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Analysis of Mistakes in Photosynthesis Unit in Biology II Textbooks and Survey of Biology Teachers' Recognition on them (생물 II 교과서 광합성 단원의 오류 분석 및 생물 교사의 오류 인지 조사)

  • Park, Hae-Kyung;Yoon, Ki-Soon;Kwon, Duck-Kee
    • Journal of Science Education
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    • v.32 no.1
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    • pp.33-46
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    • 2008
  • The purpose of this study was to know whether or not any wrongful description or simple errors were in photosynthesis unit of Biology II textbook under 7th national curriculum and if so, to know whether or not high school teachers recognized and corrected properly the mistakes. The mistakes in photosynthesis unit of text books were determined by the comparison with several reference books and through examination by three plant physiologists in 8 different Biology II textbooks. After the mistakes were analysed, the survey using contents of textbook containing the mistakes was conducted on high school teachers teaching Biology II. As a result, 48 mistakes were determined in 13 subjects. As many as four mistakes were found even in one subject in a certain textbook and a same mistake was found repeatedly in several textbooks. The survey result showed that the teachers who pointed exactly the mistakes out corrected properly, however, the percentage of these ones out of 35 teachers replied to survey was less than 50%. The ratios of correction out of total number of responses were high in question #6 (43%), #4-3 (40%), and #1-2 (32%) which were containing a simple mistake in graph, a wrong word and a wrong picture, respectively. But, no one pointed out and made correction in question #5-1 and #5-2 which were containing Z scheme of light reaction without the legend of vertical axis that should be explained as electron energy or standard reduction potential. The result indicates the possibility that the mistakes in photosynthesis unit of Biology II textbook can be corrected and teached properly by teachers may be low. In order to reduce the possibility that students may have misconceptions about photosynthesis, the list of print's errors should be provided to the teachers and/or the training program and/or workshop for in-service high school biology teachers was recommended.

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The Present Status and Prospect of GIS Learning in Teaching Geography of High School (고등학교 지리학습에서 GIS 교육의 현황과 전망)

  • Hwang, Sang-Ill;Lee, Kum-Sam
    • Journal of the Korean association of regional geographers
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    • v.2 no.2
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    • pp.219-231
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    • 1996
  • The aim here is to analyse the system of description of GIS in all of the high school textbooks passed with the official approval, to find the degree to which teachers understand about GIS, and to consider the present condition of GIS instruction. Most of the authors of textbooks generally underestimate importance of GIS, and there is difference among their awareness. In the system of description of GIS, there are only a few kinds of textbooks in which explanation of GIS is made coherently from the purpose of instruction aim through the chapter summary and to overall test in both of the Korean Geography and the World Geography. This trend is due to the degree of distribution of the GIS specialists in writing a textbook while the other texts books shows just a brief introduction of GIS concept. Although there is the limit for teachers to study how to teach GIS due to its very technological aspect as well as few previous training and teacher's guide. Thus it is evident that about a half of teachers who responded taught high school students without a knowledge on GIS, and a few of them even never referred to that concept. These facts may negatively affect the status of a geography in the society of information. For the solution of these issues, it is considered how to repair the description system and its contents. Besides, the variation among textbooks is reduced at the further revision of the 7th curriculum. And the printed matters of GIS are sufficiently provided for the teachers to use as their teaching aids. It is desirable that the GIS instruction models should be further developed for college education, and the programs for the on-the-job teachers training should be arranged. Besides, the previous training for the on-the-job teachers should be achieved more practically with enough time before the revision of curriculum.

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Compositional Variation of Arsenopyrites in Arsenic and Polymetallic Ores from the Ulsan Mine, Republic of Korea, and their Application to a Geothermometer (울산광산산(蔚山鑛山産) 유비철석(硫砒鐵石)의 조성변화(組成變化) 및 지질온도계(地質溫度計)에 대(對)한 적용(適用))

