• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.172-180
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• 2014

The first purpose of this study is to distinguish difficult chapters in 'Speed of objects' chapter and find the factors which give difficulty to the teachers and students. Also, it attempts to compare the students' assessment scores with the degree of difficulty in teaching and also with the degree of difficulty in learning. This report is expected to help science teachers develop their PCK(Pedagogical Content Knowledge) for teaching the chapter professionally. 15 teachers who had taught the 'Speed of Objects' chapter and their 386 students took part in the survey to acquire information about the difficulties in teaching and learning. 386 students also received a test to examine their understandings of the chapter. The results of this study are as follow; First, the degree of teachers' and students' difficulty is only affected by the contents, and the degree of onerousness felt by teachers is higher than that of students. Second, The topics caused higher difficulty to teachers were 'Understanding the meaning of motion(2nd lesson)', 'Understanding the meaning and unit of speed(5th lesson)', 'Changing unit of speed(6th lesson)', 'Drawing a distance-time graph(7th lesson)', and 'Understanding the relative motion(10th). The topics that led higher difficulty to students were the contents of 5th, 6th, and 7th lessons. Third, the 'Speed of Objects' chapter can be divided into 4 types of difficulty according to the degree of teaching and learning; 'Strong difficulty', 'Learning difficulty', 'Weak difficulty', and 'Teaching difficulty'. Last, students showed low achievement to the tasks that were related with 'Strong difficulty' and 'Teaching difficulty'.

• 대한공업교육학회지
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• v.36 no.2
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• pp.219-238
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• 2011

The purpose of this study was to analyze the industrial education items in the teacher recruitment examination for secondary school and make a better proposal. To achieve the purpose, all the industrial education items, which had taken an examination for ten times from the school year 2002 to the most recent year 2011, were analyzed. The results of this study were as follows; First, the number and score ratio of industrial education items had been increased quarterly from the school year 2002 to 2011, but had same sharing in all subjects and fixed since the school year 2010. Second, as the industrial education items had been increased quarterly, they were taken from more various subcategory of industrial education. Recently, the industrial education items on "complex domain" including two more subcategory of industrial education were increased. Third, the industrial education items with science education items was compared from the school year 2009 to 2011. The items on PCK(Pedagogical Content Knowledge) had been increased in the industrial education but the proportion of PCK was lower than science education.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1187-1203
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• 2012

This study investigated the changes in teaching professionalism of beginning science-gifted education teachers through mentoring in the aspects of pedagogical content knowledge. We selected two beginning teachers whose teaching careers in science-gifted education were less than five years. The teachers planed, performed and reflected on science instructions for secondary science-gifted students through mentoring during nine class hours over three times respectively. We observed their instructions and analyzed the taped videos, the materials, the transcripts for in-depth interviews with mentees, and discussions between mentor and mentee, researcher's field notes by using the constant comparative method. This study revealed that the mentoring, although there were many limitations, positively changed the mentees' practical knowledge about the curriculum for science-gifted education, the instructional strategies for science-gifted education, the assessment in science-gifted education, the science-gifted students, and the science content. These results suggest that the mentoring will be useful in improving the teaching professionalism of beginning science-gifted education teachers and provide meaningful implications in finding the ways to use it effectively in science-gifted education.

• Journal of the Korean earth science society
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• v.38 no.3
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• pp.222-238
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• 2017

The purpose of this study is to explore a learning progression for integrated process skills in Earth science inquiry. For the purpose, a hypothetical learning progression (HLP) that capture how students' integrated process skills of science become sophisticated over time is developed through the literature review. This learning progression contains four components of the integrated process skills of science: designing inquiry, collecting data, analyzing data, and forming conclusion. Three hypothetico-deductive inquiry tasks of Earth science that start from recognition of the given problem to the forming conclusion are developed in order to document students' integrated process skills. A total of 126 students from middle, high, college level students participated in this study. After conducting the Earth science inquiry tasks, the integrated process skills of individual students are assessed by element based on HLP. In addition, the validation process for HLP was administered by applying the Rasch model using the students' assessment data. Finally, based on the analyzed data, the empirical learning progression (ELP) is developed by revising and supplementing the HLP. This study can help to find scaffolding methods to effectively improve the students' integrated process skills in Earth science inquiry class by identifying the factors that affect students' development of integrated process skills. It also provide implications for improving teachers' PCK of Earth science inquiry instruction.

