• Journal of the Korean earth science society
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• v.25 no.3
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• pp.194-204
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• 2004

The purpose of this literature review is to investigate what kinds of research have been done about scientific inquiry in terms of scientific argumentation in the classroom context from the upper elementary to the high school levels. First, science educators argued that there had not been differentiation between authentic scientific inquiry by scientists and school scientific inquiry by students in the classroom. This uncertainty of goals or definition of scientific inquiry has led to the problem or limitation of implementing scientific inquiry in the classroom. It was also pointed out that students' learning science as inquiry has been done without opportunities of argumentation to understand how scientific knowledge is constructed. Second, what is scientific argumentation, then? Researchers stated that scientific inquiry in the classroom cannot be guaranteed only through hands-on experimentation. Students can understand how scientific knowledge is constructed through their reasoning skills using opportunities of argumentation based on their procedural skills using opportunities of experimentation. Third, many researchers emphasized the social practices of small or whole group work for enhancing students' scientific reasoning skills through argumentations. Different role of leadership in groups and existence of teachers' roles are found to have potential in enhancing students' scientific reasoning skills to understand science as inquiry. Fourth, what is scientific reasoning? Scientific reasoning is defined as an ability to differentiate evidence or data from theory and coordinate them to construct their scientific knowledge based on their collection of data (Kuhn, 1989, 1992; Dunbar & Klahr, 1988, 1989; Reif & Larkin, 1991). Those researchers found that students skills in scientific reasoning are different from scientists. Fifth, for the purpose of enhancing students' scientific reasoning skills to understand how scientific knowledge is constructed, other researchers suggested that teachers' roles in scaffolding could help students develop those skills. Based on this literature review, it is important to find what kinds of generalizable teaching strategies teachers use for students scientific reasoning skills through scientific argumentation and investigate teachers' knowledge of scientific argumentation in the context of scientific inquiry. The relationship between teachers' knowledge and their teaching strategies and between teachers teaching strategies and students scientific reasoning skills can be found out if there is any.

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.137-147
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• 2018

The purpose of this study was to analysis total number of 123 SSI programs by SSI criteria. The criteria was consisted of subject, school level, starting point, scientific evidence, social content, use of scientific knowledge, level of conflict of interest, and evaluation and reflection. The results of the analysis are as follows. First, elementary school programs were the most and middle school programs were relatively few. Second, starting point was mainly in the actual situation, the fiction and nonfiction situation, and the situation including the controversy and conflict was less than 10%. Third, it was based on scientific evidence but mainly influenced by individual values and perceptions. Fourth, social contents were developed mainly in ethics/morality/value, political/social life/economy, environment contents. Fifth, the use of scientific knowledge mainly consisted of scientific decision making, scientific critical thinking, and information search. However, science inquiry, risk assessment, and cost effectiveness were less than 10%. Scientific inquiry is the essential factor of science education, and one of core competencies of national science curriculum. SSI program should be able to experience various kinds of conflicts, and to evaluate and reflect through reflection.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.161-177
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• 2009

This study aims to explore how teachers construct scientific explanation during instructional practices to help students' scientific inquiry. Before investigating teachers' classroom practices, elementary school science curriculum was examined to identify scientific concepts, particularly in earth science. Then, a total of six teachers' scientific explanation in actual teaching practices was analysed focusing on a) explanation of scientific concepts; b) rationale for scientific explanation; c) connection between scientific explanation and everyday explanation. The findings are as follows. First, the science curriculum provides $1{\sim}2$ main scientific concepts per unit, which are mostly appeared in the unit title. Those concepts and sub-concepts are not explicitly described but embedded in students' inquiry activities. Second, the teachers explain scientific concepts and discuss the rationale behind the scientific explanation, but rarely connect scientific explanation to everyday explanation. Also, the level of scientific explanations is low remaining level 1 or 2, not reaching 3, the highest level. Based on the results, the study suggests a) teachers need to provide explicit and clear explanations about scientific concepts; b) teachers are required to connect scientific explanation and everyday explanation; c) the level of teachers scientific explanation should be elevated by using an evidence, reasoning and claim, the components of scientific explanation as well as introducing new scientific concepts and inquiry activities.

