발아중 유채자엽 (油菜子葉) 퓨린 분해효소의 활성변화 및 세포내 위치

권덕기(Duck Kee Kwon),권영명(Young Myung Kwon),홍영남(Young Nam Hong) 한국식물학회 1985 Journal of Plant Biology Vol.28 No.3

Intracellular localization and the developmental changes in actiities of uricase and allantoinase during germination were investigated with the cotyledons of rape(Brassica nopus L.) seedlings. The development and disappearance of uricase activity took place independently of light, but allantoinase activity was increased by light. The temporal pattern of uricase activity showed that uricolysis was actively taking place in the cotyledons during their early stages of germination. While uricase can be localized in the microbody fraction isolated from crude organelle extracts of the cotyledons by density gradient centrifugation, most of the allantoinase activity found in the microbody fraction did not appear to be an integral part of the microbody.

유채 (油菜) 자엽의 Microbody 기능 발달에 미치는 빛의 영향

피문자(Moon Ja Pee),권덕기(Duck Kee Kwon),홍영남(Young Nam Hong) 한국식물학회 1982 Journal of Plant Biology Vol.25 No.2

The changes in activities of glyoxysomal and peroxisomal enzymes during the transition from fat degradation to photosynthesis were investigated with the cotyledons of rape (Brassica napus L.) seedlings. The development and disappearance of glyoxysomal enzyme (isocitrate lyase, EC 4.1.3.1; malate dehydrogenase, EC 1.1.1.37; catalase, EC 1.11.1.6) activities took place independently of light. It is concluded that the mobilization of storage fat is independent of photomorphogenesis. During early periods of development in the dark or light (day 1 through 3), the glyoxysomal enzyme activities were relatively high and the enzyme activities rose to a peak at 3rd day after sowing. Therafter, tha activities decreased gradually. While glyoxysomal enzyme activities were dropping, the peroxisomal enzyme (glycolate oxidase, EC 1.1.3.1) activities were increasing repidly during the trasition period in the light. Moreover, the changes of enzyme activities of the common microbody marker, catalase, indicated both functional patterns. The enzyme patterns in rape cotyledons indicate that the glyoxysomal function of microbodies is replaced by the peroxisomal function of these organelles during the transition from fat degradation to photosynthesis.

합천호에서 남조류 수화현상 ( 녹조현상 ) 의 초기 발생에 대한 연구 - 1. 수계에서 Microcystis aeruginosa Kuetz. 의 현존량 증가와 K+ , Na+ , Mg2+ 및 Ca2+ 농도와의 상관관계

박정원(Chung Won Park),권덕기(Duck Kee Kwon) 한국하천호수학회 1998 생태와 환경 Vol.31 No.2

N/A

감각기관 영역 관련 개념의 성별에 따른 지위 중복과 개념 간 근접성 분석

임수민 ( Soo Min Lim ),고희경 ( Hee Kyung Ko ),손종경 ( Jong Kyung Sohn ),권덕기 ( Duck Kee Kwon ),김영신 ( Young Shin Kim ) 한국생물교육학회 2014 생물교육 Vol.42 No.4

The purpose of this study is to analyze the conceptual niche overlap and proximity of students`` concepts in 9th grade sensory system domains according to gender differences through the classes. The analysis of conceptual niche overlap in concepts and conceptual proximity was performed by changing in graph before and after classes. Four hundred and twelve 9th grade students participated in the study. Concepts in sensory system were selected from preliminary survey. The questionnaire was composed of five domains: eye, ear, nose, tongue, and skin. Students were asked to write down relevance score (1∼5) and scientific knowledge in respect of each concept. And the students’ level of understanding were classified into five levels. There are main findings from this study. First, the niche overlap graph of scientific concepts were moved on to improved direction as a result of learning. Second, the niche space size was reduced. Size of all niche space was reduced after classes indicating that deviation of understanding level and relevance of the concept declined. Third, similar concepts were connected in concept learning. Fourth, student already had non-scientific concepts before the learning. And they recognized both non-scientific concepts and scientific-concepts at the same time. Based on the results obtained in this study, I have the following suggestion. Teachers need to plan and instruct to offer students highly relevant scientific concept in learning. Therefore, when planning a lesson, teachers need to instruct chunking of concept.

