• 한국지구과학회지
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• 제34권5호
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• pp.435-449
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• 2013

The purpose of this study was to investigate the difference of teachers' interaction with their students when teaching science in New York (NY) and in Korea. As part of the 2011 Korean International Teacher Fellows (KITF), supported by the Ministry of Education, Science and Technology (MEST) and the National Institute for International Education Development (NIIED), Korean science teachers observed, for six months, New York's science classes in terms of how teachers interact with their students and how students learn science during science instruction. The participants were 10 science teachers in five middle and high schools that taught Physics, Chemistry, Biology, Earth Science, and Environment Science in NY. The National Board for Professional Teaching Standards (NBPTS, 2003) and Instruction as Interaction (Cohen et al., 2003) were used as an instrument to identify each teacher's teaching and classroom interaction. Several characteristics of science classes in NY were revealed, which are different from Korean science classes. First, science teachers in NY dominantly put more focus on their subject of teaching during science interaction while, Korean science teachers not only teach science but also do counseling to students as a homeroom teacher. Second, science teachers in NY acknowledged the students' individuality and have positive experiences of professional development supported by their school and district more than Korean science teachers do. Third, science teachers in NY sometimes showed limited knowledge about the concepts of science and lack of collaboration with other science teachers. This characteristics may prevent the school from strengthening its subject program and keeping equity across the grade levels and courses.

• Journal of Plant Biotechnology
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• 제48권1호
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• pp.44-53
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• 2021

The present work aims to study the induction of somatic embryogenesis in cork oak (Quercus suber L.) from immature zygotic embryos and young apical leaves obtained from 2-month-old seedlings through acorn germination on sterilized peat. The immature zygotic embryos were grown for 1 month on the mineral solution of MS in the presence of 4.52 µM 2,4-D and 30 g/L sucrose. They were then transferred to the same mineral solution with no added growth regulators. In the third subculture, yellow somatic embryos, characterized by two voluminous cotyledons, were differentiated from the radicle of the immature zygotic embryos. The induction of somatic embryogenesis in young leaves required a series of transfers on different culture media containing 30 g/L sucrose and 100 mg/L myo-inositol. Secondary or recurrent somatic embryogenesis occurred within the immature somatic embryo radicles after 1 month of culture on growth regulator-free medium containing WPM macronutrients, MS micronutrients, and vitamins.

• 과학교육연구지
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• 제36권2호
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• pp.341-353
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• 2012

이 연구는 물리 전공인 과학 교사의 물리와 생물에 관한 관점을 조사하고 이를 비교하는 것을 목적으로 한다. 45명의 중등학교 물리 전공 교사를 대상으로 설문 조사를 실시하였으며, 전체적으로 이들의 물리에 관한 관점이 생물에 대한 관점보다 전문가의 관점에 가까운 것으로 나타났으나 두 과목의 관점 모두 전문가의 관점과 유사하다고 보기 어려웠다. 구조, 방법론, 타당성, 반성적 사고 차원의 점수는 물리가, 학습 가능성 차원은 생물의 점수가 유의미하게 높았으며, 개인적 관련 차원은 두 과목이 유사하였다. 특히 물리의 학습 가능성 차원의 점수는 비전문가의 관점에 더 가까웠다. 또한 물리 전공 교사는 물리는 생물보다 일관성 있고 체계적이며 논리적인 반면 학습하기 어려운 과목으로 보는 경향이 큰 것으로 보인다.

• Journal of Plant Biology
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• 제5권3호
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• pp.6-10
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• 1962

Leaf samples, raised on the N-deficient and N-abundant sand and sprayed with varying concentration of urea, were analized for their total chlorophyll concentration. It was observed that the depression periods of the chlorophyll content appeared at first by spraying with urea; it appeared on the 3rd day in the N-deficient plots and on the 6th day in the N-abundant plots. Causes of the depression of chlorophyll may be assumed to be in an excessive urea, an accumulation of ammonia from urea absorbed, and depression of water content owing to urea application. The maximum content of the chlorophyll was shown on the 6th day in N-deficient and on the 12th day in the N-abundant plots. The young leaves activity formed the chlorophyll by urea foliar spray, compared with the mature ones. This result was consistent with previous paper.