• Journal of Science Education
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• v.45 no.2
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• pp.172-186
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• 2021

The purpose of this study is to analyze the science lesson plan of pre-service elementary teachers about condensation. Pre-service elementary school teachers in A national university of education was included in this study. Through the analysis of prior research and expert review, a framework for analysis of science lesson plan of pre-service elementary teachers was derived. The results of the using the analysis frame are as follows: First, the ability to apply the instructional model in the science lesson plan about condensation differences in pre-service elementary teachers need to be enhanced due to deviations, and teaching on the exact understanding of condensation-related concepts of pre-service elementary teachers is also needed. Second, there is also a deviation of pre-service elementary teachers in the beginning, development, and finishing composition of lesson course, so feedback should be supplemented. Third, in the sub-domain of lesson environment, there was a demand for specific know-how on the lesson environment. Therefore, support is needed for related PCK growth. Fourth, the sub-domain of lesson evaluation have a variety of perspectives on timing and subjects, and some missing about learning objectives in the composition of evaluation content are found to require complementary teaching. In order to improve this situation, it was found that there was a need to prepare conditions for improving science teaching professionalism of pre-service elementary teachers through in-depth discussions on the teaching methods and organization related to science education in the university of education course.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.295-308
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• 2007

The purpose of the study is to develop an effective model of a science teachers' professional development program. This study consists of two parts: (1) the theoretical review of science teachers' professional development and (2) a case study of a science teachers' professional development programme in the UK. After reviewing recent research on pedagogical content knowledge and new approaches to educational research, the following suggestions emerged: (1) Continuing Professional Development(CPD) should be embedded in teachers' real practice in the classroom and (2) embedded in the everyday life of learners' within the community. (3) CPD should support the development of teachers' communities of professional practice. The case study of 'CPD through Portfolios of Evidence' in the British programme indicated that collecting explicit evidence of good practice in the classroom and establishing agreement as to what constitutes good practice in a teachers' community helped teachers' professional development. Finally, what emerged from the case study of the CPD programme in the UK and the theoretical review of PCK was the following. An effective CPD model of science teachers should comprise these three stages: (1) providing opportunities of professional development, (2) changing practice in the classroom and research, and (3) spreading and sustaining change. The whole process is circular.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.693-703
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• 2018

One of the important competencies in knowledge and information society is the competency of Knowledge information processing. This is closely related to science education and described as one of the core competencies in the 2015 national curriculum revision. Even with a general agreement of the educational necessity of this competency, its practice in class depends mostly on teachers' will. Therefore, we surveyed science teachers' perceptions and classroom condition about the competency of Knowledge information processing, and we analyzed the questionnaires of 64 middle and high school teachers in Seoul and interviewed three teachers. As a result, all teachers shared the importance of Knowledge information processing competency and explained it in terms of social paradigm and goal of the subject. However, there were not many cases of actual practice in class. The teachers answered that time for Knowledge information processing competency is not enough in class and they also lack of PCK on this competency. About half of the teachers had experiences in teacher training about Knowledge information processing competency but most of their experiences are related to information utilization literacy. The importance of Knowledge information processing competency was very high in three factors (collection, analyzation, and utilization), among which information analysis was the highest. Middle school teachers showed higher scores in most questions even though the differences were not significant, and high school teachers showed higher scores in the importance of information sources at a significant level. In order to cultivate competencies, it is necessary to expand the meaning of science inquiry so as to cover this competency and to consider ways of linking with other subjects and develop methods of teaching and learning.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.437-449
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• 2020