생물 2 교과서 광합성 단원의 오류 분석 및 생물 교사의 오류 인지 조사

박혜경 ( Hae Kyung Park ),윤기순 ( Ki Soon Yoon ),권덕기 ( Duck Kee Kwon ) 경북대학교 과학교육연구소 2008 科學敎育硏究誌 Vol.32 No.1

본 연구의 목적은 제7차 교육과정 생물Ⅱ 교과서의 `광합성` 단원에 나타난 내용 오류를 분석하여 수정 예시를 제시함과 아울러 이 오류가 과목 담당 교사들에 의해 어느 정도 지적되고 수정되는지 조사함으로써 오류가 수정 지도될 가능성을 알아보는데 있다. 이를 위해, 제7차 교육과정 생물Ⅱ 8종 교과서 광합성 단원에서 오류를 분석하고, 오류가 담긴 교과서 내 지문으로 설문문항을 개발하여 교사들의 오류 인지 및 수정정도를 조사하였다. 8종의 교과서 광합성 단원의 13개 학습주제에서 발견된 오류의 수는 총 48개였으며, 1종의 교과서에서 1개의 학습주제에 대해 4가지 오류가 나타나거나 동일한 오류가 여러 교과서에서 각각 나타나기도 하였다. 35명의 생물Ⅱ과목 담당 교사를 대상으로 한 설문 조사결과, 교과서에 나타난 그래프(문항 6번), 잘못된 용어(문항 4-3번), 잘못된 그림(문항 1-2번) 등과 같은 단순오류의 경우를 오류를 정확히 지적하고 수정한 예가 각각 43%, 40%, 32%로 비율이 높았다. 그러나 광합성의 명반응 과정을 설명하는 삽화에서 에너지 준위의 개념이 접목되어야 하는 오류에 대한 지적을 한 사례는 없었다. 이러한 결과는 생물Ⅱ 광합성 단원에 나타나는 오류는 정확히 수정되어 지도될 가능성이 낮음을 시사한다. 학생들이 광합성에 대한 오개념을 가질 가능성을 낮추려면 오류를 수정 사항에 대한 자료를 교사들에게 배부하거나 교사연수 또는 워크샵 등을 통해 이에 대한 정보를 나눌 기회가 제공되어야 할 것이다. The purpose of this study was to know whether or not any wrongful description or simple errors were in photosynthesis unit of Biology Ⅱ textbook under 7th national curriculum and if so, to know whether or not high school teachers recognized and corrected properly the mistakes. The mistakes in photosynthesis unit of text books were determined by the comparison with several reference books and through examination by three plant physiologists in 8 different Biology Ⅱ textbooks. After the mistakes were analysed, the survey using contents of textbook containing the mistakes was conducted on high school teachers teaching Biology Ⅱ. As a result, 48 mistakes were determined in 13 subjects. As many as four mistakes were found even in one subject in a certain textbook and a same mistake was found repeatedly in several textbooks. The survey result showed that the teachers who pointed exactly the mistakes out corrected properly, however, the percentage of these ones out of 35 teachers replied to survey was less than 50%. The ratios of correction out of total number of responses were high in question #6 (43%), #4-3 (40%), and #1-2 (32%) which were containing a simple mistake in graph, a wrong word and a wrong picture, respectively. But, no one pointed out and made correction in question #5-1 and #5-2 which were containing Z scheme of light reaction without the legend of vertical axis that should be explained as electron energy or standard reduction potential. The result indicates the possibility that the mistakes in photosynthesis unit of Biology Ⅱ textbook can be corrected and teached properly by teachers may be low. In order to reduce the possibility that students may have misconceptions about photosynthesis, the list of print`s errors should be provided to the teachers and/or the training program and/or workshop for in-service high school biology teachers was recommended.

