• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.242-254
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• 2011

The purpose of this study was to understand the teaching effects according to the cognitive levels after conducting inquiry activities using science notebooks in the open inquiry activities of the elementary science class. The results of this study were as follow. first, students having the open inquiry activities using science notebooks showed improvement in scientific inquiry abilities in both groups with the low and high cognitive level. Second, regarding the changes of scientific attitudes, both groups with the low and high cognitive level exhibited improvement. According to the result of analyzing interaction between the cognitive level and class treatment on the effects for scientific inquiry abilities and scientific attitudes, there was no difference by the cognitive level. And the use of science notebooks in open inquiry activities had effects on improving scientific inquiry abilities and scientific attitudes regardless of the cognitive level.

• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.106-112
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• 2023

This study proposes learner participatory activities for learner-centered college liberal arts classes. In addition, it analyzes learners' perceptions of and satisfaction with learner-centered classes and identifies the issues that must be considered when planning learner-centered activities for college liberal arts classes. The study used a learner-centered participatory activity in which participants created a 4-cut cartoon addressing a specific theme. An open-ended questionnaire was administered to identify learners' attitudes about and satisfaction with the learner-centered classes. It showed that most learners (87.5%) were highly satisfied with the 4-cut cartoon creation activities in the learner-centered participatory class. Learners identified the burden- free nature of the class activities, the fact that they improved their understanding of class content, and that they were fun (not boring) as the main reasons they found the class activities satisfying. In liberal arts English classes, more diverse participatory class activities should be developed to arouse interest and motivation of learners and encourage learners' participation.

• BMB Reports
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• v.40 no.4
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• pp.511-516
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• 2007

A glutathione S-transferase (GST) related to the phi (F) class of enzymes only found in plants has been cloned from the Oryza sativa. The GST cDNA was cloned by PCR using oligonucleotide primers based on the OsGSTF5 (GenBank Accession No. $\underline{AF309382}$) sequences. The cDNA was composed of a 669-bp open reading frame encoding for 223 amino acids. The deduced peptide of this gene shared on overall identity of 75% with other known phi class GST sequences. On the other hands, the OsGSTF5 sequence showed only 34% identity with the sequence of the OsGSTF3 cloned by our previous study (Cho et al., 2005). This gene was expressed in Escherichia coli with the pET vector system and the gene product was purified to homogeneity by GSH-Sepharose affinity column chromatography. The expressed OsGSTF5 formed a homo-dimer composed of 28 kDa subunit and its pI value was approximately 7.8. The expressed OsGSTF5 displayed glutathione conjugation activity toward 1-chloro-2,4-dinitrobenzene and 1,2-epoxy-3-(p-nitrophenoxy)propane and glutathione peroxidase activity toward cumene hydroperoxide. The OsGSTF5 also had high activities towards the herbicides alachlor, atrazine and metolachlor. The OsGSTF5 was highly sensitive to inhibition by S-hexylGSH, benastatin A and hematin. We propose from these results that the expressed OsGSTF5 is a phi class GST and appears to play a role in the conjugation of herbicide and GPOX activity.

• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.207-218
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• 2010

The revised curriculum in 2007 adds an open inquiry approach to increase students' creativity and interest in science. Because it is the first time for elementary students to perform the open inquiry due to the national curriculum, it is essential that teachers give students' successful experiences in order to build a positive impression about inquiry activity. The purpose of this research is to develop and apply the open inquiry program. The research findings are as follows: First, we analyzed the students' traits of open inquiry ability during the program. The third and fourth grade students showed weakness in operating and inquiring abilities. They also feared failure and were unable to concentrate in classes which were based on explanation or discussion. When students had unexpected results, however, their inquiring abilities and creativeness increased considerably. Additionally there were some students who were stressed during the science-inquiry activity, due to no interest in science and an inability to think scientifically. Second, we developed an open inquiry program for elementary students. The program was modified, reflected upon the students' traits during open inquiry in class. Through repeated feedback like this, we completed the program. Third, for those who studied in the lessons there was a meaningful change in students' science inquiry abilities and abilities to perform 'formulating a hypothesis' and 'the control of variables'. These students' level of self-inquiry performance improved steadily. Moreover, they obtained a strong attachment to their inquiry and understood the method of quantitative experiments.

• Journal of Technologic Dentistry
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• v.40 no.3
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• pp.135-150
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• 2018

Purpose: In this study, we aim to provide primary source of data for developing a learning program that enhances the students' learning by critically analyzing and adopting the effective class participation factors of the students. Methods: A questionnaire survey has been conducted from the beginning of May to the end of October, 2017. Subjects of the survey was the dental technology students living in W-city et al by random sampling method along with written informed consent. Out of 630 distributed questionnaires, 584 results were used for our analysis. Results: Firstly, the average score of the class participation of all the subjects was 3.08 points out of 5.0, which was broken down into class activity (3.53 points), passion about class (3.51 points), communication factors (2.88 points), class preparation (2.77 points), class extension (2.76 points). Secondly, statistically significant correlations were found between class participation and class satisfaction as shown in (p<.01). Class participation factors that affect the class satisfaction were class preparation(p<.001), class activities(p<.001), passion about class(p<.001), which reveals positive and meaningful results. Explanatory power of the model turned out 50.3%. Conclusion : Considering that class preparation, class activities, and passion about class played a key role in class satisfaction of the student, teachers need to be open minded to reflect the learners' personalized demands and needs in preparing and managing their class. Additionally should be in tandem that provides the students with various routes of class participation.