  • Choi, Seon-Gyu;Chung, Jae-Ill;Imai, Naoya
    • Economic and Environmental Geology
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    • v.19 no.3
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    • pp.199-218
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    • 1986
  • Arsenopyrite in arsenic and polymetallic ores from calcic Fe-W skarn deposit of the Ulsan mine, Republic of Korea, has been investigated by means of electron microprobe analysis and X-ray diffractometry. As a result, it is revealed that the Ulsan arsenopyrite may be classified into the following three species with different generation on the basis of its mode of occurrence, chronological order during polymetallic mineralization and chemical composition; arsenopyrites I, II and III. 1) Arsenopyrite I-(Ni, Co)-bearing species belonging to the oldest generation, which has crystallized together with (Ni, Co)-arsenides and -sulpharsenides in the early stage of polymetallic mineralization. In rare cases, it contains a negligible amount of antimony. It occurs usually as discrete grains with irregular outline, showing rarely subhedral form, and is diffused in skarn zone. The maximum contents of nickel and cobalt are 10.04 Ni and 2.45 Co (in weight percent). Occasionally, it shows compositional zoning with narrow rim of lower (Ni+Co) content. 2) Arsenopyrite II-arsenian species, in which (Ni+Co) content is almost negligible, may occur widely in arsenic ores, and its crystallization has followed that of arsenopyrite I. It usually shows subhedral to euhedral form and is closely associated with $l{\ddot{o}}llingite$, bismuth, bismuthinite, chalcopyrite, sphalerite, bismuthian tennantite, etc. It is worthy of note that arsenopyrite II occasionally contains particles consisting of both bismuth and bismuthinite. 3) Arsenopyrite III-(Ni, Co)-free, S-excess and As-deficient species is close to the stoichiometric composition, FeAsS. It occurs in late hydrothermal veins, which cut clearly the Fe-W ore pipe and the surrounding skarn zone. It shows euhedral to subhedral form, being extremely coarse-grained, and is closely associated with pyrite, "primary" monoclinic pyrrhotite, galena, sphalerite, etc. Among three species of the Ulsan arsenopyrite, arsenopyrite I does not serve as a geothermometer, because (Ni+Co) content always exceeds 1 weight percent. In spite of the absence of Fe-S minerals as sulphur-buffer assemblage, the presence of $Bi(l)-Bi_2S_3$ sulphur-buffer enables arsenopyrite II to apply successfully to the estimation of either temperature and sulphur fugacity, the results are, $T=460{\sim}470^{\circ}C$, and log $f(S_2)=-7.4{\sim}7.0$. With reference to arsenopyrite III, only arsenopyrite coexisting with pyrite and "primary" monoclinic pyrrhotite may serve to restrict the range of both temperature and sulphur fugacity, $T=320{\sim}440^{\circ}C$, log $f(S_2)=-9.0{\sim}7.0$. These temperature data are consistent with those obtained by fluid inclusion geothermometry on late grandite garnet somewhat earlier than arsenopyrite II. At the beginning of this paper, the geological environments of the ore formation at Ulsan are considered from regional and local geologic settings, and physicochemical conditions are suspected, in particular the formation pressure (lithostatic pressure) is assumed to be 0.5kb (50MPa). The present study on arsenopyrite geothermometry, however, does not bring about any contradictions against the above premises. Thus, the following genetical view on the Ulsan ore deposit previously advocated by two of the present authors (Choi and Imai) becomes more evident; the ore deposit was formed at shallow depth and relatively high-temperature with steep geothermal gradient-xenothermal conditions.

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Perceptions of the Retailers within Green Food Zone on the enforcement of the Special Act on the Safety Management of Children's Dietary Life (어린이 식생활 안전관리 특별법 시행에 대한 학교주변 판매업자 인식조사)

  • Lee, Seung-Sin;Yang, Deok-Soon;Lee, Jong-Hye;Lee, Young-Hee;Heo, Sun-Kyung
    • Journal of Food Hygiene and Safety
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    • v.27 no.1
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    • pp.55-62
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    • 2012
  • This study is a survey of regulatees' perception on main contents and enforcement effect of the Act, the retailers at food stores within Green Food Zone, for the effective enforcement of "The Special Act on the Safety Management of Children's Dietary Life" legislated in 2008. Percentage, frequency analysis, and T-test are derived from the survey carried out to the 175 retailers at food stores within Green Food Zone, across the country except Jejudo, for the two months March and April of 2011. The survey results are as follows. Over 80% of the respondents are aware of comprehensive policy for child food safety and the enforcement of 'the Special Act' and considering the rate of satisfaction on food safety information provided by government, over 90% of the respondents, virtually most of them, are satisfied. The rate of awareness of Green Food Zone is about 80% and that of outstanding business for children is about 50%, showing little perception of it. The comparison of the survey result of 2011 with that of 2010, which have the same questions to the retailers within Green Food Zone, still indicates a need for enhancement of understanding on absolute standard, though it showed fairly better improvement in general. Several proposals are given in this study based on the survey results, which will contribute to the children food safety and health improvement in the end.

