• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.351-359
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• 2005

The aims of this research are to analyze elementary preservice teacher's conception and causes of their misconceptions on biological reproduction and inheritance. In future, it would be also to provide useful data for the effective teaching-teaming method in the elementary school as well as opportunities to correct their misconceptions, which help elementary preservice teachers have the appropriate scientific conceptions. Thirty kinds of test questions were designed in science curriculum for elementary students and biology textbook for university students in order to develop reproduction and inheritance's concepts. The questionnaire was given to 166 junior students of university of education in a local city. All statistical analysis was performed using SPSS version 10.0 program. The major results are as follows: Among 30 test questions, 2 questions in plants, 5 questions in animals and 2 questions in gene were appeared as misconceptions over $50\%$. The major reason to hold the misconceptions was influenced by 'learning up to now' category. The selection reasons of response were significantly different between scientific conceptions and misconceptions in 10 questions by analysis of variance. The gender also showed statistically significant differences between scientific conception and misconception in 3 questions by $\chi^2$ test. The selection reasons according to gender were significantly different between male and female students in 5 questions. For the reasons in forming misconceptions, they may cause by stereotype, conscious priority, differences of experiences, interest or attention, lack of professional Knowledge, and so on. Therefore, it was concluded that this research may help elementary preservice teachers to reconsider their conception for reproduction and inheritance and to be successful in science instructions fur elementary students.

• Journal of Plant Biology
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• v.6 no.4
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• pp.5-10
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• 1963

KWON, Oh Yong (Chunju Teacher's Coll.) Partern of the amino acids influedced on nitrogen metabolism of edible bamboo sprouts. Kor. Jour. Bot. VI (4) : 5-10, 1963. It had been scarcely reported by any worker that the essential amino acids to be indispensable in our daily life contained in edible bamboo sprouts and that they had various pattern of free amino acids. For this reason, especially two species of Korean bamboo sprouts collected from the surburb of Chunju, in April, 1963 were used for researching the essential amino acids and free amino acids appeared on paper chromatography. The most suitable part for our edibles was investigated as a part of bio-chemical studies on Korean bamboo sprouts. The free amino acids contained in two species were found as 5-15 kinds and there were a few of difference according to it's growing parts. Many kinds of free amino acids were found in the end parts more than the tip parts and mid parts of bamboo sprouts. Besides, the essential amino acids in each species were found to 3-9 kinds. From the characteristics and the experiments marked above, it was suggested to the author that many kinds of free amino acids in the end part accelerated the formation of nitrogen comounds more than the other parts.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.384-395
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• 2000

Recently performance assessments have been recommended as an alternative to traditional assessment methods such as multiple-choice written test. Performance assessment is suggested to facilitate students' creativity, participation and learning motivations in science classes. In this study, performance assessment materials were developed for a biology unit of middle school science 1, 'Plants Around Us', and then the assessment materials were applied to assess students' understandings and attitudes related to each topic of the unit. A total of 186 7th grade students at a southern large city participated in this study. From the study, the following were obtained: 1. Various type of the performance assessment materials, such as observation report, peer evaluation, interview have been developed for the unit 'Plants around us.' 2. Students' understandings on the topics appeared to be sound, and the students' interest and cooperative problem-solving abilities have been cultivated through the small group activities. The science classes became more student-centered. 3. Teacher's burden has increased due to the practices of performance assessment, but it could be handled by teacher's commitment and management skills. 4. The students' responses to performance assessments were positive, in general.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.47-57
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• 2021

This study aims to explore the epistemic goals that pre-service elementary teachers can construct in their biology-related knowledge construction activities, how these goals are constructed, and how the shaping of the knowledge construction activities around the goals was afforded or constrained. The research participants were 26 pre-service teachers, divided into 11 groups of two or three to engage in the activity. Their discussions and products were collected and used as data for this study. The analysis revealed that the teachers constructed three types of epistemic goals: making sense of natural phenomena, proposing the most effective course of action, and proposing solutions to problems based on their causes. Construction of different types of goals depended on the conclusions the pre-service teachers expected to draw based on the explored natural phenomena. It was found that the elicitation of the pre-service teachers' epistemic goals could facilitate their shaping of the knowledge construction activity as an evidence-based justification. The participants planned the construction of mechanistic explanations of natural phenomena with the epistemic goals of 'making sense of natural phenomena' or 'proposing solutions to problems based on their causes.' However, enacting their knowledge construction plans with sophisticated epistemic features was constrained due to the limited resources available. This study can contribute to developing instructional strategies that facilitate learners' epistemic agency and addressing epistemic agency in the development of pre-service teacher education methods.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.412-428
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• 2010

