14-3-3 Protein Mediates Phosphorylation of Microtubule-associated Protein Tau by Serum- and Glucocorticoid-induced Protein Kinase 1

천재순,강상순,Taegun Kwon,이은정,Chang Hyun Kim,한연수,홍순광,Sounghee Hyun 한국분자세포생물학회 2004 Molecules and cells Vol.18 No.3

The microtubule-associated protein, tau, is involved in numerous neuronal processes such as vesicle transport, microtubule-plasma membrane interaction and the intracellular localization of proteins. Tau is known to be phosphorylated by several kinases such as mitogen activated protein kinase, microtubule affinity regulating kinase, and protein kinase A. We found a putative serum- and glucocorticoid- induced protein kinase 1 (SGK1) phosphorylation site within the 207GSRSRTPSLP216 tau amino acid sequence. We report here that SGK1 phosphorylates Ser214 of Tau. Using a pull-down assay, we found that 14-3-3θ interacts with SGK1 and tau to form a ternary protein complex that leads to phosphorylation of tau. 14-3-3 and phosphorylated tau were mainly co-localized in the nucleus of COS-1 cells. These results demonstrate that 14-3-3 scaffolds tau with SGK1 to facilitate the phosphorylation of tau at Ser214 and to regulate its subcellular localization.

ILKI 결실 돌연변이 분석에 의한 카이네이즈 도메인의 caveolin-1 결합 부위에 관한 연구

천재순,이병룡 서원대학교 미래창조연구소 2005 과학과 문화 Vol.2 No.1

중학교 과학 수업에서 학생 행위주체성 발현을 위한 문제중심학습 활용 프로그램 개발 및 적용

채지흔,천재순 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.18

목적 본 연구는 중학교 과학 수업에서 학생 행위주체성의 발현을 위해 문제중심학습을 활용한 프로그램을 개발하고, 이를 중학교3학년 과학 수업에 적용하여 프로그램의 효과성을 검증하는 것을 목적으로 한다. 방법 문제중심학습의 기존 모형 중 IMSA의 모형을 활용하여 프로그램을 개발하였으며, 개발한 프로그램은 5년 이상의 교육 경력을가진 현직 과학 교사 6인에게 타당도를 검토받았다. 개발한 프로그램은 2022년 12월 I시 S중학교 3학년 학생 180명에게 적용하였으며, 연구 참여에 동의하고 사전 설문지와 사후 설문지에 모두 참여한 학생 135명을 대상으로 중⋅고등학생용 학생 행위주체성측정 도구를 이용한 사전-사후 설문과 수업 만족도 조사를 실시하였다. 학생 행위주체성 측정 도구를 이용한 설문의 결과를 분석하기 위해 SPSS 12.0을 활용하여 대응 표본 t-검정을 실시하였다. 이와 더불어, 설문 결과의 의미를 구체적으로 파악하기 위해 수업과정을 녹화 및 녹음하여 전사한 자료를 분석의 주된 자료로 활용하였으며, 수업 과정에서 생성된 소집단 활동지, 학생 산출물, 과정중심 평가 자료, 연구자의 관찰 일지 등 다양한 자료를 보조 자료로 활용하였다. 또한, 프로그램에 참여한 학생들의 수업에 대한 인식을 확인하기 위하여 수업 만족도 조사 설문을 하였다. 이와 더불어, 학생들의 수업에 대한 인식을 심층적으로 이해하고자 수업 후반구조화 면담을 실시하였으며, 이를 녹음하여 전사한 자료를 분석하였다. 결과 총 6차시의 프로그램을 개발하여 학생들에게 적용한 후 그 효과성을 검증하였다. 학생 행위주체성 측정 도구를 이용한 설문의대응 표본 t-검정 결과 학생 행위주체성 전체와 학생 행위주체성의 3가지 하위 영역 모두에서 사전 검사와 사후 검사 간에 통계적으로 유의미한 차이가 있었다. 이와 더불어, 수업 과정에서 학생 행위주체성의 구성 요소인 목적의식, 반성적 행위, 시간과 노력의 투자, 책임감이 나타난 것을 확인하였다. 또한, 수업 만족도 조사 설문의 평균이 4.13으로 높게 나타났으며, 수업 후 이루어진 반구조화 면담을 통해 수업에 대한 인식이 긍정적으로 나타난 것을 확인하였다. 결론 본 연구에서 개발한 문제중심학습 활용 프로그램은 학생 행위주체성의 발현에 효과적이며, 학생들의 수업에 대한 인식이 긍정적이다. 따라서 본 연구는 학생 행위주체성 발현을 지원하는 수업 설계를 고민하는 현장의 중학교 과학 교사에게 도움을 줄 것으로기대한다. 또한, 본 프로그램을 경험하는 학생에게 전 학년에 걸친 중학교 과학 개념을 통합적으로 학습할 수 있는 기회를 제공할것으로 기대한다.

