• Journal of Environmental Science International
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• v.15 no.9
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• pp.907-912
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• 2006

The study is conducted to analyze the questioning styles in three middle school environmental textbooks in terms of frequency, type, and placement of questions. It is also to analyse and compare the kinds of scientific processes elicited by the questions in the topics of textbook. The instrument was the Textbook Questioning Strategies Assesment Instrument (TQSAI) which was developed the Cooperative Teacher Preparation Program, University of California. The mean number of questions per topic was 4.0 and the ratio of questions to sentences was 3.8%. The numbers of empirical and non-empirical questions were 52.5% and 47.5% for textbook D, 56.6% and 43.4% for textbook J, and 92.7% and 7.3% for textbook K, respectively. The open-hearted question was the highest in all types of questions for three middle school environmental textbooks. The explanatory question was the highest in all characteristics of questions. The types of various questions were distributed throughout textbooks including the green field, debate-discussion, examination, and so on.

• Journal of Plant Biology
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• v.5 no.2
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• pp.6-12
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• 1962

For the comparison with the previous paper (4) the present report deals with the absorption and metabolism of urea and other nitrogen ions in barley seedling absorbed through root. 1. The amount of nitrate in barley treated with urea reach it peak on the 8th day. NO3 on the 4th, NH4 on the 6th or 8th, respectively. 2. The ammonia content in urea group reaches its peak on the 6th day but other groups on the 4th day. The present data in the urea group show to shorten 4 days compared with that of the previous paper(4). 3. the content of total amide from the present data aare gradully increased on all of the groups during this experiment. These are agreement with the result of the previous paper (4). 4. the alcohol solution nitrogen in the urea gorup shows the similar tendency to the NaNO3 group but reaches it peak 2 days later than in the (NH4)2SO4 group. 5. The content of total nitrogen in the urea series has the lowest amount at the beginning while the richest from the 4th day after. These would be explained on that the absorption of urea is delayed and the PH in the urea solution does not change, so called "physiological neutrality". The author should like express his sincere thanks to Prof. M.J.Lee of Seoul National University for his valuable advices.e advices.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.887-900
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• 2011

Teachers use explanations to communicate important scientific ideas to students. Consequently, all biology teachers should be evaluated to determine how effective they are at constructing and communicating biological explanations. Open response questions are required to detect pre-service biology teachers' abilities to communicate robust and accurate scientific explanations. Nevertheless, multiple-choice questions are typically preferred by educators because of the common drawbacks of using open-response instruments, such as scoring time, inter-rater scoring disagreements, and delayed feedback to test takers. This study aims to measure pre-service biology teachers' competence in building scientific explanations and to investigate how accurately multiple-choice questions predict the results of open-response questions. One hundred twenty four pre-service biology teachers participated in the study and were administered 20 multiple-choice items and three open-response items designed to measure the accuracy and quality of their explanations of evolutionary change. The results demonstrated that pre-service teachers displayed higher competence when tested with multiple choice items than when tested with open response items. Moreover, scores derived from multiple-choice items poorly predicted the scores derived from open-response items. Multiple-choice items were also found to be poor measures of the consistency, purity and abundance of conceptual elements in teachers' evolutionary explanations. Additionally, many teachers held mixed-models composed of both scientific and naive ideas, which were difficult to detect using multiple-choice formats. Overall, the study indicates that multiple-choice formats are poorly suited to measuring several aspects of biology teachers' knowledge of evolution, including their ability to generate scientific explanations. This study suggests that open-response items should be used in teacher education programs to assess pre-service teachers' explanatory competency prior to being permitted to teach science to children.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.514-525
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• 2005