The purpose of this study is to identify the teaching professionalism of the two teachers for secondary science-gifted students in perspective of teaching orientations. Both teachers have been taught biology to secondary science-gifted students for more than six years and they have received in-service training in gifted education. Teachers' orientations were investigated through in-depth interviews and observing lessons. For the data collection, videotapes were recorded during two lessons and two in-depth interviews for each participant were conducted. All recorded data were carefully transcribed and analyzed. Some unique characteristics of teaching were identified from the class instruction of each participant. Both teachers revealed 'Open Inquiry' orientation. This was reflected by their educational goals and beliefs that they should help science-gifted students to grow themselves as scientists by enhancing their inquisitiveness and creative problem solving ability. However, each teacher had shown different teaching orientations such as 'Academic Rigor' and 'Discovery' that seemed to have influence on the level or the range of subject matter covered in the classes. Teachers' science teaching orientations have been changed by their subject of teaching and their experiences in teaching the gifted. In the process, teachers' educational philosophy about gifted education plays an important role in teaching orientation. Based on the ongoing teachers' efforts for enhancing his/her professionalism, the teachers seemed to critically review theoretical knowledge of the science teachers in gifted education through self-reflection on their own teaching methods. When teacher's educational philosophy about gifted education was established and internalized, science teaching orientations in teaching practice seemed to be consistent with his/her goal of teaching.

• Journal of The Korean Association For Science Education
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• v.13 no.1
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• pp.100-120
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• 1993

Middle school students' conceptual changes on physics, chemistry, biology and earth science concepts which were intentionally selected by researchers had been investigated through traditional teaching and learning by paper and pencil tests and P.O.E. The weak points had been studied by individual interviews about the problems of traditional science classroom teaching after students' testing and learning about science concepts. As results, students' conceptual changes could be hardly found through traditional teaching and learning except several concepts in biology, The weak points of traditional science classroom teaching and learning were as follows: 1) Teachers teach science as finding answers. 2) The conventional science test is not performed to find students' concepts out but to recall simple knowledge or calculus. 3) Students hesitate to ask teacher Questions in science class because of their colleagues' or teachers' blame. These mean that science teachers need specially designed teaching methods on the students' concepts and reseachers had to study about science classroom socialogy, what happened in science classrooms.

• The Korean Journal of Zoology
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• v.29 no.4
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• pp.294-306
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• 1986

In order to find out whether myoblast cells release into the culture medium any substances that induce or promote the fusion of myoblasts, chick embryonic myoblasts were cultured and the cultured medium (muscle-conditioned medium, MCM) was collected. The MCM was then added to the newly cultured myoblasts to examine if it has fusion-promoting activity. The MCM was also analyzed for its protein content before and after its addition to the second culture. The MCM apparently showed fusion-promoting activity when applied to unfused young myoblasts, suggesting that it contained substances that promote the fusion and that had been released from cells fo the previous culture. Analysis of proteins in the myoblasts and in the MCM suggested that the released protein was absorbed by or tightly bound to myoblasts of the second culture. One of the released proteins of about 175 kilodalton was degraded to a polypeptide of approximately 145 kilodalton, which appeared to act upon the membrane proteins of unfused myoblasts so as to stimulate their membrane to fuse with neighboring cells.

