• Journal of Korean Elementary Science Education
• /
• v.41 no.4
• /
• pp.673-689
• /
• 2022

To understand seasonal changes it is necessary to understand the relationship between celestial bodies in a three-dimensional space, and to this end, modeling activities in which students directly construct, use, evaluate, and modify three-dimensional models are important. In this study, the process of elementary school students using globes and light bulbs to model Earth's motion in a three-dimensional space as a cause of seasonal changes was analyzed. Seventeen sixth graders participated in the modeling process. After exploring phenomena and concepts related to seasonal change, students constructed models using globes and bulbs and used them to explain seasonal changes. Video data recording students' modeling process, students' activity sheets, and transcripts of post-interview were used as research data, and data triangulation was conducted. The modeling level analysis framework was also developed based on previous studies. In particular, the framework was developed in detail in this study in consideration of the concept of Earth's motion as well as understanding model and implementing modeling. In the final analysis framework, the 3D modeling level was classified from level 1 to level 3, and student performance that may appear at each level was specified. As a result of the study, there were two main levels of modeling using globes for elementary school students to explain seasonal changes. The rotation and tilt of the axis of rotation and revolution of the earth were considered but the level at which empirical evidence was not used (level 2), the level at which empirical evidence was used to explain seasonal chages (level 3). However, even when students use empirical evidence, it did not lead to the construction of a scientific model. In this study, the cause was explored in relation to the characteristics of the tool used for modeling.

• Journal of Life Science
• /
• v.7 no.2
• /
• pp.142-148
• /
• 1997

This study was carried out to clarify seasonal changes of chemical compositions and their interrelation in leaves, shoots and berries treated with gibberellin($GA$_{3}$)for seedless grapes in ‘Delaware’grapevines. the clusters were dipped twice with 100ppm $GA_{3}$: 10 days befor and after the full bloom. The reaults obtained as follows; 1. Cumulative growth curve of berry fresh weight showed a double sigmoid curve and the characteristics of three distinctive growth stages(I, II, III)were weekened with $GA_{3}$ treatment. 2. while the contents of ash, total carbon, total nitrogen and total carbohydratd had little reation with edvelopment and ripeness of berries, those of total sugar and starch jad close relation, viz., they decreased with enlargement and maturity fo berries, but increased rapidly after harvest in leaves and shoots. Especially, total sugars in leaves and shoots decreased coincidently with starch-increasing in shoots at November. 3. The contents of total soluble solid and reducing sugar in berries increased rapidly at growth stage III, but those of total titratable acidity and organic acid decreased coincidently with sugar-increasing. 4. The berry-hardness increased until growth stage I, and then stagnated until gtowth stage II, and then increased rapidly at growth stage III. pH of berry-juice decreased until growth stageII, afterwards increased at growth stage III. 5. By correlation and path coefficient analysis between qualitative characters and the ratio of total soluble solid to titratable acidity($^{\circ}$Brix/Acidity), total correlation coefficients were all highly significant. Of these characters, pH and viscosity of berry-juice were positive, but brightness and hardness of berry, negative. The direct effect of pH on $^{\circ}$Brix/Acidity ratio, p4y=0.9090, was large positively and those of berry-hardness and juice-viscosity, p1y=0, 5938, median and, p2y=0, 3550, small, respectively. Direct effect of brightness was negatively small.