Penicillium oxalicum HCLF-34로부터 Acid Proteinase의 부분유전자 Cloning 및 Sequencing

현성희,천재순,강상순,김진규 한국미생물학회 2004 미생물학회지 Vol.40 No.1

Acid proteinase는Aspergillus niger (acid pretense A)와 Cryphonectria parasitica (acid proteinase EapC)에서 분비하는 단백질로서 치즈를 제조할 때 이용하는 단백질이다. 본 연구에서는 Penicillium oxalicum HCLF-34로부터 acid proteinase의 부분유전자를 기존에 밝혀진 acid proteinase의 homology 정보로부터 degenerate primer를 제작하여 PCR방법을 이용하여 cloning하였다. Cloning된 유전자로부터 438 bp 염기서열을 분석하였으며, 이 염기서 열을 146개의 아미노산 정보로 변환하여 acid proteinase family와 homology를 비교한 결과 acid protease A와 71% 아미노산 서열의 homology를 나타내었고, EapC와 67%의 아미노산 서열 homology가 확인되었다. Acid proteinase has been discovered in Aspergillus niger (acid protease A) and Cryphonectria parasitica (acid proteinase EapC) and it plays major roles in cheese formation from milk. In this study, a partial gene encoding acid proteinase in Penicillium oxalicum HCLF-34 was cloned by using PCR with degenerate primers corresponding to highly conserved regions of the acid proteinase. The partial acid proteinase gene in P. oxalicum HCLF-34 contains an open reading frame of 438 base pairs and encodes an acid proteinase protein of 146 amino aicds. The predicted amino acid sequences showed 71 % homology with acid protease A and 67% homology with EapC.

초등 과학영재학생과 일반학생의 공감능력과 리더십이 학교적응에 미치는 영향 : 자기효능감을 매개로 하여

송상범,천재순 한국과학영재교육학회 2019 과학영재교육 Vol.11 No.3

The purpose of this study is to explore the sub-variables affecting school adjustment among the sub variables of empathy, leadership, and self-efficacy which are the affective and social characteristics of the elementary school scientifically gifted students and general students, and to identify the mediating effects of self-efficacy in their relationships with empathy, leadership, and school adjustment. The survey of this study was conducted with 127 scientifically gifted students and 155 general students, total 5th and 6th grade 282 elementary school students in S city, G and J provinces. The data was analyzed by SPSS/WIN 23.0. The results were as follows. First, the values of the overall and all sub-variables of empathy ability, leadership, self efficacy, and school adjustment of the scientifically gifted students were significantly higher than those of the general students. Second, only the organization management ability of the scientifically gifted students affected their school adjustment positively, while the organization management ability, morality, self-regulation ability of the general students affected their school adjustment significantly positively and their task difficulty preference affected school adjustment significantly negatively by multiple regression analysis. Third, self efficacy in the relationship between empathy ability and school adjustment was found to be a partial mediator in both scientifically gifted students and general students. But self efficacy in the relationship between leadership and school adjustment was found to be a partial mediator only in the scientifically gifted students. Based on the results of this study, empathy ability, leadership, self efficacy of scientifically gifted students and general students affect their school adjustment both directly and indirectly. And they can be provided as a comparison of characteristics related to school adjustment of scientifically gifted students and general students, who share the same community and curriculum for counsel and program. 본 연구의 목적은 초등 과학영재학생과 일반학생의 정의적・사회적 특성인 공감능력, 리더십, 자기효능감의 하위 변인 중 학교적응에 영향을 미치는 변인을 탐색하고, 그들의 공감능력, 리더십, 학교적응과의 관계에서 자기효능감의 매개효과를 확인하는데 있다. 이를 위해 S시, J도, G도 지역의 영재교육원 학생 127명, 일반학생 155명, 총 282명의 5, 6학년 초등학생을 대상으로 설문을 실시하였고, SPSS/WIN 23.0 통계 프로그램을 이용하여 데이터를 분석하였다. 본 연구의 결과는 첫째, 과학영재학생이 일반학생보다 공감능력, 리더십, 자기효능감, 학교적응 및 각 변인의 전체 및 하위요인 모두에서 통계적으로 유의하게 높은 것으로 나타난다. 둘째, 중다회귀분석 결과, 학교적응에 영향력이 있는 변인은 과학영재학생에게는 리더십의 하위변인인 조직관리능력만이 영향을 주는 것으로 나타나고, 일반학생에게는 리더십의 조직관리능력과 도덕성, 자기효능감의 과제난이도선호, 리더십의 자기관리능력 순으로 영향을 주는 것으로 나타난다. 이 중 과제난이도선호는 일반학생이 학교적응을 하는 데 부적 영향을 주는 것으로 나타난다. 셋째, 과학영재학생과 일반학생의 공감능력과 학교적응 간의 관계에서 자기효능감이 부분매개(partial mediation)하는 것으로 나타난다. 반면에, 리더십과 학교적응 간의 관계에서는 과학영재학생만 자기효능감이 부분매개하는 것으로 나타난다. 이러한 연구 결과로 과학영재학생의 공감능력, 리더십, 자기효능감이 직・간접적으로 학교적응에 영향을 줄 수 있음을 알 수 있다. 그리고 이 연구의 결과는 과학영재학생과 일반학생이 동일 공동체, 동일 교육과정 속에서 지도받으면서 개별 집단의 특성이 고려되어 지도될 수 있도록 과학영재학생과 일반학생의 학교 적응과 관련된 특성을 비교한 자료로 제공될 수 있다.

