of Experimental Appliances' in the first grader's science textbooks, but there was no or lack of them in the second and the third grader's science textbooks in the middle school. By the ratio to the pages of appendices which were included according to curriculum changes. the ratio was found to be 4.47% which was the highest in middle school science textbooks at the second curriculum and to be 3.47% which was the highest in high school biology textbooks at the second curriculum. The results of this study indicated that the science textbooks should include as many appendices as possible, because teachers could utilize them in teaching activities and students should be able to be given much help in self-learning.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.329-343
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• 2000

The purpose of this study is to develop the middle school science curriculum to enhance creative problem-solving abilities. The reconstructed curriculum consisted of three big components, that is, scientific knowledge, process skills, and creative thinking skills. Five themes have been selected to incorporate with four areas of the middle school science curriculum, namely, physics, chemistry, biology, earth science. The five themes are structure, change, interaction, energy, and stability. Based upon these five themes, the individual or separated scientific knowledges of learners can be put into the unified knowledges. The process skills were observing, measuring, classifying, communicating, inferring, predicting, variable differentiating controling, data gathering analysis, establishing hypotheses, experiment design, and experimenting. Creative thinking skills include divergent and critical thinking. The finally developed curriculum is presented in the form of matrix.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.365-375
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• 1996

Improving of scientific inquiring ability is the major goal of current science curriculum, and the 6th science curriculum. But science educators consider that the existing textbooks and teaching manuals are insufficient to achieve this goal. For science teachers at teaching site to guide students efficiently in research work, development of teaching-learning programs is urgently demanded. Hypothesis Verification Learning Model(HVLM) was applied to classroom situation to improve ability of scientific inquiry in experiment teaching of middle school biology. The effects of the model were analyzed to suggest some approach method to reach the goal of science education in this study. The major results of this study are as following: 1. The students and teachers responded positively on this new learning model. an students were willing to participate in biology experiment and they said that to know what was unknown to them while exchanging ideas and opinions through the discussion, It was hard for teachers to instruct at the first time and it took much time for them to arrange materials ready, but it turned to be easier as time went on. 2. In science process skills, there was no significant difference statistically by new leaning model. Only the formulating a generalization or model showed significant difference statistically between the two groups. 3. For scientific attitude, experimental group did not show significant difference statistically between the two groups, but the experimental group showed statistically more significant positiveness in all areas afterwards than before. 4. In science achievement test, there was significantly higher than the control group. It is also analyzed that they remember the experiments in courses and results they planned and performed by themselves longer than these guided by teachers.

• Journal of the Korean Chemical Society
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• v.55 no.1
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• pp.124-131
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• 2011

This study is conducted to analyze the questioning styles of the parts of chemistry in 17 middle school science textbooks in terms of frequency, types, and placement of questions. The instrument was the Textbook Questioning Strategies Assessment Instrument (TQSAI) developed by the Cooperative Teacher Preparation Program, University of California in 1975. An averaged ratio of questionings/sentences (Q/S) of seventeen textbooks was 13.6% varying from 6.8% to 19.7%. Various question types were used in titles, early and middle steps in the sections except late steps. The comprehending questions were most frequent in the types of inquiry courses and the focusing questions were most frequent in the characteristics of instructional courses. The percentages of empirical questions for the total numbers of questions were slightly larger than nonempirical questions with values of 54.2% and 45.8%, respectively.

• Journal of Microbiology and Biotechnology
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• v.30 no.3
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• pp.427-438
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• 2020

Middle East respiratory syndrome coronavirus (MERS-CoV) infects the lower respiratory airway of humans, leading to severe acute respiratory failure. Unlike human dipeptidyl peptidase 4 (hDPP4), a receptor for MERS-CoV, mouse DPP4 (mDPP4) failed to support MERS-CoV infection. Consequently, diverse transgenic mouse models expressing hDPP4 have been developed using diverse methods, although some models show no mortality and/or only transient and mild-to-moderate clinical signs following MERS-CoV infection. Additionally, overexpressed hDPP4 is associated with neurological complications and breeding difficulties in some transgenic mice, resulting in impeding further studies. Here, we generated stable hDPP4-transgenic mice that were sufficiently susceptible to MERS-CoV infection. The transgenic mice showed weight loss, decreased pulmonary function, and increased mortality with minimal perturbation of overexpressed hDPP4 after MERS-CoV infection. In addition, we observed histopathological signs indicative of progressive pulmonary fibrosis, including thickened alveolar septa, infiltration of inflammatory monocytes, and macrophage polarization as well as elevated expression of profibrotic molecules and acute inflammatory response in the lung of MERS-CoV-infected hDPP4-transgenic mice. Collectively, we suggest that this hDPP4-transgenic mouse is useful in understanding the pathogenesis of MERS-CoV infection and for antiviral research and vaccine development against the virus.

• International Journal of Industrial Entomology and Biomaterials
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• v.5 no.1
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• pp.79-83
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• 2002

The wild silkmoth, Actias gnoma was firstly collected at Suwon located in the middle part of Korea. The developmental and morphological characteristics of A. gnoma reared under the laboratory conditions were analysed. The egg shape was shorter elliptic. The major and minor diameter of the eggs were 2.04 mm and 1.83 mm, respectively. White mucous material was remained inside the eggs after hatching. Also, the body color of the larvae was completely changed from dark brown to light yellowish-green at the 3rd instar, but it did not occur until pupation. In the feeding test on several plants, the oak tree, Quercus acutissima, was newly identified as a host plant. The final larval instar was mostly 6th, but in some larvae it was 7th. A few of larvae ate their own casts just after ecdysis. The whole larval duration ranged from 45 to 59 days. The single cocoon weight, cocoon shell weight and cocoon shell percentage were 1.65 g,31.3 cg and 18.9%, respectively, The cocoon shape and color were spindle and light brown, respectively. The morphology of the silk gland was greatly different from those of Bombyx mori, Antheraea yamamai and Antheraea peryi: the thickness of the middle and posterior silk glands was almost identical.

• IMMUNE NETWORK
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• v.22 no.5
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• pp.41.1-41.16
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• 2022

The human antimicrobial peptide LL-37 has chemotactic and modulatory activities in various immune cells, including dendritic cells. Because of its characteristics, LL-37 can be considered an adjuvant for vaccine development. In this study, we confirmed the possible adjuvant activity of LL-37 in mucosal vaccine development against Middle East respiratory syndrome-coronavirus (MERS-CoV) by means of intranasal immunization in C57BL/6 and human dipeptidyl peptidase 4 (hDPP4)-transgenic (hDPP4-Tg) mice. Intranasal immunization using the receptor-binding domain (RBD) of MERS-CoV spike protein (S-RBD) recombined with LL-37 (S-RBD-LL-37) induced an efficient mucosal IgA and systemic IgG response with virus-neutralizing activity, compared with S-RBD. Ag-specific CTL stimulation was also efficiently induced in the lungs of mice that had been intranasally immunized with S-RBD-LL-37, compared with S-RBD. Importantly, intranasal immunization of hDPP4-Tg mice with S-RBD-LL-37 led to reduced immune cell infiltration into the lungs after infection with MERS-CoV. Finally, intranasal immunization of hDPP4-Tg mice with S-RBD-LL-37 led to enhanced protective efficacy, with increased survival and reduced body weight loss after challenge infection with MERS-CoV. Collectively, these results suggest that S-RBD-LL-37 is an effective intranasal vaccine candidate molecule against MERS-CoV infection.