• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.275-283
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• 1995

The purpose of this study was to suggest that the history of science be introduced to students in the secondary school to help understand the developmental process of the scientific concepts, especially the concept 'heat'. Reviewing the national and international researches related to students' concept 'heat' revealed that many students tend to grasp the wrong concept of heat based on the caloric theory. Studies on definitions and explanations of the concept 'heat' and related concepts in secondary school science textbooks indicated that the way 'heat' was described could not help students to correct their misconceptions. In conclusion we need to include the historical and developmental process of scientific concepts such as heat in textbooks.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.461-469
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• 1996

The purpose of this study was to assess the attitudes of secondary school students in Korea toward science-technology related issues. A questionnaire was designed in which students were confronted with personal, global, and philosophical levels of arguments, which were composed of three against and three in favor of each eight issues, i.e., use of antibiotics, family planning, transplant of organs, genetic engineering, use of microorganisms. exploitation of the sea, land reclamation from the sea, and nature reserves. Student was requested to rate each argument independently and to vote for or against each issue. It was shown that most of students voted in favor of using technologies except land reclamation from the sea, and that students having more learning experiences on each topic vote more favorably. It is thought that our science education might be effective in increasing awareness and appreciation of benifits of technology, but it is not as effective in developing ambivalence attitudes.

• BMB Reports
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• v.42 no.4
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• pp.189-193
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• 2009

During development lymphoid tissue inducer (LTi) cells are the first hematopoietic cells to enter the secondary lymphoid anlagen and induce lymphoid tissue neogenesis. LTi cells induce lymphoid tissue neogensis by expressing a wide range of proteins that are associated with lymphoid organogenesis. Among these proteins, membrane-bound lymphotoxin (LT) $\alpha1\beta2$ has been identified as a critical component to this process. LT$\alpha1\beta2$ interacts with the LT$\beta$-receptor on stromal cells and this interaction induces up-regulation of adhesion molecules and production of chemokines that are necessary for the attraction, retention and organization of other cell types. Constitutive expression of LT$\alpha1\beta2$ in adult LTi cells can result in the formation of a lymphoid-like structure called tertiary lymphoid tissue. In this review, we summarize the function of fetal and adult LTi cells and their involvement in secondary and tertiary lymphoid tissue development in murine models.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.258-267
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• 2006

The purpose of this study was to investigate the practical use of process skill under the seventh curriculum at secondary school and teachers' perceptions about hypothesis. Two hundred and twenty-two secondary science teachers responded to a survey. Among all process skills, data interpretation was found to be used most frequently by science teachers. The second most-commonly utilized skill was conclusion, and the least employed skill was hypothesis formation followed closely by data transformation. In addition to these results, the most difficult process skill practised by science teachers was hypothesis formation, followed by data transformation, and controling variables. A majority of science teachers (63.1%) properly defined hypothesis, but only a significant number (5.0%) chose the correct example about hypothesis in real-world contexts. More than ninety percent of science teachers believed the skill of hypothesis formation could be put to use in junior high to senior high school, but practical use of the skill, was too difficult for the science class

• Journal of The Korean Association For Science Education
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• v.9 no.1
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• pp.91-99
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• 1989

This stdudy intended to analysis the achievements of science education in primary, secondary and high school in Korea and Japan based on the IEA(the Internationl Association for the Evaluation of Educational Achievement) data. Advancing in school level. Korean students were inferior to Jatopanese in Science achievements, especially much more in comprehension, application than knowledge aspect. This results were roughhly discussed in relation to the environments of science edecation and the evlation systems.

• 한국정보디스플레이학회:학술대회논문집
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• 2009.10a
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• pp.169-172
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• 2009

We developed ultra-accelerated quantum chemical molecular dynamics and characterization simulators for study and design of plasma display panel (PDP) related materials. By use of these simulators, realistic structure of PDP materials is drawn on the computer. Furthermore, based on the structures, various properties such as secondary electron emission coefficient are successfully evaluated. In this report, we will discuss the theoretical secondary electron emission coefficient for several protecting layer materials and the effect of surface structure on the properties based on the result of atomistic simulations.

• Journal of the Korean Chemical Society
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• v.53 no.4
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• pp.453-465
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• 2009

In this study, the descriptions of salt solubility in the textbooks of secondary school and college were reviewed to figure out the reason of low understanding of elementary and secondary school students and teachers about the solubility of a salt in the presence of other ions. The ionic strength dependence of salt solubility was not introduced in the secondary school textbooks and general chemistry textbooks. It appeared in the physical chemistry textbooks as a direct or an indirect explanation. However, most of college senior students who had learned the physical chemistry could not relate the salt solubility with the ionic strength change. The factors might affect salt solubility, such as the ion pair formation and the activity coefficient change by ionic strength, were mentioned and an experimental result was also shown to resolve the questions that college students and teachers might have. Because these explanations are beyond the secondary school level, we need to develope an easier and better explanation suitable for the secondary school students.

• Food Science and Biotechnology
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• v.17 no.3
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• pp.447-456
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• 2008

Limonene, pinene, and isoprene are abundant and ubiquitous volatile organic compounds (VOCs) which are found in various natural products and also produced from various manufacture processes. Limonene and pinene are major components of food additives and household products for enrichment of good flavors and elimination of malodors, and isoprene is a basal motif of monoterpenes such as limonene and pinene. They have shown many beneficial effects such as chemopreventive, chemotherapeutic, and antioxidant activities. Upon certain conditions, however, adverse effects of these compounds on human health have also been reported. Although they do not seem to have acute and severe toxicity to human, they can easily generate secondary organic aerosols (SOAs) when they react with oxygen and/or ozone, which have shown certain toxic effects on experimental animal models as well as on humans. Numerous household and scented products containing limonene, pinene, and isoprene are widely used in these days. However, biological consequences upon exposure to these products are largely unknown. The aim of this review is to summarize and analyze the current understanding on the biological effects of VOCs, in particular limonene, pinene, and isoprene, as well as their SOAs.

• 한국약용작물학회:학술대회논문집
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• 2009.05a
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• pp.263-264
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• 2009

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.635-641
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• 1998

The purpose of this study was to suggest a new direction of learning method in botany based on the analysis of a classification system and concepts in Science(Biology) textbooks of elementary and secondary school. Elementary and secondary school textbooks of Biology have been analyzed for plant classification system and concepts. Findings are summarized as belows. 1. In textbook of elementary school, the organization of life is grouped into Plantae and Animalia. Learning contents of plant are divided by the size and habitat. However, this system of classification might cause false concepts. Therefore, learning contents should be organized as whether they are flowering plants or not. 2. In a textbook of middle school, the organization of life is grouped into Plantae and Animalia. For a textbook of high school, it is grouped into three kingdoms; Plantae, Animalia and Prorista. With the idea of new age of Life Science, we should change the standards to 5 kingdoms; Plantae, Animalia, Proristae, Fungi and Monera. Moreover, it would be desirable if the concept of plant classification could be explained with a general outline, not by an individual interpretation focusing on characters of species only. In addition to the above indications, a learning course should provide present a standard classification according to a cognitive developemental level. It also has to teach students how to classify plant, in secondary school. Learning materials focusing on algae of the present system, but should be organized based on Seed plants.