• Journal of the Korean Chemical Society
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• v.59 no.2
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• pp.164-178
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• 2015

The purpose of this study was to design a teaching and learning method conductive to the development of creative thinking skills and investigate its effects. It has been developed integrated mind map with feature of visualizing the divergent thinking to the aspects of Science (S), Technology (T) & Engineering (E), Arts (A), Mathematics (M). Integrated mind map can be divided into four types of STEAM type, STEA type, STEM type, STE type depending on the category of key words in the first branch. And Integrated mind map can be divided into three levels of guided, intermediate, open depending on the teacher's guide degree. And also integrated mind map activities were carried out in the form of group, class share as well as individual. This study was implemented during a semester and students in experiment group experienced individual-integrated mind map activity 10 times, group-integrated mind map activity 10 times, class share-integrated mind map activity 3 times. The results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills (p<.05). And there was a statistically meaningful improvement in fluency, flexibility, originality as a sub-category of creative thinking skills(p <.05). Also creative thinking skills are not affected by the level of cognitive, academic performance, gender (p<.05). In conclusion, it was found that 'integrated mind map activity' improved student's creative thinking skills. There was no interaction effect about creative thinking skills between the teaching strategy and cognitive level, achivement, gender of those students.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.53-64
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• 2015

This research was performed of high school science classes. These science classes progressed by using Scratch, and surveyed students' perception after finishing each class. This research was conducted of male students who want to choose department of natural science in the next grade. Those classes are consisted of four classes. This study produced a journal, and contained expressions of their thinking and feeling based on experiences during attending classes and projects. Consequently, that journal was analyzed in view of understanding and perception of Scratch using science classes, and it was also included of utilizing Scratch program. Research shows following three conclusions. First, students preferred Scratch using class to general one. They attend more active with high interest, and they felt senses of accomplishment while they make output by themselves. Second, their studies passed through three stages. These are problem perception, problem solving, and producing. Problem solving stage is especially complicated and difficult stage to students. This stage is consisted of Scratch side and Science side. Scratch side has Design and applying process, and Science side has data gathering and analyzing. Students' comprehension of scientific knowledge is increased and is preserved long time through this stage. Last, students had a hard time using Scratch. Because, it is the first time to them to use that program. Therefore, we deemed that they needed to start this kind of experience at lower grade than they are now, such as middle school stage. It is expected that this type of classes are getting more expanded and more populated as a part of students' core ability.

• Korean Journal of Environmental Biology
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• v.39 no.3
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• pp.354-361
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• 2021

Understanding the phytotoxic mechanism of methyl bromide (MB), an essential fumigant during the quarantine and pre-shipment process, is urgently needed to ensure its proper use and reduce international economic losses. In a previous study, two main MB-induced toxic mechanisms such as reactive oxygen species (ROS) and auxin distribution were selected by analyzing transcriptomic analysis. In the study, a 3-week-old A. thaliana was supplied with 1 mM ROS scavengers [N-acetyl-L-cysteine (NAC) or L-glutathione (GSH)] and 1µM indole-3-acetic acid(IAA) three times every 12 h, and visual and gene expression assessments were performed to evaluate the reduction in phytotoxicity by supplements. Phytotoxic effects on the MB-4h exposed group were decreased with GSH application compared to the other single supplements and a combination of supplements at 7 days post fumigation. Among these supplements, GSH at a concentration of 1, 2, and 5mM was suppled to A. thaliana with MB-fumigation. During a long-term observation of 2 weeks after the fumigation, 5 mM GSH application was the most effective in minimizing MB-induced phytotoxic effects with up-regulation of HSP70 expression and increase in main stem length. These results indicated that ROS was a main key factor of MB-induced phytotoxicity and that GSH can be used as a supplement to reduce the phytotoxicity of MB.