유전자조작, 균주분리 벼과식물로부터 질소고정균의 분리와 Nitrogenase 활성 측정

최은화 ( Eun Hwa Choi ),이상은 ( Sang Eun Lee ),윤기순 ( Ki Soon Yoon ),권덕기 ( Duck Kee Kwon ),손재근 ( Jae Keun Sohn ),박승환 ( Seung Hwan Park ),한명숙 ( Myung Sook Han ),김사열 ( Sa Youl Ghim ) 한국미생물생명공학회 2003 한국미생물·생명공학회지 Vol.31 No.1

창의성 계발 과학교육을 위한 한국 - 이스라엘 과학교사 연수프로그램의 효율성

서혜애 ( Hae Ae Seo ),윤기순 ( Ki Soon Yoon ),권덕기 ( Duck Kee Kwon ),송방호 ( Bang Ho Song ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.2

The study aimed to assess the effectiveness of Korea-Israel science teachers inservice program. Thirty science teachers who participated in the inservice program responded to pre- and post tests of the survey instrument on (a) their perceptions to creativity fostering science education and understandings of current education status and reform movement, (b) degrees of changes about understanding of creativity and implementing teaching methods for fostering creativity before and after the program, and (c) their evaluative opinions on the program. Suggestions for improving the program were proposed as follows: First, a pre-service workshop for the program should be provided in order to clearly realize the essential purpose of the program through increase of participating teachers` understanding of facing conditions of education, school policy, reform movement toward science education fostering creativity. Second, for the content of the program, creativity is more emphasized. Appropriate content and sufficient time arrangement for creativity will develop teachers` conceptual understanding of creativity in depth. Third, classroom observation of exemplary science teaching for fostering creativity should be sufficiently arranged. Fourth, amount of content and time allotment to Israel culture, religion, and education system should be reduced.

Bloom의 신 교육목표분류에 기초한 중학교 생물 영역 총괄 평가 문항의 목표 분석

김윤희 ( Yoon Hee Kim ),윤기순 ( Ki Soon Yoon ),권덕기 ( Duck Kee Kwon ) 경북대학교 과학교육연구소 2010 科學敎育硏究誌 Vol.34 No.1

이 연구의 목적은 중학교 과학 생물영역의 총괄 평가문항의 평가 목표를 블룸의 신 교육목표분류체계에 따라 분류하여 평가 목표의 특성을 파악하는 것이다. 대구지역 중학교 25개교로부터 총 1,711개의 총괄 평가 문항을 수집하여 블룸의 신 교육목표분류체계에 따라 각 문항의 평가 목표를 분석하였다. 총괄 평가 문항을 지식과정 차원의 목표분류틀로 분석한 결과, 사실적 지식에 대한 평가를 목표로 하는 문항이 대부분(67.6%)을 차지하였다. 인지과정 차원에서 표본 문항의 평가 목표는 기억하는가를 평가하는 것이 가장 우세하였다(76.1%). 문항의 주된 평가 목표들이 블룸의 신교육목표 분류체계 중 특정 영역에 치우쳐 있었고, 동일한 분류체계로 수업 목표를 분류했던 이전의 연구 결과와 비교했을 때, 수업목표와 평가 목표의 분포에 차이가 있었다. 학년별 문항의 평가 목표 수준을 분석한 결과, 학년이 올라감에 따라 변하는 인지 수준을 고려하여, 평가 목표를 선정하여야 함에도 불구하고 문항의 평가 목표에서 학년별 차이는 발견할 수 없었다. The purpose of this study was to find out taxonomic characteristics of objectives infered from questions of summative evaluation by analyzing those objectives with Bloom`s revised taxonomy of educational objectives. 1,711 questions of midterm and final examinations collected from 25 middle schools were analyzed to classify objective of each question. The major findings of the study were as follows: first, from the analysis of objectives in the knowledge dimension, the assessment of factual knowledge was most prevailing(67.6%) in the biology summative evaluation. In the cognitive process dimension, memory assessment was most dominant(76.1%). Thus, the main objectives of evaluation leaned toward particular classes in the Bloom`s revised taxonomy, which was different from the findings of earlier studies on the weights of evaluation areas. Second, the level of the objectives should be determined in consideration of the grade of middle schoolers, as their cognitive level improves with grade. In fact, however, there was no difference among three grades in characteristics of objective taxonomy.