The most important factor in providing education to gifted students as well as to students in general are the teachers themselves. However, at present in Korea, most of the teachers in charge of education for the gifted are educated by in-service training programs only for a short period of time. It is doubtful whether the teachers, who have taught ordinary students in general, can teach gifted students effectively only after completing such a short course. This research investigated the relationship between the teachers' beliefs about educating the gifted and the teachers' classroom practices in a Science Academy through case studies. The guiding questions for this study are as follows: First, what beliefs do the participating teachers have about education for the gifted? Second, how are the participants' beliefs reflected in their classroom practices? Of the five participants, two are physics teachers, two are biology teachers, and one is an earth science teacher. I observed and videotaped four classroom practices for each participant and conducted an in-depth interview with each participant. Further data were collected through e-mails with the participants. All data were carefully transcribed and analyzed. The results are as follows: Beliefs about education for the gifted do not exist independently, and form a belief system connecting with beliefs about teaching and learning, and subject matter. And the belief systems of participants can be divided into "student-centered," "teacher-centered," and "conflict chaos." In the classes of the participants who have "student-centered" belief system, students' questions or opinions played an important role and the participation structure in the classroom was determined by the students. On the contrary, participants who have "teacher-centered" belief system focused on teaching contents as much as possible in their classes. These teachers played a heavy role and formed a participation structure where students depended on their teacher's intellectual authority and therefore participated in their class passively. A participant who have "conflict chaos" belief did not form a firm belief system yet, and traditional beliefs about teaching and learning were reflected a lot in her classes. The research results imply teachers' beliefs play an important role in classroom practices and beliefs about teaching and learning and subject matter as well as beliefs about education for the gifted are important factors for teachers who guide gifted students. Additionally, I make some suggestions for the improvement of teacher education for the gifted.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.85-92
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• 1997

The field is a good learning environment that offers many opportunities. Status of conducting field trip in the middle and high school was investigated As a result, there was few teachers who disagree that a course in science should include learning in the field. Yet, on practical side, teachers who used to conduct the field trip over once a year in science class appeared to be about 23% only. Most of schools conducting field trips hadn't well-planned program for instructional activities. Many of teachers appealed that they should not get release time for conducting an extended field experiences, and that they could not obtained good information in relation to the contents, the methods and strategies of field activities. It says that a good field trip needs administrative and financial surport, many informations, and the teacher's exertion.

• Food Science and Biotechnology
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• v.15 no.3
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• pp.339-340
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• 2006

The pattern of drug resistance and incidence of R-factors were studied in Shigella sonnei as food-borne pathogen strains isolated from chicken meat in Iran. In this study we examined for transferring R-factors of S. sonnei to sensitive Escherichia coli $k_{12}{\bar{F}}(\lambda)$. The results showed that 19 out of 57 strains (33.3%) were resistant to one or more drugs and multiple drug resistance was more common than single drug resistance. The most predominant pattern of resistance observed was Tetracycline (Tc), Chloramphenicol (Cm), Streptomycin (Sm), and Sulfonamide (Su). 100% of the strains from the Caspian littoral transferred at least a part of their resistance pattern to sensitive E.coli $k_{12}{\bar{F}}(\lambda)$.

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.510-518
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• 2007

In many countries, secondary school science is no longer solely for those destined for careers in science, medicine or engineering and both boys and girls study biology, chemistry and physics. In Japan, secondary science has been studied by boys and girls as a compulsory subject since the establishment of the modem school system in the late 19th Century. However, although 'science for all' is becoming the norm, it appears that science is less popular with girls than it is with boys, and that lower-attaining students are not adequately catered for in Japan and elsewhere. In this paper, the author investigates gender issues in the secondary science curriculum and examines the curriculum for future scientists using a historical perspective and focusing on the case of Japan. An analysis of two historical issues, gender and the curriculum for future scientists, found that, firstly, the science curriculum needs to contain a clear statement of its aims, and, secondly, that the secondary science teacher is one of the most important factors influencing science teaching particularly for girls. ost important factors influencing science teaching especially for girls.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.393-405
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• 2006

