• Journal of Korea Multimedia Society
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• v.24 no.1
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• pp.155-165
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• 2021

With the continuous development and progress of science and technology, the field of mixed reality applications has involved scientific research, medicine, entertainment, education, information dissemination, and people's daily lives; This paper will focus on the application of mixed reality in the field of education and teaching, relying on the characteristics of mixed reality technology. This article will use the combination of mixed reality and smart glasses to fully consider the characteristics of photography darkroom teaching, design and produce a mixed reality photography darkroom teaching software, and explore the feasibility of the application of mixed reality in teaching. This paper will use literature research methods, practical research methods, and survey methods as the main methods of research topics to determine the importance, feasibility, and necessity of the relevant theories studied in this paper. The application of mixed reality technology in photography darkroom teaching can not only solve many problems in the existing darkroom teaching methods, but also develop and expand students' Independent learning ability. It is concluded from this that mixed reality teaching software has the feasibility of sustainable development, which brings particular application value to the development and research of other education and art discipline software.

• BMB Reports
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• v.55 no.1
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• pp.48-56
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• 2022

Small extracellular vesicles (sEVs) secreted by most cells carry bioactive macromolecules including proteins, lipids, and nucleic acids for intercellular communication. Given that some immune cell-derived sEVs exhibit anti-cancer properties, these sEVs have received scientific attention for the development of novel anti-cancer immunotherapeutic agents. In this paper, we reviewed the latest advances concerning the biological roles of immune cell-derived sEVs for cancer therapy. sEVs derived from immune cells including dendritic cells (DCs), T cells, natural-killer (NK) cells, and macrophages are good candidates for sEV-based cancer therapy. Besides their role of cancer vaccines, DC-shed sEVs activated cytotoxic lymphocytes and killed tumor cells. sEVs isolated from NK cells and chimeric antigen receptor (CAR) T cells exhibited cytotoxicity against cancer cells. sEVs derived from CD8⁺ T and CD4⁺ T cells inhibited cancer-associated cells in tumor microenvironment (TME) and activated B cells, respectively. M1-macrophage-derived sEVs induced M2 to M1 repolarization and also created a pro-inflammatory environment. Hence, these sEVs, via mono or combination therapy, could be considered in the treatment of cancer patients in the future. In addition, sEVs derived from cytokine-stimulated immune cells or sEV engineering could improve their anti-tumor potency.

• The korean journal of orthodontics
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• v.54 no.1
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• pp.3-15
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• 2024

The prevalence of intrabony defects in patients with advanced periodontitis stages III and IV is high. These patients usually need both periodontal treatment and orthodontic therapy, including tooth movement through bone defects, to improve masticatory function, aesthetics, and overall quality of life. Clinical practice guidelines recommend periodontal regenerative surgical interventions to resolve these defects and propose initiating orthodontic tooth movement (OTM) once periodontal therapy goals have been met. Surgical interventions using various regenerative technologies like barrier membranes and enamel matrix proteins, combined or not with bone replacement grafts, have proven effective in regenerating lost periodontal tissues. However, the combination of periodontal and orthodontic treatments requires consideration of how periodontal regenerative therapies influence OTM. Studies suggest that regenerated bone may differ in density, composition, vascularity, and cellular activity, potentially affecting the speed and efficiency of OTM, and potential root resorption of moved teeth. Understanding the sequence and timing of implementing OTM after regenerative periodontal interventions is crucial due to their interlinked processes of bone resorption and formation. This narrative review aims to uncover scientific evidence regarding these combined treatments, examining the impacts of different regenerative technologies on OTM and delineating their advantages, limitations, and best practices.

• Korean Journal of Agricultural Science
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• v.49 no.4
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• pp.971-978
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• 2022

Fertigation, which has been introduced in agricultural fields since 1990, has been widely practiced in upland fields as well as in plastic film houses as part of the crop production system. In accordance with demands in the agricultural sector, a huge number of scientific studies on fertigation have been conducted worldwide. Moreover, with a combination of advanced technologies such as big-data, machine learning, etc., fertigation is positioned as an indispensable tool to achieve sustainable crop production and to enhance nutrient and water use efficiency. In this review, we focused on providing valuable information in terms of crop production and nutrient/water use efficiency. A variety of fertigation studies have described that enhancement of crop production did not differ relative to conventional method or slightly increased. In contrast, fertigation significantly improved nutrient/water use efficiency, with a reduction in use ranging from 20 to 50%. Water-soluble organic resources such as livestock manure and agricultural byproducts also have been identified as useful resources like chemical fertilizers. Furthermore, the initial irrigation point was generally recommended in a range of -10 - -40 kPa, although the point differed according to the crop and crop growth stage. From this review, we suggest that fertigation, which is closely integrated with advanced technology, could be a leading technology to attain not only food security but also carbon neutrality via improvement of nutrient/water use efficiency.

