• Journal of the Korean earth science society
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• v.26 no.4
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• pp.336-346
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• 2005

This study identifies and compares science content standards that are approved by departments of education in six states: California, Connecticut, Michigan, New Jersey, Texas, and Virginia. Specifically, the study examines the goals/visions, the organizing/progression principles, the strands of science content, and earth science content found in the states curriculum standards compared to National Science Education Standards. Although many states followed the recommendations of NSES or Project 2061, the format and content of the state science standards reviewed are very diverse. The diversity seems to reflect the diverse perspectives and needs of the states. The results of this study provide Korean educators and teachers with useful models or examples to incorporate Korean national science curriculum guides into the science curriculum frameworks of their regions or schools.

• Fisheries and Aquatic Sciences
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• v.17 no.4
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• pp.409-419
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• 2014

The proximate composition and various specific components of Antarctic krill Euphausia superba, in the catch season between March and August were investigated. Frozen krill were freeze-dried and milled. The proximate composition comprised water, proteins, fats, ash, fatty acids, and amino acids, while the specific components were vitamins, minerals, nucleotides, betaine, and astaxanthin. The moisture content of the krill ranged from 77 to 80%, with the highest value in June, and the ash content was between 12 and 13%. The protein content was lowest in May, and the fat content was 18-19%, with the highest value in March. The amino acid content varied according to the season: taurine and glycine were highest in August; ${\beta}$-alanine was higher in April and May; and arginine, ornithine, and lysine were highest in March. The unsaturated fat content was ~50% and omega-3 fatty acids were highest in June. Oil-soluble vitamins A and E were highest in March, and the water-soluble vitamin content was less than that of oil-soluble vitamins. The mineral content was highest in June, and the most abundant mineral was sodium at 235.60 mg/100 g krill. The content of other minerals was lowest (2.94 mg/100 g) in April, except for lead. The nucleotide content was highest in July, while the betaine content was highest in April and lowest in June. The astaxanthin content was highest in May and ranged from 6 to 10 ppm in other months.

• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.356-370
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• 2008

The study aims to explore sequence of earth science content in elementary school science curriculum in Korea and the U.S.. The analysis is focused on a) general content structure of earth science part; b) concept relationship between grades in the specific field of 'geology'; c) longitudinal connection of concepts and content in 'geology.' The findings are as follows. First, earth science curriculum content in Korea is structured according to sub-scientific disciplines centering on not science concepts but topics or inquiry activities whereas the U.S. curricular content is organized through integrative earth science topics with basic concepts and sub-concepts. Second, it is a common feature that basic concepts are interrelated to sub-concepts in all grades in both countries. However, basic concepts are scattered all over the grades, presented in a linear pattern in Korea while those are provided together in 3rd grade and repeated with extended concepts in a spiral structure in the U.S.. Last, it is not clear how concepts and content are longitudinally connected between grades in Korean curriculum. On the contrary, concepts and content in the U.S. curriculum have a strong longitudinal connection between grades with conceptual hierarchy. Such results indicate that Korean elementary school science curriculum would limit students' comprehensive understanding of science concepts through grades. The study suggests Korean science content should strengthen interrelationship among concepts as well as longitudinal connection between grades, in order to achieve the ultimate goal of science education, 'scientific literacy'.

• Journal of the Korean earth science society
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• v.38 no.5
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• pp.367-377
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• 2017

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.

• Korean Journal of Agricultural Science
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• v.45 no.4
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• pp.779-787
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• 2018

The objective of this study was to investigate the structural and physicochemical properties of starch by barely cultivars. Hwanggeumchal had a moisture content and ${\beta}$-glucan content of 12.02 and 6.23%, respectively. Hyegang had higher protein contents than those of the other cultivars. As a result of observing the particle size of starch, Hwanggeumchal and Hyegang had smaller particles of starch compared with the other cultivars at 15.7 and $15.9{\mu}m$, respectively. The analysis results on the content of damaged starch showed that Dahan and Hyegang had a damaged starch content of 1.14 and 1.20%, whereas Boseokchal and Hwanggeumchal were 0.76 and 0.49% respectively, showing low waxy cultivars. As for the content of amylose, the results show that Dahan and Hyegang had an amylose content of 37.07 and 37.75%, and Boseokchal and Hwanggeumchal were at 11.22 and 37.75%, respectively. As for the degree of amylopectin polymerization, all four cultivars had the highest degree of polymerization (DP) content of 13 - 24 at more than 54%, whereas the DP content ${\geq}37$ was the lowest at less than 5.35%. The results for the soluble and resistant starch content show that the content of soluble starch ranged from 93.90 to 95.76%, and resistant starch was 0.17 - 0.40%. After analyzing the gelatinization properties of barley starch, the value of the setback was low in Hwanggeumchal and Hyegang; thus, it is considered that the aging process of those cultivars will be slower than that of the others.