• Fourth Industrial Review
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• v.2 no.1
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• pp.9-17
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• 2022

Purpose -In general, elementary school is the time to take the first social step away from family relationships with parents or siblings. Recently, AI technology has been widely used in everyday life and society. The purpose of this study is to propose a program that can cultivate AI literacy and self-expression for elementary school students according to the trend of the times. Research design, data, and methodology - In this study, prior to developing a self-expression class program for cultivating AI literacy, we looked at the related literature on what AI literacy is. In addition, the digital learning program was analyzed considering that the current AI literacy is based on the cutting edge of digital technology and is located in the same area as digital literacy. Result -This study developed a curriculum for self-expression and AI literacy cultivation. The main feature of this study is that the education program of this study allows 3rd, 4th, and 5th graders of elementary school to express themselves and to express their career problems by combining culture and art with AI programs. Conclusion -Self-expression activity education for cultivating AI literacy should be oriented toward holistic education and should be education as a way to express oneself in order to improve the quality of life of learners

• Proceedings of the Ginseng society Conference
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• 2004.12a
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• pp.48-49
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• 2004

A peroxidase[E.C.1.11.1.7] is very important enzymes,e.g., as preventive antioxidants. The function is connected with growth and specialization of plant. It makes from the peroxidase and other product to save itself When a plant have been under stress of environment. A class III peroxidase cDNA was isolated from the flower bud of Panax ginseng C.A. Meyer and named PgPrx3. The PgPrx3 is an ORF(open reading frame) of 1,065 bp and a amino acid of 355 residue. Used BioEdit software to compare the PgPrx3 amino acid sequence with other plants which have already known a result of Identity was Spinacia oleracea(70%), vigna angularis(71%), Nicotiana tabacum(69%) and Linum usitatissimym(65%). The peroxidase of Vigna angularis has high homology relationship with ginseng. for that reason, the PgPx3 is a member of class III peroxidase.

• Journal of the Korean Society of Costume
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• v.5
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• pp.153-163
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• 1981

Since Korea opened the door to the Western World, traditional costume has changed. The factors of change are as follows: 1) Cultural diffusion by the cultural contact is the foundamental factor of the costume change. 2) The government made edicts of clothing reform. The formal dresses of government official were simplified several times, the edict was issued for men to cut off their hair, and military uniform and government officials' dresses were west-ernized. 3) The diffusion of modernized education by the missionary school accerlerated clothing change. Students were ahead of the abolition of Suege-Chima (which is a sort of veil used to conceal woman's face). 4) The change in the activity of women in society made the women's dresses more convenient for action. 5) The open class system and social agitation speeded up the rate of change. During the Yi Dynasty class distinction was rigid, but the government made the laws which abolished the class distiction.

• Journal of the Korean Institute of Educational Facilities
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• v.9 no.1
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• pp.5-14
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• 2002

This study extracts the plan that is suitable to open education through the assessment and analysis of the open education environment. For this, the questionnaire survey of teachers at the elementary school in Kyengsang-bukdo was used. The results of this study can be summarized as follows; 1) In the estimation of satisfaction on the classroom environment for open education, although the score of "Comfortableness" is high, the scores of "Variety", "Convenience", and "Silence" are low in satisfaction. 2) The image on the classroom environment is highly regarded in general in "Stability", "Nobleness" and "Activity". However, it is necessary to devise some methods to improve the image on "Stability", when removing the wall between classrooms and corridors. 3) To improve the satisfaction and image associated with classroom environment, it is important to maintain suitable size of school and density of classroom. 4) The factors of satisfaction and those of image are correlated each other. Thus, to enhance the total image on the open class, it is necessary to improve the whole classroom environment.

• Journal of the Korean School Mathematics Society
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• v.19 no.3
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• pp.277-289
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• 2016

This study is to figure out the activity of individual education with the note-taking in math class and correction and supportive explanations on attitudes toward learning of underachievers in mathematics in the second-year class of high school. This study has begun on the basis of the judgement that the note-taking especially correction and supportive explanations could help the underachievers in mathematics focus in class and develop good learning habits, and besides, students make a good relationship with teacher. According to this result, Many researches and exertions need to inform every student that mathematics is open and doing mathematics is a happy object. if the students who are underachievers were given the chance to organize their learning by themselves in the class with note-taking and correction and supportive explanations in the long-term, it should be effective enough to change their attitudes toward learning.