• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.91-101
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• 1998

The purpose of this study was to find out how to be pursued elementary teachers' science instruction according to their understanding toward science. Sixty elementary teachers were involved in the questionnaire, investigating understanding on the nature of science and the science teaching. Two elementary teachers' science classes are observed. Their instructional objectives were analyzed. And their understanding toward science was measured. Teacher A had consistent modern philosophical views of science on the nature of science and science teaching, and teacher B had not consistency Klopfer's science educational objectives category was used to analyse instructional objective. The ideal proportions of the instructional objectives of the observed classes were established from science education specialist group. You ideality index was calculated. You ideality index indicate how far from the ideal proportions of the instructional objectives the observed instruction is. Relative proportions of instructional objectives appeared in science classes were compared with ideal instructional objectives. Instructional objectives containing the modem views appearing classes observed were compared according to teachers' understanding toward science. As results, teachers' understanding toward science showed lack of consistency, which is consisted of modern philosophical view of science on science teaching: modem and classical philosophical view of science on nature of science. Teacher A's instruction was approached more closely to the ideal proportions of the instructional objectives, showing fewer You ideality index. Instructional objectives containing the modern views are more appeared and closer to ideal proportions in teacher A's classes than in teacher B's. A teacher having modern understanding on nature of science would instruct science with modern scientific philosophical perspectives. Therefore teacher preparation programs should include more contents about modern philosophical understanding on the nature of science.

• Proceedings of the Korean Society of Crop Science Conference
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• 2022.10a
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• pp.268-268
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• 2022

Protein is a major nutrient of food and has long been studied for nutritional and utility value. Among them, rice protein is attracting attention because of its hypoallergenic characteristics and nutritional value. Mutant DM225 with increased protein content was selected by EMS treatment on the weed rice Dharial. QTL analysis of Protein content was carried out using BC₂F₂ populations derived from a cross between "Hanareum2" as a recurrent parent and "DM225" as a donor parent. The protein content of populations was between 5~11%, with an average of 7.7%. To identify QTLs related to Protein content, 117 KASP markers(polymorphic ratio: 15%) showing polymorphisms between the parents were genotyped for the BC₂F₂ population. One QTL was detected between markers SK07 06 and SK07_10 on chromosome 7(LOD: 28.1). This QTL explained 71.4% of the phenotypic variance for Protein content. This QTL will be useful for protein-related rice breeding program.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.18 no.1
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• pp.126-146
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• 2024

Caladium bicolor is one of the most popular plants in Thailand. The original species of Caladium bicolor was found a hundred years ago. Until now, there are more than 500 species through multiplication. The classification of Caladium bicolor can be done by using its color and shape. This study aims to develop a model to classify Caladium bicolor using a transfer learning technique. This work also presents a proof of concept, GUI design, and web application deployment using the user-design-center method. We also evaluated the performance of the following pre-trained models in this work, and the results are as follow: 87.29% for AlexNet, 90.68% for GoogleNet, 93.59% for XceptionNet, 93.22% for MobileNetV2, 89.83% for RestNet18, 88.98% for RestNet50, 97.46% for RestNet101, and 94.92% for InceptionResNetV2. This work was implemented using MATLAB R2023a.

• Applied Microscopy
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• v.45 no.1
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• pp.1-8
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• 2015

We have developed a new HD-2700 (Hitachi High-Technologies Corp., Japan) scanning transmission electron microscope (STEM) that includes an automatic aberration correction function, and a large-solid-angle energy-dispersive X-ray spectroscopy detector that enables high-resolution and sensitive analysis. For observation with atomic resolution, using spherical-aberration-corrected STEM, in order that satisfactory performance of the device can be achieved readily, and within a short time, irrespective of the operator's skill level, a spherical-aberration-correction device with an automatic aberration-correction function was developed. This automatic aberration-correction function carries out the entire correction-related process (aberration measurement, selection and correction) automatically, with automatic selection of the aberrations that require correction, and automatic measurement of the appropriate corrections.

• Journal of the Korean Physical Society
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• v.80
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• pp.698-716
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• 2022

Laser plasmas can be produced when high-power laser beams are focused in matter. A focused laser beam of TW(terawatt)-level high power has an extremely strong electric field, so neutral atoms are immediately ionized by the laser electric field, leading to a laser-produced plasma. The laser plasma can be produced by small table-top TW lasers based on the CPA (chirped-pulse amplification) technique, and now they are rather easily available even in university laboratories. In Korea, there are several CPA-based TW (or even petawatt) lasers in a few institutions, and they have been used for diverse laser plasma physics research and applications, including the laser acceleration for electrons and ions, high-power THz (tera-hertz) generation, advanced light sources, high-energy-density plasmas, plasma optics, etc. This paper reviews some of the laser plasma physics research and applications that have been performed in several universities and research institutes.

• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.46-54
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• 2009

The purpose of this study was to examine the perception of students about pseudo-science in consideration to their personality traits, cognitive style, and awareness of the nature of science, which might all have a great impact on their behavior and thinking. The subjects of this study were 129 sixth-grade school children in a small urban community in Gyeonggi province. The way they looked at pseudo-science was investigated after three kinds of traits were selected as variables, including personality traits, cognitive style, and awareness of the nature of science. Four different instruments were utilized, which respectively covered personality traits, cognitive style, awareness of the nature of science and perception of pseudo-science. The results of the study were as follows: First, the children with higher emotional stability and liveliness showed higher permeability towards pseudo-science, while made no significant difference on their view of pseudo-science. Second, their cognitive style made no significant difference to their outlook on pseudo-science. Third, as for link between awareness of the nature of science and pseudo-science, the students with a poor understanding of the nature of science were significantly different from those who had a better understanding of it in perception of pseudo-science(p<.05).

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.491-504
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• 2011

We investigated science-gifted students' conceptions on science learning. The inventory instruments used for our study were a questionnaire on the conceptions of learning science (COLS) and a questionnaire on the approaches to learning science (ALS). Our analysis of the questionnaires showed that there are differences in the conceptions of science learning between the science-gifted and ordinary students. Science-gifted students perceive science learning as storing up of scientific knowledge, expansion of knowledge structure and achievement of a new view. There are no differences in the conceptions of science learning between male and female science-gifted students. There are also no differences in the conceptions of science learning in terms of subject preference such as physics, chemistry, biology and earth science. Our analysis offer assistance to teaching material and teaching method for science courses.

• Korean Journal of Breeding Science
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• v.42 no.6
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• pp.595-599
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• 2010

A new spray chrysanthemum cultivar 'Prima Donna' was released by National Institute of Horticultural and Herbal Science (NIHHS), Rural Development Administration (RDA), in 2008. The cross was made between 'Plano' and 'Yeonja' in 2005. Trials were conducted from 2006 to 2008 for the evaluation and selection of this cultivar, including shading cultures in summer and retarding cultures in spring. The natural flowering time of 'Prima Donna' is late October, but year-round flowering is possible by photo-periodic control. The cultivar has single type flowers with pink petals, green center and good inflorescence. The growth of plant is very vigorous. The diameter of flower is 7.0cm. The number of flowers per stem and petals per flower are 13 and 42, respectively. Days to flowering under the short day treatment is about 59 and its vase life is 26.1 days in autumn season.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.387-394
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• 2019

The purpose of this study was to investigate the effects of writing science diary on science learning motivation, science academic achievement and ecological sensitivity of elementary students. Teaching unit was focused on 'The structure and function of plants' in 6th grade science text book. The subjects of study were 51 students of two classes. One class of 25 students, experimental group, wrote science diaries as homework. While the other class of 26 students, comparative group, performed homeworks with fill-in-the-blank worksheets. The results of this study can be summarized as follows: First, writing science diary had a meaningful effect on improvement of science learning motivation. Second, writing science diary had a meaningful effect on improvement of science academic achievement. Third, writing science diary had a meaningful effect on improvement of ecological sensitivity. And we could find that students had a favorable impression and high satisfaction level about writing science diary from the questionnaire.

• Journal of the Korean earth science society
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• v.43 no.4
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• pp.557-566
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• 2022

The purpose of this study was to examine the status of the field application of the Science II career electives with the application of the 2015 revised curriculum up to the 3rd year of high school. This study focused on examining high school science teachers' perceptions of the student-participatory class and process-centered assessment in Science II subjects, which are career-intensive high school science electives. A total of 192 science teachers responded to the survey questionnaire, and 12 teachers participated in interviews. In the in-depth interviews conducted to supplement the survey results, questions were asked about changes in the overall class, the status of student-participatory classes, and changes in the assessment of Science II subjects due to the emphasis on process-centered assessment. The main research results included teachers' perceptions of changes in teaching and assessment methods with the application of the revised curriculum, the degree to which the eight skills used in Science II classes develop the key competencies of science, and the teaching and assessment methods commonly used in Science II classes. Science teachers generally agreed with the purpose and necessity of introducing student-participatory classes and process-centered assessment, which are the core purpose of the 2015 revised curriculum. However, they had difficulties in practice due to the excessive content of Science II subjects. Problems were also encountered with securing objectivity and fairness during assessments and the operation of online science classes due to COVID-19.