The purpose of this study was to compare the results of the developed questionnaire and performance assessment for measuring TPACK competency of pre-service teachers. For this purpose, we developed the TPACK questionnaire for pre-service teachers. Then, through the performance assessment task and interview data related to the 'change of the moon and the celestial bodies', the TPACK competency of the pre-service teachers was analyzed and compared with the questionnaire results. The results of the questionnaire showed that PCK and TPK of the pre-service teachers were high, and the TCK and TPACK were relatively low. However, as a result of analyzing the performance assessment of pre-service teachers who showed low TPK in the questionnaire, it was found that the TPK was high. Conversely, as a result of analyzing the performance assessment of pre-service teachers who showed high TPK in the questionnaire, it was found that the TPK was low. In addition, as a result of analyzing the performance assessment of pre-service teachers who showed low TCK in the questionnaire, it was found that the TCK was very high. Conversely, as a result of analyzing the performance assessment of pre-service teachers who showed high TCK in the questionnaire, the actual TCK competency was found to be low. Although TPCK was high in the questionnaire, TPCK was found to be low through actual results of performance assessment. Through these results, it was confirmed that TPACK measurement tools measure self-efficacy rather than actual capability.

• Journal of Life Science
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• v.26 no.8
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• pp.895-903
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• 2016

This study was carried out to discover the response of cucumber (Cucumis sativus L.) senescence- associated genes (SAGs) to several plant hormones in detached and developing cotyledon. Accordingly, a collection of cucumber SAGs were examined to characterize their gene expression response through semi-quantitative RT-PCR. Cotyledons were excised at day 14 after seed sowing from plantlets, then incubated in 100 μM each of IAA or zeatin solution for up to 4 days in light and darkness. They were collected at 2-day intervals and used for total RNA extraction and subjected to RT-PCR. Gene expression levels of several cucumber SAGs were significantly changed during the incubation period. More than five cucumber SAGs involving SAG 60 responded to the IAA and zeatin treatment. In the ethylene response study, cotyledons were exposed up to 10 days by ethylene gas. Most of the cucumber SAGs did not show immediate response to ethylene in green cotyledon. The exceptions were PCK, SAG 158, and SAG 288 genes, which responded after 1 day of exposure to green cotyledon, while ICL and SAG 281 revealed strong responses after 10 days of being exposed to yellowing cotyledon. These results suggest that several cucumber SAGs react actively in response to starvation or senescence against exogenously applied stimulus. This induced senescence response is able to understand the SAGs role in lipids and amino acids metabolism partly and function in organ senescence during development.

• Journal of Life Science
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• v.17 no.7 s.87
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• pp.996-1001
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• 2007

To investigate whether sulindac, sulindac sulfone, and sulindac sulfide could affect cancer cell viabilities, human colorectal HCTl16 cells were treated with 10 ${\mu}M$ of each NSAID. Among treated NSAms, sulindac sulfide dramatically decreased the cell viabilities detected by MTS and the cytotoxic effect showed dose-dependent manner. To understand the molecular mechanism of cell death in response to sulindac sulfide treatment, we performed oligo DNA microarray analysis. We found that 23 genes were up-regulated more than 2 folds, whereas 33 genes were down-regulated more than 2 folds by treatment of 10 ${\mu}M$ sulindac sulfide. Among the up-regulated genes, we selected 3 genes (NAG-1, DDIT3, PCK2) and performed RT-PCR and quantitative real-time PCR to cofirm microarray data. The results of RT-PCR and real-time PCR were highly accorded with those of microarray experiment. As NAG-1 is well-known gene as tumor suppressor, we detected changes of NAG-1 expression by 10 ${\mu}M$ of sulindac, sulindac sulfone, and sulindac sulfide. The results of RT-PCR and quantitacve real-time PCR indicated that sulindac sulfide was the strongest inducer of NAG-1 among treated NSAIDS. This result implies that induction of NAG-1 by sulindac sulfide plays important role in cell death of colorectal cancer. Overall, we speculate that these results may be helpful in understanding the molecular mechanism of the cancer chemoprevention by sulindac sulfide in human colorectal cancer.