The purpose of this study was to analyze the effects of Semantic Network Program (SNP) instruction on learning achievement and motivation in high school biology classes. For this study, a SNP was designed by applying the recommendations in regard to student attention and satisfaction factors in Keller's ARCS theory. SNP instruction was conducted with an experimental group and a control group, each consisting of 62 high school biology class student. A pretest-posttest control group design was employed. The pre-test was used to analyze the learning achievement test, learning motivation test, and semantic forming test. For 4 weeks the experiment group was instructed using the developed SNP which centered on Keller's attention and satisfaction factors, and the control group was instructed via teacher-centered lectures based on the textbook. It was found that SNP instruction efficiently increased students' biology learning achievement (p<.001). It was also discovered that SNP instruction was effective in increasing Keller's motivation strategies on attention and satisfaction factors (p<.001). In addition, SNP instruction positively affected students' semantic formation (p<.001) and learning content retention (p>.05) in the heredity unit by aiding students in the area of active multimedia learning. An in depth interview with students in the class using SNP instruction showed that material learned via this method in biology had longer retention of problem-solving methods. Consequently, SNP instruction according to motivation strategies may high school biology teachers with meaningful teaching-learning methods strategies for the unit on heredity.

• The Korean Journal of Ecology
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• v.14 no.4
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• pp.379-398
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• 1991

In order to investigate the ecotypic variations of pulsatilla koreana nakai distributed in korea, 8 local populations of the plant were selected in accordance with latitude and compared on the differences of leaf shape, elongstion, stomatal distribution and dhlorophyll content. The incised angle of the plant is 38。32' in cheju, showing a great difference as compared with 23。77'-30。 32' of the other sites. as to the incised rate, mt. togyu and cheju representsed relatively high values of 49.04% and 48.21% the parted leaved individuals were only observed along the warm current coastal area including cheju, sokcho and sunchon and were 54(62.8%), 2(2.5%) and 3(3.3%) in the sites, respectively. Especially, the individuals consisting of only parted learves were 5(5.8%) in cheju alone and none of the other sites showed such individuals at all. So p. cernua distributed in cheju and p. koreana in inland area can be considered to beecotypic variations of the same species from the upper investigations. According to the elongations of leaf and rachis, the local populations could be classified into 3 types, such as warm current coastal area type(cheju,sunchon and sokcho),southern inland area type(andong, chungju and mt. togyu)and central inland ara type(mt. komdan and hongchon). The dentate numbera of 39.80-43.73 in the warm current area were also different from those of 87% in mt.togyu and 15% in hongchon, while opposite leaflets account for 100% in the other sites. The content of chlorophyll ranged from 0.609 mg/g. d.w.(cheju)to 0.924 mg/g.d.w.(hongchon), showing an increasing trends as the latitudes grow higher. The number of stomata on the low epidermis is much larger than that on the upper epidermis in the whole area. But both aspects showed an increasing tendency, too as the latitude becomes higher.

• Journal of Gifted/Talented Education
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• v.14 no.4
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• pp.1-13
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• 2004

Although over - 600 students in Incheon has been participated in the gifted education programs under the colleges and Office of Education Department every year, it is reported that the number of teachers have insufficient teaching abilities in primary, advanced, and after-advanced gifted classes. The Gifted Education Research Institute in Incheon University introduced R&E activities for the improvement of teachers' abilities in science research and student guiding. Professors in science department conducted the R & E activities to select the research thesis. The professors and the guidance teachers decided the directions of the research, and the guidance teachers who learned from the professors taught 3-5 students to practice the research. Five professor-teacher-student research teams in math, physics, chemistry and biology conducted the research after school and during the vacation for 7 months. The results of the research were submitted to the journals of research activities and the result papers were presented to the seminar. On this research, the possibilities and the difficulties of the R&E activities based of the journals of research activities, oral presentation and the research results reports were analyzed with a purpose of improving the professionalism of the science gifted teachers. Although the professors proposed many difficulties or problems about the R&E activities, the teachers reported that the R & E activities he1ped them to improve their research activities and student guiding techniques. The teachers acquired more knowledge on the principles of the science related areas than before. Moreover, they thought it was very meaningful experience in using the science related instruments, guiding the students' research and writing the research reports. The students also gave the positive responses with the increased interests in new science studies and with the experience of learning the way of research.