• International Journal of Oral Biology
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• v.38 no.3
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• pp.87-92
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• 2013

Periodontal inflammation increases the risk of tooth loss, particularly in cases where there is an associated loss of alveolar bone and periodontal ligament (PDL). Histological and morphometric evaluation of periodontal inflammation is difficult. Especially, the lengths of the periodontal ligament and interdental alveolar bone space have not been quantified. A quantitative imaging procedure applicable to an animal model would be an important clinical study. The purpose of this study was to quantify the loss of alveolar bone and periodontal ligament by evaluation with micro-computed tomography (micro-CT). Another purpose was to investigate differences in infections with systemic E. coli LPS and TNF-${\alpha}$ on E. coli lipopolysaccharide (LPS) in loss of alveolar bone and periodontal ligament model on mice. This study showed that linear measurements of alveolar bone loss were represented with an increasing trend of the periodontal ligament length and interdental alveolar process space. The effects of systemic E. coli LPS and TNF-${\alpha}$ on an E. coli LPS-induced periodontitis mice model were investigated in this research. Loss of periodontal ligament and alveolar bone were evaluated by micro-computed tomography (micro-CT) and calculated by the two- and three dimensional microstructure morphometric parameters. Also, there was a significantly increasing trend of the interdental alveolar process space in E. coli LPS and TNF-${\alpha}$ on E. coli LPS compared to PBS. And E. coli LPS and TNF-${\alpha}$ on E. coli LPS had a slightly increasing trend of the periodontal ligament length. The increasing trend of TNF-${\alpha}$ on the LPS-induced mice model in this experiment supports the previous studies on the contribution of periodontal diseases in the pathogenesis of systemic diseases. Also, our findings offer a unique model for the study of the role of LPS-induced TNF-${\alpha}$ in systemic and chronic local inflammatory processes and inflammatory diseases. In this study, we performed rapidly quantification of the periodontal inflammatory processes and periodontal bone loss using micro-computed tomography (micro-CT) in mice.

• Nutrition Research and Practice
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• v.17 no.4
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• pp.803-811
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• 2023

BACKGROUND/OBJECTIVES: Nutrition knowledge has been reported to have a weak positive effect on healthy eating behavior. This study aimed to determine if there was a difference in nutrition knowledge depending on the choice of science subject in high school and whether that affected the actual eating habits of college students in Japan. SUBJECTS/METHODS: The subjects were 514 college students, the majority first-year students, in 3 cities in Japan. A questionnaire survey was conducted on elective subjects in science in high school, diet (11 items), lifestyle (5 items), and nutrition knowledge (34 questions). The preliminary survey was conducted on 47 students in the fall of 2019, and the full-scale survey was conducted in May-June and October-November 2021 at the end of lectures for the first-year students. RESULTS: The students in the high-score group (24-31 points, n = 180) had a higher intake of vegetables (odds ratio [OR], 1.78; 95% confidence interval [CI], 1.12-2.82; P = 0.015) and breakfast (OR, 1.64; 95% CI, 1.03-2.60; P = 0.035), and a reduced intake of fast food (OR, 0.27; 95% CI, 0.14-0.51; P < 0.001) than those in the low-score group (6-19 points, n = 150). Only the biology and chemistry students had significantly higher nutrition scores than the other groups (all: P < 0.001), but no significant difference was found between the other groups. Understanding nutrition learned in elementary and junior high school is appropriate, while molecular structure, recommended amount, and food poisoning were insufficient. CONCLUSIONS: Knowledge of nutrition appears to have a positive effect on the actual eating habits of college students. Although biology and chemistry in high school may help students understand the foundations of good nutrition, specialized food education may be required to make informed dietary choices.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.617-628
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• 2016

This study aims to explore pre-service biology teachers' value orientation in terms of scientific observation and representation in plant cell microscope observation experiment. This study focuses on the pre-service teachers' value orientation in relation to objectivity. To achieve this aim, we used a hypothetical situation that pre-service teachers should teach tacit knowledge related to observation and representation during the cell observation class. We presented a hypothetical situation to fifty pre-service biology teachers and collected their answer about that hypothetical situation. These answers were categorized inductively based on constant comparative analysis. The result shows that four types of pre-service teachers' value orientation, 'presence confirmation', 'mechanical objectivity', 'students' subjectivity', and 'trained judgement', are confirmed. This result also shows that various value orientation could be reflected on teaching an experiment and tacit knowledge related to the experiment. Also, many pre-service teachers value 'mechanical objectivity' in observation and image representation. Also, pre-service teachers' value orientation and perception of objectivity in scientific practice could have an influence in teaching science, this result could give provide suggestions on science teachers' education in terms of scientific practice.