• Asian Journal of Atmospheric Environment
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• v.12 no.2
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• pp.87-108
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• 2018

Schools are one of the critical social infrastructures in a society, the first place for social activity and the most important indoor environment for children besides the home. Poor IAQ in classrooms can increase the chance of long-term and short-term health problems for students and staffs; affects productivity of teachers; and degrade the student learning environment and comfort levels. The primary objective of this paper is to review and summarize available scientific evidence on indoor air quality of schools and related health effects in children. It was found that the indoor air pollutant levels in school buildings varied over a wide range in different parts of the world depending on site characteristics, climatic conditions, outdoor pollution levels, occupant activities, ventilation type and building practices. Among the indoor air pollutants, particulate matter concentrations were found to be very high in many schools. Outdoor pollutant sources also play a major role in affecting the IAQ of the school building. Hence, scientific knowledge on sources of indoor pollutants, quantification of emissions, temporal and spatial dispersion of pollutants, toxicological properties, chemical and morphological characteristics of the pollutants and associated health risk among children in the school buildings are essential to evaluate the adequacy and cost effectiveness of control strategies for mitigating the IAQ issues.

• Korea Trade Review
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• v.44 no.6
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• pp.119-134
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• 2019

This study focuses on a recent WTO SPS dispute related to Korea Import Bans and Testing and Certification Requirements for Radionuclides (DS495) in order to learn from the case and take proactive measures to prevent potential import restrictions by Japan on Korean seafood. Korean-Radionuclides (Japan) emphasizes the importance of sufficient scientific evidence, especially scientific information from relevant international organizations, in an effort to take preventive measures towards Japan's restrictions on Korean seafood imports. Japan claims that a novel parasite, Kudoa septempuctata, in Korean flatfish causes food poisoning. As food poisoning is a serious concern, there is a low possibility that Japan's enhanced monitoring measures would be more trade restrictive than required as prescribed in Article 5.6 of the WTO SPS Agreement. In addition, Korea is the biggest exporter of olive flounder to Japan. Hence, the possibility that similar conditions could be established is low in relation to non-discriminatory principles under the WTO SPS Agreement. Accordingly, we should collect relevant scientific evidence, improve domestic sanitary management of fishery products, and seek export diversification so that we prepare for potential import restrictions by Japan and minimize implications.

• Journal of the Korean Association of Oral and Maxillofacial Surgeons
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• v.44 no.2
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• pp.52-58
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• 2018

Dry socket, also termed fibrinolytic osteitis or alveolar osteitis, is a complication of tooth exodontia. A dry socket lesion is a post-extraction socket that exhibits exposed bone that is not covered by a blood clot or healing epithelium and exists inside or around the perimeter of the socket or alveolus for days after the extraction procedure. This article describes dry socket lesions; reviews the basic clinical techniques of treating different manifestations of dry socket lesions; and shows how microscope level loupe magnification of $6{\times}$ to $8{\times}$ or greater, combined with co-axial illumination or a dental operating microscope, facilitate more precise treatment of dry socket lesions. The author examines the scientific validity of the proposed causes of dry socket lesions (such as bacteria, inflammation, fibrinolysis, or traumatic extractions) and the scientific validity of different terminologies used to describe dry socket lesions. This article also presents an alternative model of what causes dry socket lesions, based on evidence from dental literature. Although the clinical techniques for treating dry socket lesions seem empirically correct, more evidence is required to determine the causes of dry socket lesions.

• Journal of Environmental Science International
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• v.25 no.9
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• pp.1341-1348
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• 2016

The natural environment plays an important role not only in ecological sustainability, but also in human health. Growing attention has been focused on the health benefits of natural environments with increasing scientific evidence in this field. Urban green space has positive effects on individual and community health; thus, it is considered as social infrastructure. The natural environment promotes mental health by relieving psychological stress and depression. Physical health can be improved by experiencing nature, which reduces physiological stress and boosts the immune system. Several international initiatives have been undertaken to improve our understanding in this field and to utilize these benefits for health promotion. Interdisciplinary approaches are needed to promote human health through the natural environment in the fields of science, education, planning and policy.