독도의 벼과식물로부터 분리된 Enterobacter spp.에 의한 고추의 흰별무늬병에 대한 전신유도저항성

손진수 ( Jin-soo Son ),마릴린수마요 ( Marilyn Sumayo ),강현욱 ( Hyun Uk Kang ),김병수 ( Byung Soo Kim ),권덕기 ( Duck Kee Kwon ),김사열 ( Sa Youl Ghim ) 한국미생물생명공학회 ( 구 한국산업미생물학회 ) 2012 한국미생물·생명공학회지 Vol.40 No.2

This study`s aim is to isolate and characterize plant growth promoting Enterobacter species for the biological control of gray leaf spot in pepper. Screening was carried out from the rhizosphere of Agropyron tsukushiensi var. transiens (Hack.) Ohwi in Dok-do. Rhizobacterial isolates were partially identified by 16S rDNA sequencing and Enterobacter species were tested for plant growth promoting capabilities and the induction of systemic resistance in pepper against gray leaf spot caused by Stemphylium solani. Isolates were tested for production of indole-acetic acid and siderophore, and for phosphate solubilization. The application of isolates was effective in controlling gray leaf spot in pepper with E. asburiae (KNUC5007) and E. cancerogenes (KNUC5008 and KNUC5010) having the highest efficacy in reducing gray leaf spot severity. This is the first report of the biological control of gray leaf spot in pepper using rhizobacteria and it is hoped that this study will increase the utilization of Enterobacter species as plant growth promoters and biocontrol agents.

과학 교육에서 STS 수업모형의 적용효과에 대한 메타 분석

정미진,윤기순,권덕기 경북대학교 과학교육연구소 2008 科學敎育硏究誌 Vol.32 No.2

이 연구의 목적은 STS 과학교육에 대한 국내 연구의 동향을 분석하고 메타분석을 통해 STS 수업모형의 적용효과를 평가하는데 있다. 연구대상 논문은 1991년부터 2006년까지 출판된 석사학위 논문 104편과 과학교육 저널에 출판된 논문 78편을 포함한 총 180편이었다. STS 수업 모형의 효과 평가에 총 56편이 선정되었다. STS 수업 모형 적용 효과의 평균효과크기는 0.40이었다. 이 결과는 STS 수업은 학생들의 과학에 대한 태도, 과학 학업 성취도, 탐구능력, 환경에 대한 태도 및 환경에 대한 지식을 향상시키는데 전통적인 수업보다 긍정적인 효과가 있었음을 의미한다. STS 수업은 환경에 대한 태도의 증진에 가장 큰 평균효과 크기를 나타내었다. 그러므로, STS 수업에서 가장 좋은 효과를 얻기 위해서는 이러한 결과들을 반영하는 것이 필요할 것이다. 향후 STS 교육에 대한 전반적인 평가를 하기 위해서는 STS 수업 모형의 효과와 과학-기술-사회의 상호관계에 대한 교사와 학생들의 이해에 대한 연구 결과를 종합하는 것이 필요하다. The purposes of this study were to analyze the domestic research trend of the STS Education and to evaluate the application effects of STS teaching model by using Meta-analysis. The selected research articles were 180 articles including 104 of the master’s theses and 76 of science education journal articles published from 1991 to 2006. For the evaluation of the effects of STS teaching and learning model, 56 articles were selected finally. The mean effect size of the application effects of STS teaching and learning was 0.40. The result indicated that STS teaching had more positive effects than the traditional teaching on enhancing student's attitude for science, academic achievement in science, inquiry ability, attitude for environment and knowledge for environment. Especially, it had shown the most positive effects on improvement in the attitude for environment. Therefore, it might be better to reflect these results for the best effect of STS teaching. To assess STS education on the whole, it is necessary to synthesize the effects of STS teaching and learning model and the results of the study on teachers’ and students’ understanding about the interrelation of science, technology and society.