An Analysis of Problem Posing in the 5th and 6th Grade Mathematics Textbooks and Errors in Problem Posing of 6th Graders (5, 6학년 수학교재의 문제만들기 내용 및 6학년 학생들의 문제만들기에서의 오류 분석)

  • Kim, Gyeong Tak;Ryu, Sung Rim
    • Journal of Elementary Mathematics Education in Korea
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    • v.17 no.2
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    • pp.321-350
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    • 2013
  • The purpose of this study to analysis of problem posing in 5th and 6th grade mathematics textbooks and to comprehend errors in the problem posing activity of 6th graders in elementary school. For solving the research problems, problem posing contents were extracted from mathematics textbooks and practice books for the 5th and 6th grade of elementary school in the 2007 revised national curriculum, and they were analyzed, according to each grade, domain and type. Based on the analysis results, 10 problem posing questions which were extracted and developed, were modified and supplemented through a pre-examination, and a questionnaire that problem posing questions are evenly distributed, according to each grade, domain and type, was produced. This examination was conducted with 129 6th graders, and types of error in problem posing were analyzed using collected data. The implications from the research results are as follows. First, it was found that there was a big numerical difference of problem posing questions in the 5th and 6th grade, and problem posing questions weren't properly suggested in even some domains and types, because the serious concentration in each grade, type and domain. Therefore, textbooks to be developed in the future would need to suggest more various and systematic of problem posing teaching learning activity for each domain and type. Second, the 'error resulting from the lack of information' occurred the most in the problems that 6th graders posed, followed by the 'error in the understanding of problems', 'technical errors', 'logical errors' and 'others'. This implies that a majority of students missed conditions necessary for problem solving, because they have been used to finding answers to given questions only. For such reason, there should be an environment in which students can pose problems by themselves, breaking from the way of learning to only solve given problems.

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A Case Study of Change in Practical Knowledge of Elementary School Teachers: Focused on Science Class for the Gifted (초등교사의 실천적 지식 변화에 대한 사례 연구: 과학영재수업을 중심으로)

  • Chung, Jung-In;Yoo, In-Sook
    • Journal of Gifted/Talented Education
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    • v.20 no.1
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    • pp.317-346
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    • 2010
  • The purpose of this study was to investigate the changes in teachers' recognition of science class and children for the gifted, and the process of changes in their practical knowledge after the experience of science class and conversation with colleague teachers. Two elementary teachers, teacher A and B, were selected as subject of investigation, who wanted to improve their science class. They experienced the process of self-examination during their class and from class conversations. Teacher A has 10 years of teaching experience. She has been in contact with gifted children and observed them since undergraduate. She entered the graduate school since she came to be interested in science class and children for the gifted. While teacher B has only three years of teaching experience and had a first contact with the gifted after graduate school. The results of this study are as follows. Teacher A didn't change recognition of gifted children class by class conversation in short term because she had a firm faith in good class teaching and was rich in class teaching knowledge. And, her practical knowledge was applied to the next class by changing teaching method or by supplementing her class contents in concerned part through class observation and class conversation with her colleagues. Teacher B was characterized as being lack of class confidence and concerned more about subject knowledge. She was forming a new practical knowledge along with new class teaching knowledge. Teacher B was in trouble with applying new practical knowledge to next class. From such findings, it was concluded that the process of changing or forming of practical knowledge depends on the beliefs, values, experiences, or knowledges of each teacher. A reflection on one' own class teaching could be a good way to form a practical knowledge and improve teaching speciality, when it was concerned with self-reflection of their own class, class observation, and communication with colleagues. Thus, the reflection practice could be applied to the teaching program of teachers for the gifted to form practical knowledge through trial class, self-reflection of class, and conversation with colleagues.

Needs on Management Development Program for Head Nurse (간호 관리 능력 개발을 위한 교육 연구)