• 한국과학교육학회지
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• 제33권2호
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• pp.345-358
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• 2013

이 연구에서는 전국 사범대학의 공통과학 교사양성 교육과정 운영 및 공통과학 교사의 임용 실태를 조사하였다. 또한, 과학교육계열 교수들의 공통과학 교사양성 교육과정 및 교사임용의 개선방안에 대한 의견을 조사하였다. 대부분의 학과에서는 공통과학 복수 전공이 필수가 아니었고, 학과별로 공통과학 교육과정 이수인원 비율에 큰 차이가 있었다. 심화과학 전공 교사자격증만 취득할 때 다른 전공의 과학 과목의 이수가 필수인 학과는 없었으며, 일부 학과만이 과학사와 융합교육, 과학창의성과 융합교육, 통합과학교육의 실제 등과 같은 통합과학적 성격의 과목을 개설하고 있었다. 공통과학 교사양성 교육과정과 관련하여 교수들은 공통과학 복수전공 의무화에 대해 부정적으로 인식하고 있었다. 또한, 통합과학 관련 과목을 선택과목으로 개설할 필요가 있다고 생각하는 경우가 많았다. 공통과학 전공 교사임용과 관련하여 교수들은 공통과학 교사자격증의 필요성은 공감하지만, 공통과학 전공의 임용이 따로 필요하지는 않다고 생각하는 것으로 나타났다. 심화전공 교사자격증만 취득하는 경우에는 다른 전공의 과학 과목을 이수할 필요가 있다는 인식이 높았다. 이러한 연구 결과를 바탕으로 공통과학 교사양성 교육과정 및 교사임용의 개선방안을 제안하였다.

• 한국어류학회지
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• 제2권1호
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• pp.88-94
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• 1990

가시고기(Pungitius sinensis sinensis)와 잔가시고기(P. sinensis kaibarae)의 공서지역인 강릉시 지변저수지 하류의 소하천에서 이들 어류를 채집하여 조사한 결과 두 유형의 중간형으로 생각되는 개체가 발견되었다. 전기영동 결과 P. sinensis sineis와 P. sinensis kaibarae는 종전에 보고된 바와 같이 뚜렷이 구분되는 전기영동상을 나타내고 있었으나, 그 외에 이들 사이의 잡종으로 여겨지는 개체가 약 10%정도 발견되었고 또 이들은 가시고기형 잡종과 잔가시고기형 잡종으로 구분되 었다. 형태적인 면에서도 문장(吻長)과 미병고(尾炳高)는 잡종의 특정을 잘 나타내고 있었으며 정소의 색깔에도 P. sinensis sinensis는 회색, P. sinensis kaibarae는 검은색이었지만 잡종개체는 그중간의 색을 띄고 있었다. 이러한 잡종개체의 출현에 따른 이들 두 분류군의 생식적 격리문제에 대하여 논의하였다.

• 한국어류학회지
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• 제8권1호
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• pp.74-82
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• 1996

금호강의 한 지류인 자양천에 서식하고 있는 잔가시고기 Pungitius sinensis kaibarae(Tanaka)의 인판 발생과정을 조사하였다. 인판의 발생 순서는 체장 13mm경에 미병부에서 최초로 나타났으며 체장 16mm경에는 배지느러미가시의 상부에 흉부인판이 나타났다. 그후 이 두 점을 기점으로 하여 앞뒤로 인판이 차례차례 발생하여 체장 20mm경에 서로 연결되어 trachurus형의 배열이 완성되었다. 체장 22mm경에는 인판의 수가 32-33개로서 성체와 거의 같아졌다. 인판의 발달 상태는 어체의 부위에 따라 다르지만 체장 25mm경에는 최전방부를 제외한 대부분의 인판이 후기의 상태로 되었다. 최전방의 인판은 성체가 되어도 대부분이 중기 상태에 머물러 있었다. 모든 인판은 측선의 neuromast주위에서 발생하였다. 그러나 최전방의 5개까지의 인판위에는 인판이 발생하지 않는 추가적인 neuromast가 있음이 발견되었다. 일본산 잔가시고기와의 관계 및 추가적인 neuromast 발견의 계통분류학적 중요성에 대하여 논의하였다.