• Journal of The Korean Association For Science Education
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• v.7 no.1
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• pp.19-32
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• 1987

The primary purpose of this study was to assess understanding of concrete and formal operational science content by concrete and formal operational students in secondary school physical science classes. To carry out this study subjects were selected from junior high schools of over 2500 students, and they were identified as concrete, transitional, or formal operational using GALT(Group Assessment of Logical Thinking) developed by Roadrangka, Yeany and Padilla(1983). Instructional objectives were extracted from the science content taught during the second term of the academic year in the 7th, 8th and 9th grade, and they were classified as concrete or formal operational. Written test involving those objectives were constructed and administered. The results of this study suggested that formal operational thought brought deeper understanding to concrete science content as well as formal science content. Differential effects by sex on understanding of both concrete and formal science content were contradictory through the grade levels. Results of multiple comparison tests suggested that students categorized as formal operational demonstrated no better understanding of concrete science content than those categorized as transitional. However, they demonstrated better understanding of formal science content.

• Journal of the Korean earth science society
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• v.24 no.4
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• pp.235-249
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• 2003

The purpose of this study is to analyze and evaluate the nature, role and development of pedagogical content knowledge in science teaching. Two research questions were considered: 1) What are the nature and the components of the pedagogical content knowledge in science teaching? 2) What is the value of pedagogical content knowledge and are there any routes and paths to developing pedagogical content knowledge for science teachers? In order to answer these questions instead of analyzing empirical data, former research literatures are reviewed. The results indicate that science pedagogical content knowledge is a special amalgam of science content knowledge and science method knowledge in a special context of science teaching that is uniquely the province of teacher based on their own special form of professional understanding. As a part of one's own distinctive bodies of knowledge, science teachers' pedagogical content knowledge is an important basis for professional development and competent teachers. It is knowledge of how to teach specific content in specific contexts, also it depends on each teachers' distinctive knowledge structure. Pedagogical content knowledge for science teaching is composed of five components: orientations toward science teaching, knowledge and beliefs about science curriculum, knowledge and beliefs about students' understanding of specific topics, knowledge and beliefs about assessment for teaching science, knowledge and beliefs about instructional strategies for teaching science. The development of science pedagogical content knowledge does not start until teachers have acquired a deeply principled conceptual knowledge of content, also it is promoted by the constant use of subject matter knowledge in teaching situations.

• International Journal of Contents
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• v.6 no.3
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• pp.10-14
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• 2010

Researchers in Korea and elsewhere have carried out a wide variety of important research activities in their respective fields, producing valuable research results. For such diverse research results to be shared and exchanged among researchers working in the same discipline and research subject there needs to be a community environment based on free utilization of information. Against this backdrop, this study seeks to classify and reprocess the reference/factual content owned by the KISTI (Korea Institute of Science and Technology Information), a state-run distributor of information on science and technology, by the different research subjects. It also seeks to develop and provide a community model based on the concepts of open archiving and open access for the researchers specialized in the related fields of research. This community model is developed focusing on the research results from the field of bioscience, where the most extensive studies are currently being conducted. To develop the community model, this study: (a) surveys the current status of the content owned by KISTI; (b) analyzes the patterns and characteristics of biological scientific content among the KISTI-owned content; and (c) designs a web platform where researchers can freely upload/download research results.

• Food Science of Animal Resources
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• v.40 no.6
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• pp.969-979
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• 2020

Fresh grass carp was used to produce surimi and 50 g/kg, 100 g/kg, or 150 g/kg pork back fat was added. The water distribution, thiobarbituric acid reactive substances (TBARS), myoglobin oxidation, color parameter (L*, a*, and b*), heme and non-heme iron content of samples were determined to analyze the effects of different fat content on the oxidation of myoglobin and lipids during multiple freeze-thaw cycles of grass carp surimi. Both multiple freeze-thaw cycles and increased fat content lead to an increase in TBARS, a blue shift in the absorption peak of myoglobin porphyrin, a decrease in heme iron content, and an increase of non-heme iron content. Repeated freeze-thaw caused a decrease in immobilised water content and L*, and caused an increase in a* and b*. Increased fat content caused an increase in immobilised water content, L* and a*, and caused a decrease in b*.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.480-500
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• 2022

In this study, the perception and demands on the use of realistic content were analyzed through in-depth interviews with elementary school teachers experienced in using realistic content in science classes. Specifically, the following questions were investigated: (1) What kind of realistic content and how do elementary school teachers use it in science classes? (2) What are the perceptions and difficulties of elementary school teachers regarding the use of realistic content in science classes? (3) What are the needs of elementary school teachers related to the professional development program for the use of realistic content in science classes? The study revealed the following results. First, elementary school teachers mainly used digital textbooks and realistic content provided by the "Science Level Up" site, and the content types could be classified into "exploration type," "visit type," and "production type," according to the purpose of use. Second, elementary school teachers mentioned the educational advantages of using realistic content to help students understand scientific content, induce interest and curiosity, and become immersed in a sense of reality. Several difficulties related to the use of realistic content were mentioned. Among them, the lack of high-quality educational content suitable for science classes and a lack of examples of specific class cases that use realistic content stood out. Thirdly, regarding the development of teacher expertise to use realistic content, elementary school teachers emphasized the need for information on quality realistic content; teacher training centered on specific class cases; instructional models that can be applied by realistic content type; and information on the purchase, use, management, and operation of necessary devices. Reflecting on these research results, implications for more effective use of realistic content in elementary science classes were discussed.