• Korean Journal of Breeding Science
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• v.41 no.4
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• pp.568-573
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• 2009

A new soybean variety, "Singang", was released by NICS, RDA in 2008. It is resistant to soybean mosic virus (SMV), which is one of the most serious diseases in soybean production. "Singang" had been developed for seven years by molecular marker-assisted selection (MAS) breeding method using recurrent parent, "Sowon", and donor parent, "L29" which has the SMV-resistance gene, Rsv3. Selected promising breeding line, Suwon 242, was evaluated in yield trials for 2 years from 2005 to 2006 at NICS. Regional yield trials were performed for 3 years from 2006 to 2008 in five locations including Jeju. Agronomic characteristics of "Singang" is a determinate growth habit, purple flower color, grey pubescence, yellow testa, light brown hilum and lanceolate leaflet shape. "Singang" showed the similar performance to "Sowon" cultivar. This variety showed 3 days shorter in days to maturity than the check variety (Pungsannamul). The average yield under regional yield trials in five location was 2.78t/ha. It is adaptable to the whole country except for Gangwon province.

• Journal of Korean Society on Water Environment
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• v.25 no.5
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• pp.727-734
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• 2009

This study was carried out to evaluate the high rate biological reactor such as lab scale reactor before the application in site, and to get the basic data for possibility using liquid fertilizer with the effluent from biological reactor when the centrifugal machine was applied. The total volume of this reactor in 6 L, in composted of anoxic reactor (2 L), aerobic reactor (2 L), and nitification reactor (2 L). BOD removal efficiency rates when centrifugal machine was applied after effluent from biological reactor are over than 95%. This biological reactor was required post process to satisfy the effluent standards, and was need centrifugal machine to control the washout of microbes in the reactor. T-N removal efficiency rate in HRT 24 hr with centrifugation is 80.0%, and it is desirable to operate less than $1.3kgN/m^3{\cdot}d$ for 70% of T-N removal efficiency rate. T-P removal efficiency rate in HRT 24 hr is 68.2%, and become higher 71.3% after centrifugation. Considering in the 28.6% T-N removal efficiency rate, the nitrogen contents of the effluent from reactor is 0.34% to satisfy the liquid fertilizer.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.12-23
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• 2007

The purpose of this study was to research the effects of students' evaluation results on teachers' teaching activities. The subjects were 431 elementary school students of 4th, 5th and 6th grade, and 14 teachers of 7 schools located in Seoul, Cheongju, and Daejeon city. The experimental design included pre and post-tests with the control group. Our results found that most of the students had positive thoughts towards science classes. In particular, activities where the teachers provided support in the conduct of experiments and the learning atmosphere generally were evaluated higher than other activities. However, unrestricted experiments were evaluated lower by the students. The feedback from the students' evaluation results of their teachers affected the teachers' teaching activities statistically. The teachers' support during experiments, unrestricted activity during experiments, and evaluation activities were changed positively following the students' feedback. However, the loaming atmosphere and unrestricted activity during experiments were observed to change negatively when the teachers were not given the students' feedback.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.161-170
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• 2007

This study aims at helping us improve the methods used to teach elementary school students how to handle experimental apparatus by examining their manual skills and their understanding of the alcohol lamp, spuit and thermometer. To evaluate their ability to handle each experimental apparatus, a practical skills test and knowledge evaluation sheets were developed. The evaluation was carried out with 270 students from 2 classes each in the 3rd, 4th, 5th and 6th grade of D Elementary School located in Daejeon City. For their handling ability of the alcohol lamp, the results for the practical skills test showed that the students had a very low ability in placing objects in the center of the apparatus for safe use and also in adjusting the height of the trivet to place objects so that they contact the outer flames correctly. For the spuit, the pass rate of the skills test was generally low in regards to how students should grasp a spuit and the timing and method of depressing the rubber part before dipping it into liquid. For the thermometer, on the other hand, the pass rate was relatively high in every respect. The knowledge evaluation results for the use of experimental apparatus showed a very high rate of correct answers for alcohol lamps and thermometers. The test results for spoils also produced a relatively high rate of correct answers, with the exception of the test item regarding the way that students should grasp them.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.226-241
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• 2007

The purpose of this study was to elucidate elementary school teachers' pedagogical content knowledge regarding the subject of "weight and pressure in water". 6 elementary teachers in charge of the 6th grade were selected for this study. The 7 hour lessons were observed over $15{\sim}20$ days, and a variety of data including scenarios, questionnaires for teachers, interviews of teachers were analyzed. As a result of this study, teachers who had long career histories thought that the purpose of teaching science was to teach the use of science principles, and teachers who had only taught for a relatively short time thought the purpose was satisfying students' curiosity. Most of the teachers felt that the science content knowledge related to buoyancy was insufficient. They had acquired most of the science content knowledge from teaming experiences in middle and high schools. The pre-service teacher education programs didn't help them to satisfactorily acquire the science content knowledge under analysis here. Most of the teachers taught the science lessons according to the order of sequence as shown in the science textbook. They didn't teach the contents that they thought were needed if they were not already included in the science textbook. Only one teacher who had taken science courses in high school managed the science classes freely according to his own thoughts and opinions. From the results of this research, it could be concluded that most elementary school teachers did not have enough pedagogical content knowledge to teach their students effectively.