  • Park, Jeong-Sun
    • Journal of Home Health Care Nursing
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    • v.5
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    • pp.84-99
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    • 1998
  • The objectives of this study are to identify the actual educational contents of management for head nurse and to propose the educational subjects according to identity the needs of head, charge, and staff nurses. The subjects were investigated the actual Management Development Programs and educational needs of head nurses and prospective nurse manager(charge nurse, staff nurse with a lot of clinical experiences) in general hospitals. The tools were composed of two questionnaires: One was developed from the literature review for making items to measure actual situation. The other was revised Katz's model for measurement of educational needs. The first respondents of actual situation were 27 general hospitals with over 400 beds in Seoul and the second respondents were 89 head nurses, 67 charge nurses and 136 nurses at 3 hospitals by convenient sampling out of 27 general hospitals. Data were collected by telephone interview, mail questionnaire and visiting from 7th of October through 30th of November in 1997. In data analysis, general characteristics of the respondents and actual status of Management Development Programs were analyzed by frequency and percentage. Educational needs according to general characteristics were analyzed by ANOVA The results were as follows: 1. Actual situation of Management Development Program 1) Seven hospitals(26%) had Management Development Program for prospective managers and 14 hospitals (52%) for head nurses. 2) Education Department existed in 14 hospitals (52%). 3) One hospital(4%) had top level managers took part in the Management Development. 4) Two hospitals selected head nurse, who had finished courses of Management Development. Eight hospitals(30%) assessed educational needs. The assessment tools consisted of making a question via questionnaire(75%), determining at department meeting(12%) and interview(13%). 5) Educational programs had 3 types: 10 lecture type, 7 discussion type and 4 role play type programs. 6) One hospital evaluated the change of learner's attitude. 7) Four hospitals scored educational point, but that was measured only by attending. 8) Actual Management Development Programs were as follows. parenthesis indicates the number of hospitals. (1) Management Development Programs for Prospective manager. Role perception of Middle level Manager (1) . Role reconstruction of Nurse Manager (1). Workshop for Charge Nurse (1). Nursing Delivery System and Nursing Process (1). Communication (1). Motivation (1) (2) Management Development Programs for Head nurse.. Head nurse's Role (5). Administrative Work (7). Service Education (4). Prevention and Countermeasure of Nursing Incidence (3). Appraisal (3) 2. The results of needs on Management Development subject 1) The educational needs of all respondents on 3 skill domains showed positive agreement to strongly positive agreement. 2) High priority(more than 4.5) items were 12 of 24 Human skill items(50%), 1 of 6 Technical skill items(16%), and 2 of 13 Conceptual skill items (15%). 3) Out of high priority items, 8 items were instituted. 4) All respondents showed high needs on 3 skill domains regardless of 3 positions (head nurse, charge nurse, and nurse). Educational needs of Human skill domain, according to position were 108. S, 108.7, 106.8 (mean score = 72) , needs of Technical skill domain were 26.5, 26.6, 26.I(mean score=18), and needs of Conceptual skill domains were 56.9,56.7, 55.1(mean score=39). 5) Needs of 3 skill domains according to clinical career showed significant difference. Out of respondents, nurses with career of over 16years showed lowest degree of needs in Human skill domains(F=4.47, P=.004) and Conceptual skill domain(F=2.93, P=.034). 6) Educational needs according to educational background were not significant difference. But out of respondents, nurses educated at 3-year junior college relatively showed lowest needs in all of the 3 skill domains. With the above-mentioned findings, further study is necessary for generalization of this study at hospitals with different bed size and location. Also it is needed to study about management skill of nurse and charge nurse, and effective educational method.

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Effects of Exercise Intensity on PGC-1α, PPAR-γ, and Insulin Resistance in Skeletal Muscle of High Fat Diet-fed Sprague-Dawley Rats (운동 강도 차이가 고지방식이 Sprague-Dawley Rat의 골격근 내 PGC-1α, PPAR-γ 및 인슐린 저항에 미치는 영향)

  • Jung, Hyun-Lyung;Kang, Ho-Youl
    • Journal of the Korean Society of Food Science and Nutrition
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    • v.43 no.7
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    • pp.963-971
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    • 2014
  • This study investigated the effects of exercise intensity on PGC-$1{\alpha}$, PPAR-${\gamma}$, and insulin resistance in skeletal muscle of high fat diet-fed Sprague-Dawley rats. Forty rats were randomly divided into five groups: sedentary control group (SED), high fat diet group (HF), high fat diet+low-intensity exercise group (HFLE, 22 m/min, 60 min, 6 days/week), high fat diet+moderate-intensity exercise group (HFME, 26 m/min, 51 min), and high fat diet+high-intensity exercise group (HFHE, 30 m/min, 46 min). After 4 weeks of high fat diet and endurance exercise training, the lipid profiles, insulin, and glucose concentrations were determined in plasma. PGC-$1{\alpha}$, PPAR-${\gamma}$, and GLUT-4 contents were measured in plantaris muscle. The rate of glucose transport in soleus muscle was determined under submaximal insulin concentration ($1,000{\mu}IU/mL$ insulin, 20 min) during muscle incubation. Plasma glucose during oral glucose tolerance test in HF was significantly greater than that in SED, and plasma glucose levels in the three exercise (EX) groups were significantly lower that those in SED and HF at 30 and 60 min, respectively (P<0.05). Plasma insulin levels in the EX groups were significantly reduced by 60 min compared to that in HF (P<0.05). The protein expression level of PGC-$1{\alpha}$ as well as muscle glucose uptake were significantly higher in SED and HF than those in the three EX groups (P<0.05), and HFHE showed significantly higher levels than HFLE and HFME. Expression levels of GLUT-4 and PPAR-${\gamma}$ were significantly higher in the HFLE, HFME, and HFHE groups compared to the SED and HF (P<0.05). Therefore, the results of this study indicate that 4 weeks of high fat diet significantly developed whole body insulin resistance but did not affect PGC-$1{\alpha}$, PPAR-${\gamma}$, or the glucose transport rate in skeletal muscle, and exercise training was able to attenuate deteriorated whole body insulin resistance due to high fat diet. In addition, high intensity training significantly affected PGC-$1{\alpha}$ expression and the glucose transport rate of skeletal muscle in comparison with low and middle training intensities.