• The Korean Journal of Ecology
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• 제5권4호
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• pp.187-203
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• 1982

The results obtained from te field investigations of Chuja Island conducted for 5 days from July 18 to 22, 1980 and from August 12 to 16, 1981 are summarized as follows: Vascular plants of this island disclosed by the present study consisted of 86 families, 210 genera, 228 species, 38 varieties and 4 래금. Nineteen species of evergreen broad-leaved trees were discovered, including Litsea japonica Juss, Camellia japonica L. and Machilus thunbergii Sieb. et Zucc. These indeciduous latifoliate trees were preserved in poor condition. Ten-twenty years old Pinus thunbergii was confirmed to be the predominant species. Seaside plants encountered were 6 species, including Vitex rotundifolia L. Fil. and Asterspathullfoius Max., but they were poorly distributed. Naturalized plants comprised a total of 12 species. This varied number of species is considered attributable to the frequent access of men owing to convenient marine traffic. the destruction of vegetation of this island may be attributed to human interference (loggin for boat construction, building and charcoal materials) ever escalated by high population density. It is worthy of noting that Bochmeria penosa Nakai et Stake which forms a large community in this island can be used as textile resources.

• 한국환경교육학회지:환경교육
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• 제25권1호
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• pp.77-88
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• 2012

The purpose of this study was to analyze characteristics of environmental awareness and environmental worldviews on environmental UCCs which made by 27 pre-service biology teachers, and relationship between environmental awareness and environmental worldviews of them. Environmental worldviews were divided into planetary management worldview, stewardship worldview and environmental wisdom worldview. As for theme fo environmental UCCs, most of pre-service teachers chose themes such as environmental destruction, environmental protection, environmental conservation and coexistence with human and environment. Themes of environmental UCCs were somewhat different between females and males. Female pre-service teachers preferred UCC themes related to human's daily life as a consumer but males preferred to environmental protection. Many pre-service teachers referred that major cause of environmental problem was development of environment. Most of them had envionmental wisdom worldview, and tried to use fear appeal to express ways of solving of environmental problems and envieonmnetal worldviews. After making environmental UCCs, more pre-service teachers had envionmental wisdom worldview. This result implies that it is necessary to develop pre-service educational programs realted to environmental worldview formation.

• 한국과학교육학회지
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• 제14권2호
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• pp.199-213
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• 1994

The quality of science teachers is one of the most important factors to improve the science education in secondary schools. In this study the current status of preservice education of secondary science teachers was surveyed and the directions for the improvement were suggested as follows: 1. The purposes of departments of science education have to be partially revised to include other education programs related to science education than preservice training courses of science teachers. 2. Training courses of integrated science teacher should be organized differently from those of physics, chemistry, biology or earth science teachers because their requirements are different. 3. Strict standards of curricula for training science teacher have to be established and applied practically. 4. The curricula of departments of science education have to reflect the contents and the changes of secondary science education. 5. More credits to subjects on the science education, the nature of science, and the laboratory experiments should be taken in the preservice courses of science teachers. 6. Professors at the department of science education have to use various methods to teach inquiry lab and evaluation techniques so that students can experience them at the training courses. 7. The number of professors majoring in science education at the department of sciece education should be increased. 8. Enough research funds have to be supported to activate the researches in science education.