• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.511-523
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• 2019

In this age of the $4^{th}$ industrial revolution, we, science educators, are giving more light on students' agentic behavior in the process of educating future scientist. This study, with the analytic lens of epistemic agency, explores the key stages of a student-driven R&E program rather than the scientist-led R&E program. It also examines to understand the emergence of students' epistemic agency in each stage of R&E. Data from participant observation for 18 months and in-depth interviews were collected and analyzed with the constant comparative method of grounded theory. This study identifies and describes five key stages of student-driven R&E: The stage of exploring research theme, designing research, performing lab activity, interpreting results, and communicating research. It also finds that (a) students' epistemic agency emerged with the constant interactions with the R&E structure; (b) students' epistemic agency has deep relations with the epistemic beliefs of the students; (c) students positioned themselves as decision-makers in the R&E practice; (d) the redistributed power and authority of the R&E contributed to the emergence of students' epistemic agency.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.205-229
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• 2010

The R&E(Research and Education) programs in Mathematics, which have the objects to give students mathematically creative experiences and enlarge creativities of the study of mathematics, could not give the experiences as creative researchers because of the following reasons: The students did not participate in the process of choosing the subjects, the evaluation of individual students actually did not existed, and the publications of mathematics papers have been excluded. In this paper, we study on the issues and some suggestions related to these R&E programs to obtain new R&E Model that gives a mathematically creative experience and enlarges creativities of the study of mathematics.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.243-264
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• 2012

The purpose of this study was to investigate the current status of R&E programs in gifted high schools/science high schools and to provide suggestions for the better program. The sample included 21 R&E coordinators in the gifted high schools and science high schools. They filled out the survey, asking about the R&E program; then, the researchers interviewed the coordinators based on the answers of the survey. The results are as follows: 1) The R&E guidelines and related materials were not enough to use. 2) At the planning step, students and the mentors received were provided a little information, such as ethical issues, students' information, the roles of mentors/ students, mentor's research interest areas and products, etc. 3) At the research step, 80% of the schools had the monitoring process but the details were not written and saved. 4) At the evaluation step, the rubric of the product evaluation existed; the rubric of performance process were established by half of the schools. 5) At the closing step, 100% of the schools had the final product materials; the results of the evaluation and the information of the mentors were saved by 2/3 and 1/3 of the schools, respectively. Discussions and suggestions were included for the better R&E programs.

• Journal of The Korean Association For Science Education
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• v.25 no.6
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• pp.635-641
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• 2005

This paper suggests a research & education (R&E) model for the gifted in science education. The model has been developed under three assumptions. The first is that using the sequences of a gifted educational program designed to facilitate the process will assist in gifted students' construction of scientific knowledge and comprehension of laboratory practice through concrete experimental experience. The second is that gifted students will be able to apply this learning to further study using and extending scientific knowledge and experience. The third is that challenging tasks and feedback at the requisite stage of development will improve instructional effectiveness. The R&E Model has five phases: engaging, exploring, planning, performing and elaborating; furthermore, it suggests roles for the mentee and mentor. The R&E model has two functions for gifted education. The first is providing guidance for gifted curriculum developers as they design a mentor program, and the second is helping a mentor improve instructional effectiveness through use of strategies. This model has potentials to educate the gifted students in the Science Education Institute for the Gifted.

• The Plant Pathology Journal
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• v.39 no.1
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• pp.52-61
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• 2023

Fire blight, caused by Erwinia amylovora, is one of the major bacterial disease of apple and pear, causing enormous economic losses worldwide. Several control measures against E. amylovora have been reported till date, however, none of them have proved to be effective significantly against the pathogen. In this study, mechanisms of the copper-based control agents (CBCAs): copper oxychloride (COCHL), copper oxide (COX), copper hydroxide (CHY), copper sulfate basic (CSB), and tribasic copper sulfate (TCS) and their disease severity reduction efficacy against E. amylovora were analyzed. Bis-1,3-dibutylbarbituric acid trimethine oxonol, carboxyl fluorescein diacetate succinimidyl ester, and 5-cyano-2,3-ditolyl tetrazolium chloride staining were used to check the damage of membrane potential, cytoplasmic pH_in, and respiration of CBCAs-treated E. amylovora, respectively. High disturbance in the membrane potential of E. amylovora was found under COX and COCHL treatments. Similarly, higher significant changes in the inner cytoplasmic pH_in were observed under COX, COCHL, and TCS treatment. CHY and COCHL-treated E. amylovora showed a significant reduction in respiration. In vitro bioassay results revealed that CHY, CSB, and TCS at 2,000 ppm reduced the severity of fire blight both in pre- and post-treatment of CBCAs in immature apple fruits and seedlings. Overall, the most effective CBCAs against E. amylovora could be CHY at 2,000 ppm as its showed inhibition mechanisms and disease severity reduction.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.597-617
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• 2012