Investigating the Cognitive Process of a Student's Modeling on a Modeling-Emphasized Argument-Based General Chemistry Experiment (모델링을 강조한 논의 기반 일반화학실험에서 학생들의 모델링에 대한 인지과정 탐색)

  • Lee, Dongwon;Cho, Hey Sook;Nam, Jeonghee
    • Journal of The Korean Association For Science Education
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    • v.35 no.2
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    • pp.313-323
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    • 2015
  • The purpose of this study is to investigate the cognitive process of student's modeling on a modeling-emphasized argument-based general chemistry experiment. The participants were twenty-one freshman students. Six topics were carried out during the first semester and semi-structured interview was implemented at the end of the semester. Semi-structured interview questions were used to elicit elements of effective model, modeling strategies, difficulties that students have experienced during modeling, and resolving the difficulties that students have experienced during modeling. All student interview data were collected and transcribed. The results of this study are summarized as follows: (1) Elements of effective model were considered to be visual expression, persuasive explanation, and rhetorical structure. (2) Modeling strategies included arranging important keywords or writing the outline, and during the modeling process, students used various data, suggested data after reconstructing, suggested definitions and explanations of core concepts, used meta-cognition, and considering rhetorical structure. (3) Difficulties students have experienced during modeling could be categorized as lack of modeling strategy and understanding. (4) Resolving difficulties students have experienced during modeling could be categorized as modeling strategy and understanding. Students learn the strategy by feedback, modeling experience, evaluation of experimental report, models which they constructed previously and references, and the understanding of contents were achieved through arguments which occurred during classes and during the process of writing the experimental reports. These results suggest that when using modeling in teaching and learning, the argument-based learning strategy can be effective in enhancing students' modeling by helping them to understand meta-modeling with scientific concepts.

Scientifically Talented Students' Image of Science Museums and Their Preferred Topics for Exhibits - Focused on Students in Gwangju City - (과학 우수아의 과학관에 대한 이미지와 기대 전시 내용 - 광주지역 학생을 중심으로 -)

  • Kim, Jinkuk;Park, Jongwon
    • Journal of The Korean Association For Science Education
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    • v.33 no.7
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    • pp.1431-1449
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    • 2013
  • This study is based on the assertion that science museums should consider visitors' views and expectations as they are not satisfied in many cases. In this study, we investigated 31 scientifically gifted students and 177 science high school students about their image of science museums. Using the questionnaire, it was found that only 51% of students visited science museums; however, the average number of visits was 4.2. This means that students tended to re-visit after the first visit of the science museum. Students had a 'good' image of science museums when they incurred hands-on experiences and observed new, interesting, curious and funny exhibits. And students had a 'bad' image of science museums due to the following aspects: lack of new and interesting exhibits, information and guide, diverse contents, and hands-on experience; deficiencies in environment; and inadequacy of the management, operation and composition of exhibits. Therefore, they hoped that science museums will provide more hands-on experiences and experiments, new and interesting exhibits, systematic management and composition of exhibits, information and guides, and a good environment. So science museums need to pay special attention to aspects like management, information guides and environment for the first-time visitors. Based on the above results, we suggested "Directions for a good science museum based on students' views". While asking students what topics they wanted to know and learn in a science museum, each student was given the choice of four topics; eventually, 2.9 answers overlapped for each topic. When classifying students' topics into four main themes for the Gwangju National Science Museum, the order from the most popular theme to the least one was 'science in everyday life', 'ocean/space/future science', 'light and science', and 'culture, art and science'. Among the topics mentioned by students, only 37% are exhibited in Seoul, Gwacheon, Daejeon, or Gwangju science museums. We hope that the results and research methods will be used for evaluation, re-construction, and reinvigorated presentation of science museums.