• Laboraroty Animal Research
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• v.34 no.4
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• pp.317-328
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• 2018

Cognitive impairment responses are important research topics in the study of degenerative brain diseases as well as in understanding of human mental activities. To compare response to scopolamine (SPL)-induced cognitive impairment, we measured altered parameters for learning and memory ability, inflammatory response, oxidative stress, cholinergic dysfunction and neuronal cell damages, in Korl:ICR stock and two commercial breeder stocks (A:ICR and B:ICR) after relevant SPL exposure. In the water maze test, Korl:ICR showed no significant difference in SPL-induced learning and memory impairment compared to the two different ICRs, although escape latency was increased after SPL exposure. Although behavioral assessment using the manual avoidance test revealed reduced latency in all ICR mice after SPL treatment as compared to Vehicle, no differences were observed between the three ICR stocks. To determine cholinergic dysfunction induction by SPL exposure, activity of acetylcholinesterase (AChE) assessed in the three ICR stocks revealed no difference of acetylcholinesterase activity. Furthermore, low levels of superoxide dismutase (SOD) activity and high levels of inflammatory cytokines in SPL-treated group were maintained in all three ICR stocks, although some variations were observed between the SPL-treated groups. Neuronal cell damages induced by SPL showed similar response in all three ICR stocks, as assessed by terminal deoxynucleotidyl transferase dUTP nick end labeling (TUNEL) assay, Nissl staining analysis and expression analyses of apoptosis-related proteins. Thus, the results of this study provide strong evidence that Korl:ICR is similar to the other two ICR. Stocks in response to learning and memory capacity.

• Journal of The Korean Association For Science Education
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• v.32 no.6
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• pp.1039-1049
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• 2012

The first category of Affective Domain objectives in Bloom's Taxonomy is about "Receiving". In it, the first subdivision listed is "Awareness" (Krathwohl, Bloom & Masia, 1964). Since these categories are intended to be hierarchical in ascending order of internalization, it is important that young learners be given ample opportunities in their learning experiences in class to be aware of positive values and effective life skills. This paper reports a feasibility study on the adoption of an integrative cognitive-affective learning approach in a primary school science lesson. 37 primary six students in a Singapore primary school were taught the concept of centre of gravity, including a hands-on activity to find the centre of gravity of an irregularly shaped cardboard by using a plumbline. After reviewing how a plumbline works, their teacher then led them into a discussion on the question "Who is the plumbline in your life?" a reference to identifying positive role models in their lives. From the transcript of the students' in-class sharing and their written responses to the question, it is clear that the integrative cognitive-affective learning approach did enable students to present their ideas and learning experiences in the affective domain quite readily. This conclusion provides a valuable lead to a follow-up project on whether students who are exposed to such integrative learning approaches will be more capable and more aware of identifying important positive social habits or values. If so, then the teaching of values in schools could take on a whole new dimension, that of borrowing students' learning energy in the cognitive domain to learn values and life skills in the affective domain.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.75-82
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• 2008

The purpose of this study was to examine the consistency and balance of learning objectives of units and instructional units according to grades and educational domains. Educational domains were cognitive(scientific knowledge), scientific inquiry(inquiry process skills), affective(scientific attitude), and science-technology-society(STS). Learning objectives of life field of the 7th elementary science curricular teaching guidebooks were analysed. Scientific inquiry process skill objectives(43.5%) were most dominant in units, but cognitive objectives(53.9%) were most dominant in instructional units. STS objectives were most recessive in both units and instructional units. Especially, objectives of units and instructional units were shown no consistency by grade. The results of this study suggested that the textbooks and teaching guidebooks should be developed consistently by considering learning activities and contents on the basis of background and properties of science curriculum.

• Journal of Information Science Theory and Practice
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• v.4 no.3
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• pp.6-27
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• 2016

There has been a growing interest and enthusiasm for the application of virtual worlds in learning and training. This research proposes a design framework of a virtual world-based learning environment that integrates two unique features of the virtual world technology, immersion and interactivity, with an instructional strategy that promotes self-regulatory learning. We demonstrate the usefulness and assess the effectiveness of our design in the context of information security learning. In particular, the information security learning module implemented in Second Life was incorporated into an Introduction to Information Security course. Data from pre- and post- learning surveys were used to evaluate the effectiveness of the learning module. Overall, the results strongly suggest that the virtual world-based learning environment enhances information security learning, thus supporting the effectiveness of the proposed design framework. Additional results suggest that learner traits have an important influence on learning outcomes through perceived enjoyment. The study offers useful design and implementation guidelines for organizations and universities to develop a virtual world-based learning environment. It also represents an initial step towards the design and explanation theories of virtual world-based learning environments.