• Korean Journal of Plant Resources
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• v.17 no.3
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• pp.304-313
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• 2004

This study was conducted to find out the scientific maize breeding protocol for developing high performing single cross hybrid using introduced U.S. elite inbred lines; the pattern of inheritance, heterosis and heritabilities of six agronomic traits were studied in the progenies derived from five crosses (Mo17/B14A, Va85/B73, C103/ND203, FR35/Oh43, Wf9/A632). Among the five cross combinations, the cross combination of Mo17/B14A showed the highest heterosis for the most agronomic traits. Among 6 agronomic traits, the grain yield showed the highest heterosis effect in most cross combinations. Most of the agronomic traits in this study showed more than 50% heritability for six cross combinations, with an exception of the ear length trait. In conclusion, since Mo17/B14A showed excellent performance for most of the agronomic traits, these inbred lines were desirable combination and regarded as superior germ plasm sources for F1 hybrid development. The results of current studies will be utilized for developing high performing single cross hybrid from maize inbred lines, and will be used for the further genetic analysis of agronomic traits and maize breeding programs.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.248-260
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• 2020

Oceanic current maps introduced in science and earth science textbooks can offer a valuable opportunity for students to learn about rapid climate change and the role of currents associated with the global energy balance problem. Previously developed oceanic current maps in middle and high school textbooks under the 2007 and 2009-revised national curriculum contained various errors in terms of scientific accuracy. To resolve these problems, marine experts have constructed a unified oceanographic map of the oceans surrounding the Korean Peninsula. Since 2010, this process has involved a continuous, long-term consultation procedure. By extensively gathering opinions and through verification process, a representative and scientific oceanic current map was eventually constructed. Based on this, the educational oceanic current maps, targeting the comprehension of middle and high school students, were developed. These maps were incorporated into middle and high school textbooks in accordance with the revised 2015 curriculum. In this study, we analyzed the oceanic current maps of five middle school science textbooks and six earth science textbooks that were published in high school in 2019. Although all the oceanic current maps in the textbooks were unified based on the proposed scientific oceanic current maps, there were problems such as the omission of certain oceanic currents or the use of a combination of dotted and solid lines. Moreover, several textbooks were found to be using incorrect names for oceanic currents. This study suggests that oceanic current maps, produced by integrating scientific knowledge, should be visually accurate and utilized appropriately to avoid students' misconception.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.745-757
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• 2011

In this study, we investigated the interlanguage of ninth graders that was used to classify and explain the phenomena related to the change of the matters in a group discussion and semi-structured interview. The patterns of the interlanguage were classified and analyzed through the change of their understanding of science languages. The analyses of the results suggested that the interlanguage of the students are classified into the three patterns according to its meaning and form. Pattern 1 is science language used in combination with everyday language to express scientific meaning. This was used by most students regardless of the level of understanding of science languages. Pattern 2 is everyday language used to show scientific meaning, which was used by students who had better understanding of science languages than the others. Pattern 3 is using languages with multiple meaning, which was mainly used by students who have superficial understanding of science languages. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.610-623
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• 2005

This was a theoretical study of which the goal was to provide a foundation for developing and implementing earth science inquiry activities based on abduction as a scientific inquiry method. Through a review of relevant literature, the study examined the nature of earth science in terms of the goals of earth science inquiry and the characteristics of what is investigated in earth science. It also explored the forms and meanings of abduction, thinking strategies used in the abductive inference, and the abductive inquiry model. Abduction is the process of inferring certain rules (e.g., scientific facts, principles, laws) and providing explanatory statements or hypotheses in order to explain some phenomena. This method was found to be well-suited to the earth science inquiry which studies the causes and processes of natural phenomena in the earth and space environment. Abduction has the nature of ampliative, selective, evaluative, and creative inference, and several thinking strategies, including reconstruction of data, heuristic generalization, analogy, existential, conceptual combination, and elimination strategies, are employed for inferring rules and suggesting hypotheses. This study found the abductive inquiry model to be adaptable to earth science classrooms, and it is therefore suggested that earth science instructions should be based on the abductive method and that research work concerning the abductive inquiry in the classroom should follow.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.617-626
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• 2003

Although many studies have investigated the effectiveness of concept mapping and the learning cycle, in Korea none have explored the effectiveness of concept mapping and the learning cycle combined. This study explored the effectiveness of concept mapping, the learning cycle, and a combination of concept mapping/learning cycle(CL) in high school biology class. Students' science achievement, the science related attitudes and scientific inquiry ability was measured. The results indicated that concept mapping, the learning cycle, and CL treatment were significantly different from the traditional one in science achievement(p< .05). However, the three treatments were not significantly different from each other. No significant difference exists among different learnings in high and average-ability students. But, concept mapping was the most effective in low-ability students. For the students' scientific inquiry ability, CL and learning cycle were more effective than concept mapping and traditional learning. No significant difference exists among different learnings in high-ability students. CL and learning cycle were more effective than concept mapping and traditional learning in average and low-ability students. For the students' science related attitudes, concept mapping, the learning cycle, and CL were more effective than the traditional learning. But, there was no significant difference among these three groups.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.535-547
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• 2014

This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.