The purpose of this study was to investigate the current status of Research and Education (R&E) program. The sample included 21 high schools(18 science high schools and 3 gifted high schools) and 1,466 students and 310 mentors. The results are as follows. Total 502 R&E projects were planned and completed. 72.1% of the total research works were guided by professors only, 23.3% were guided by teachers only, and 4.6% were guided by professors and teachers together. Total R&E mentors were 861(385 professors and 476 teachers) and mentees were 2,168. The total budget of 2011 R&E was approximately 4.5 billion won. The needs for program improvement R&E were as follows. 1) When selecting R&E topics, mentors need to consider students' current knowledge level and school curriculum. 2) Mentors should provide enough opportunities to master topic-related basic knowledge. 3) The performance should be monitored periodically. 4) The support for continuous research and improvement of research environment were requested.

• Natural Product Sciences
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• v.24 no.4
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• pp.266-271
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• 2018

Five new prenylated stilbenes (1 - 5), along with the known compounds cudraflavone C, trans-4-isopentenyl-3,5,2',4'-terahydroxystilbene, trans-4-(3-methyl-E-but-1-enyl)-3,5,2',4'-tetrahydroxystilbene, pannokin G, cycloartobiloxanthone, artonin P, morusin, artocarpin, artonin E, kuwanon C, artobiloxanthone, and artoindonesianin C (6 - 17) were isolated from the stem bark of the tropical tree Artocarpus communis. The structures were established by NMR spectroscopic analysis, MS studies, and comparison with spectral data reported in the literature.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.01a
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• pp.217-220
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• 2014

초등정보영재학생들은 서로 다른 특성과 수준을 가지고 있어 획일화된 교육으로는 그들의 능력을 효과적으로 돕는데 부족하다. 본 연구에서는 스크래치 프로그램을 활용하여 초등정보영재학생들의 개별적인 특성과 수준을 효과적으로 돕는 교육 방법으로 R&E 멘토링 프로그램을 적용해보고 그 효과와 확대적용 가능성을 탐색해 보았다. 그 결과 다음과 같은 시사점을 도출하였다. 첫째, 영재교육에서 R&E 멘토링 프로그램은 일반 영재교육 프로그램의 보완적인 프로그램으로 적극 도입할 필요가 있다. 둘째, R&E 멘토링 프로그램은 영재학생들의 자기주도적 학습능력, 동기유발을 통한 몰입 및 과제집착력, 문제해결력과 컴퓨팅적 사고력을 동시에 길러 줄 수 있는 방법이 될 수 있다. 셋째, 본 연구를 통해 R&E 멘토링 프로그램은 영재학생들의 수준별, 개별적 특성을 고려한 수업이 가능함에 그 효과성을 찾아볼 수 있다.

• Journal of Microbiology and Biotechnology
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• v.32 no.11
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• pp.1382-1389
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• 2022

Asterias pectinifera, a species of starfish and cause of concern in the aquaculture industry, was recently identified as a source of non-toxic and highly water-soluble collagen peptides. In this study, we investigated the antioxidant and anti-photoaging functions of compounds formulated using collagen peptides from extracts of Asterias pectinifera and Halocynthia roretzi (AH). Our results showed that AH compounds have various skin protective functions, including antioxidant effects, determined by measuring the scavenging activity of 2,2-diphenyl-1-picrylhydrazyl radicals, as well as anti-melanogenic effects, determined by measuring tyrosinase inhibition activity. To determine whether ethosome-encapsulated AH compounds (E(AH)) exert ultraviolet (UV)-protective effects, human dermal fibroblasts or keratinocytes were incubated with E(AH) before and after exposure to UVA or UVB. E(AH) treatment led to inhibition of photoaging-induced secretion of matrix metalloproteinase-1 and interleukin-6 and -8, which are associated with inflammatory responses during UV irradiation. Finally, the antibacterial effects of AH and E(AH) were confirmed against both gram-negative and gram-positive bacteria. Our results indicate that E(AH) has the potential for use in the development of cosmetics with a range of skin protective functions.