• Journal of Korean Elementary Science Education
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• v.39 no.2
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• pp.284-295
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• 2020

The purpose of this study is to explore the possibility of artificial intelligence convergence education (AICE) in elementary biological classification learning. First, the possibility of AICE was analyzed in the field of 2015 revised elementary life science curriculum. The artificial intelligence biological classification (AIBC) education program targeted plant life. The possibility of AICE in the elementary life science curriculum was suggested through the consultation process of three elementary science education experts. The AIBC education program was developed through the review process of elementary education experts. The results of this study are as follows. First, 8(32%) achievement standards were available for AICE in elementary life science. Second, 18(86%) of the 21 items reviewed by the experts for the AIBC education program developed in this study were positively evaluated. Third, in this study, through the analysis of the possibility of AIBC in the elementary life field and the review of the experts, the AIBC education program including teaching and learning models, strategies, and guidance was developed. The results of this study were based on the review of the experts, and as a follow-up study, applied research to elementary students is needed. It is also hoped that various studies on AICE will be conducted not only in the life field but also in science and other fields. Finally, we expect that the results of this study will be applied to bio-classification learning to help students improve classification capabilities and generate classification knowledge.

• Journal of Science Education
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• v.37 no.3
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• pp.446-457
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• 2013

The 2009 Revised National Curriculum introduces plans for the "intensive course completion system". This study investigated students' learning satisfaction with and perceptions of Life Science in the humanities and social science course in general high schools according to the implementation of the intensive course completion system in the 2009 Revised National Curriculum, and analyze relations with gender and with academic achievement levels. The findings are as follows: First, the students in the humanities and social science course recorded an overall low learning satisfaction in Life Science through the intensive course completion system. It was analyzed that they especially found it burdensome to take the lessons four hours per week in one semester according to the system. Second, the students in the humanities and social science course didn't have positive perceptions of a need to study Life Science when considering their future career choices, but they positively perceived when considering its educational benefits. Third, the more learning satisfaction with Life Science they had according to the intensive course completion system, the higher learning perceptions they had. Finally, the girls showed a higher level of learning satisfaction and perception than the boys. The higher their academic achievement was, the higher their learning satisfaction and perception level became.

• International Journal of Computer Science & Network Security
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• v.21 no.12
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• pp.143-148
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• 2021

The article considers the training of specialists in education in the conditions of distance learning. It is lights up the advantages of distance learning and determined the characteristic features of distance learning of students training in the implementation of these technologies in the educational process. The article focuses on the main aspects of computerization of studies as a technological breach in methodology, organization and practical realization of educational process and informative culture of a teacher. Information technologies are intensive involved in life of humanity, educational process of schools and higher educational establishments. Intercommunication is examined between the processes of informatization of the society and education.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.61-75
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• 2022

Recently, lifelong learning ability was newly proposed as scientific literacy, the goal of the science curriculum. To solve various science-related problems students encounter in life, lifelong learning abilities related to science beyond school science education are required, but empirical evidence shows that students can solve problems they actually face through scientific literacy. It is not easy to find in the existing science education research. In addition, there is a lack of discussion on how to cultivate lifelong learning ability suggested in the curriculum through school science education. In this study, attention was paid to SSI education as a method for students to cultivate lifelong learning ability through school science education and to develop their ability to solve science-related problems encountered in life. In this context, statements in the existing SSI education studies were reviewed to discover discourses related to lifelong learning, and their types and characteristics were distinguished. It was possible to confirm lifelong learning and its applicability with focus on science education research through this. For the study, 18 literature materials on the subject of SSI education were selected, and the discourses related to lifelong learning in the SSI education research were discovered by examining the statements revealed in the data. As a result of the study, there are four categories of discourses related to lifelong learning: 'awareness of science,' 'connection between science and everyday life', 'promotion of participatory citizenship', and 'construction of identity'. Various SSI education studies have already had lifelong learning perception in various contexts, and the four types of discourses related to lifelong learning could be linked to the four types of learning presented in the UNESCO Lifelong Learning Report. SSI education tends to view students' life experiences as part of their learning and aims to help students develop the character and capacity to make responsible decisions on social issues related to science and put them into practice. This competency can be continuously connected to the real-life of students outside of school as a lifelong learning ability. This study requires expanding the discourse related to lifelong learning in science education and operating and managing the overall educational system to foster students' lifelong learning ability.

• Journal of The Korean Association For Science Education
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• v.15 no.2
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• pp.233-240
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• 1995

The purpose of the study is to certify the validity and effectiveness of the learning hierarchy and to define the effective teaching order in life continuity. To achieve this purpose, two experimental groups which were instructed varying the sequence of the instructional units. Teaching order based on the learning hierarchy was given to experimental group and descriptive order of current text was given to control group. The findings of the study are as follows: 1. Learning Hierarchy before learning had differ with order of the textbook, but hierarchy of both group has showed similar to the sequence of textbook, after learning. 2. The effect of learning hierarchy represented no significant different between control and experimental group.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.627-633
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• 2003

This study is to investigate the level and connection of learning concepts related to metabolism presented in life science textbooks developed according to the national common basic curriculum. One kind of elementary school, and three kinds of middle school and high school science textbooks were analysed. The gross number of concepts related to metabolism was 42 in elementary, 149 in middle and 126 in high school science textbooks. The number of concepts was much more different by school than by publisher. Ratio of the number of concrete versus formal concepts decreased gradationally by grade, but the number of learning concepts increased radically by grade. Thus, it is implied that science learning concepts are presented considering the number of concepts as well as cognitive level of learner, and unit and content are constructed on the connection among them in developing science curriculum and textbooks.