• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.169-179
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• 2017

The aim of this study is to see school science education from the perspective of CoP (Community of Practice) and to explore the possibility of strategic CoP in Korean school settings. To do this, we conducted a survey using SCaCoP instrument with more than 1600 students from 14 science core schools (SCSs), which were selected across the country, and analyzed their school curriculum, which can be summarized as follows: First, compared to other tracks in SCSs, like the Nature and the Humanity Classes, students of the Science Core Class (SCC) showed significantly higher scores of CoP features for all five factors of SCaCoP (i.e. responsibility of learning, common interest, mutual relationship, open participation, and practice). Second, students of SCC considered activities that require interaction and collaboration among community members (like experiments, hands-on activities, club activities, project works, R&E) to be very positive. Third, SCC students thought that the educational activities of SCSs were not only effective to CoP aims (i.e. self-driven learning, sharing learning outcomes, peer collaboration) but also positive to general aims of science education (i.e. acquiring knowledge, understanding scientific concepts, science-related attitudes). In other words, it appears that educational activities that were effective in vitalizing the CoP have positive effects on ordinary science education, too. These features of SCSs illustrate its possibility of forming strategic COPs in the context of often government-driven Korean education and of bringing in the innovations of school science education.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.331-341
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• 2018

The purpose of this study is to explore relationships among the structural elements of Science Classroom as Community of Practice (SCaCoP). For this, we investigated the case of small-group activities in practical work of elementary school science in a qualitative way based on the five structural elements of SCaCoP, such as responsibility for learning, common interest, open participation, mutual relationship, and practice. We observed and interviewed five small-groups during five lessons with video- and audio- recording to collect data. The results of analysis are as follows. First, 'mutual relationship' was a necessary-condition for 'open participation.' We also found that 'common interest' has two dimensions related to their interest and related to learning topic. The former interacted with 'open participation,' and the latter was influenced by 'responsibility for learning. Lastly, 'practice' enhanced the features of other elements with dynamic relationships. Based on these results, we suggested the relationships among the structural elements of SCaCoP and discussed implications related to the perspective that regards learning as participation.

• Journal of Microbiology
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• v.40 no.3
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• pp.211-218
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• 2002

A 4.8-kb DNA fragment encoding the P-450 type hydroxylase and ferredoxin genes was cloned from Pseudonocardia autotrophica IFO 12743 that can convert vitamin D$\_$3/ into its hydroxylated active forms. In order to isolate the P-450 gene cluster in this organism, we designed PCR primers on the basis of the regions of an oxygen binding site and a heme ligand pocket that are general characteristics of the P-450 hydroxylase. Sequencing analysis of the BamHI fragment revealed the presence of four complete and one incomplete ORFs, named PauA, PauB, PauC, and PauD, respectively. As a result of computer-based analyses, PauA and PauB have homology with enoyl-CoA hydratase from several organisms and the positive regulators belonging to the tetR family, respectively. PauC and PauD show similarity with SuaB/C proteins and ferredoxins, respectively, which are composed of P-450 monooxygenase systems for metabolizing two sulfonylurea herbicides in Streptomyces griseolus PauC shows the highest similarity with another CytP-450$\_$Sca2/ protein that is responsible for production of a specific HMG-CoA reductase inhibitor, pravastatin, in S. carbophilus. Cultures of Steptomyces lividans transformant, containing the P-450 gene cluster on the pWHM3 plasmid, was unable to convert vitamin D$\_$3/ to its hydroxylated forms.

• Journal of Microbiology and Biotechnology
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• v.8 no.3
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• pp.295-299
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• 1998

Oligonucleotide primers were designed and successfully applied to amplify DNA fragments of P450 hydroxylase genes from actinomycetes which produce a large variety of medically important metabolites. Primers were designed based on several regions of strong similarities in amino acid sequence of P450 hydroxylases from a variety of actinomycetes, primarily in the regions of an oxygen binding site and a heme ligand pocket. These primers were used to amplify DNA fragments from seven different actinomycetes species producing a variety of different compounds. The deduced amino acid sequences of the isolated fragments revealed significant similarities to known P450 hydroxylase including the product of the suaC or subC genes from Streptomyces griseolus that is capable of metabolizing a number of sulfonylurea herbicides, and to the product of the $P450_{sca2}$ from S. carbophilus that produces a specific HMG-CoA reductase inhibitor. This method should help researchers in cloning the P450 hydroxylase genes involved in the biosynthesis of useful compounds.