• Journal of Dairy Science and Biotechnology
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• v.33 no.3
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• pp.167-170
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• 2015

The dairy industry, as part of the broader agricultural sector, is classified as a basic industry to the Korea economy. Basic industries provide income to a region by producing an output, purchasing production inputs, services and labor. An integrated, multidisciplinary approach for the next generation of dairy products with added health benefits represent the direct economic contribution. The commercialization of "nutritional" functional foods can only be successful if the consumer is confident in the scientific validity of the claims. Modern biotechnologies such as genomics, genetic expression and biomarkers of health performance suggested to whole dairy products, such as fluid milk, butter, cheese, ice cream and frozen dessert products (German, 1999). The following definition makes the point that dairy products can provide a nutritional value beyond the basic nutritional requirements: 1) The dairy industry has the opportunity to improve the health and well-being of its customers and/or to reduce their risk of disease through dairy products with added activities. 2) Functional dairy products are those that can be demonstrated to benefit target functions in the body in a way that improves the state of health and /or reduces the risk of disease. They are food products that are consumed as part of a normal diet rather than pills or supplements. 3) Dairy products based on functionality will need to link the scientific basis of such functionality to the communication of its benefit to the general public. 4) Both the efficacy and the safety of the food components with health benefits will require evidence based on the measurement of scientific biomarkers relevant to their biological responses and health end points. 5) Sound evidence from human studies based on intermediate health end points using accepted biomarkers will provide the basis for promotional messages divided into two categories-enhanced function and reduced risk of disease. 6) Success in solving key scientific and technological challenges will only be achieved by interdisciplinary research programs to exploit the scientific concepts in functional dairy science.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.441-450
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• 2010

The purpose of this study was to evaluate the level of elementary gifted students' argumentation and examine the special features of argumentation founded in scientific inquiry. 28 students were selected in the special education center for the gifted in K National University. They were organized 8 groups of 3~4 students and engaged in scientific inquiry activity. The researcher wasn't involved in students' inquiry activity and argumentation except for the guiding and introducing their activity. In the first session, each group carried out the experiment 'Putting a heated can in the water' and then, the students discussed to probe their experimental results and build their explanation. In the second session, each group presented their experiment results and evidence from their experiment justifying their claims, and had questions from other groups. The protocol data during 8 groups' argumentations were analyzed using 'Rubric for Scientific Argumentation Assessment' (Yang et al., 2009) in three domains- the form, content and attitude. As a result, in form domain, almost groups were rated 2 points due to their argument without rebuttal on the subcategory of 'composition', but they got a good grade above 3 points in subcategory such as 'claim', 'ground', and 'conclusion'. In content domain, almost groups got points above 3 points. In attitude domain, there were some striking contrast between each groups. Six groups got good score more than 4 points on the subcategory of openness, but two groups, they alleged and got score below 3 point. While the 6 groups of all got 4 points in the aspect of participation, 3 groups got 3 points lower than because they only just asserted and not interact with other groups. Throughout the argumentation, two features were found that; as time goes by, arguments were refined; Students tended to use their prior to knowledge rather than evidence such as experimental data in making claims and conclusions.

• The Journal of Internal Korean Medicine
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• v.33 no.1
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• pp.69-82
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• 2012

Objectives : To establish objective and scientific evidence of Korean medicine (KM), the papers on Oryeong-san (Wuling-san) frequently used in medical institutions of Korean Medicine were analyzed. Methods : The papers were classified by the registration of domestic or international journals, the year of publication, experimental fields and the kinds of studies on biological activities. The therapeutic mechanism was investigated in accordance with therapeutic effect of Oryeong-san (Wuling-san). Results : Out of 57 articles selected, 16 were published in domestic journals, 17 were in Chinese journals and 24 were in Japanese journals. Most papers reported as biological activities were on improvement of renal function. Oryeong-san (Wuling-san) increased urine factor such as urine excretion and electrolyte balance while decreasing proteinuria, serum factors including creatinine, cholesterol and triglyceride. In addition, injured renal tissue was recovered normally and gene expression controlling urine excretion was down-regulated. Conclusions : Improvement of renal function could be interpreted as objective and scientific evidence for Oryeong-san (Wuling-san).