The modulation of TRPV4 channel activity through its Ser 824 residue phosphorylation by SGK1

이은정,신성화,천재순,현성희,김양미,강상순 한국통합생물학회 2010 Animal cells and systems Vol.14 No.2

With the consensus sequence information of the serum glucocorticoid-induced protein kinase-1 (SGK1)phosphorylation site {R-X-R-X-X-(S/T)Φ; where Φ is any hydrophobic amino acid}, we noticed that the transient receptor potential vanilloid 4 (TRPV4) cation channel, a member of the TRP vanilloid subfamily, harbors the putative SGK1 phosphorylation site (on its Ser 824). We have demonstrated that TRPV4 is an SGK1 authentic substrate protein, with the phosphorylation on the Ser 824 of TRPV4 by SGK1. Further, using TRPV4 mutants (S824A and S824D), we noted that the modification of the Ser 824 activates its Ca2 entry, and sensitizes the TRPV4 channel to 4-α-phorbol 12,13-didecanoate (4-αPDD) or heat, simultaneously enhancing its active state. Additionally, we determined that the modification of the Ser 824 controls both its plasma membrane localization and its protein interactions with calmodulin. Thus, we have proposed herein that phosphorylation on the Ser 824 of TRPV4 is one of the control points for the regulation of its functions.

학생 창안 역할놀이 비유 활동을 통한 생명과학 "방어 작용" 단원 교수, 학습 프로그램 개발 및 적용

권미경,임성만,천재순 韓國生物敎育學會 2013 생물교육 Vol.41 No.1

The purpose of this study is to develop and apply the instruction program for the "defense action" chapter in life scienceⅠutilizing student generated role-playing analogy, to examine how the program influence students' motivation, and to see students' perception. Research classes were conducted: A teacher explained target concept, students conducted roleplay based on the immunity processes. The students found differences and commonalities between analogies and target conceptes while students discussed generated role-playing analogy and teacher gave the feedback to them. The effectiveness of the instruction program was examined through predicative immunity concept test, science learning motivation test, survey, and interview. Two classes of 10th grade at a high school in Chung-buk were assigned to the control and the treatment group and taught about "defense action" chapter for 6 class hours. Student generated role-playing analogy instruction was provided to the treatment group (38 students). The traditional instruction was provided to the control group (38 students). The conclusion drawn from this research was as follows: First, the students visualized and understood the abstract immunity concepts and the complex immunity processes through the instruction program. Second, the students were motivated by making analogies and their expectation and goal for their learning were increased through student-generated role-playing analogies. Third, as a result of the survey and interview, it was found that the interest of the students in immunity was increased through student-generated role-playing analogies and the immunity processes were able to be applied into social life. Before the class, they thought the "defense action" chapter was a difficult lesson to learn, but they changed the perception later. In other words, the instruction program for the "defense action" chapter in life scienceⅠ utilizing student generated role-playing analogy can be provided to enhance understanding of abstract concept and was proposed to develop immunity concept class for the first time in Korea.

Regulation of Nek6 Functions by Its SUMOylation on the K252 Residue

이은정,현성희,천재순,신성화,이경은,박인석,강상순 한국통합생물학회 2007 Animal cells and systems Vol.11 No.2

Nek6 belongs to NIMA1 (never in mitosis, geneA) related kinase, which was originally identified in Aspergillusnidulans as a serine/threonine kinase critical for cell cycleprogression. We noticed that the putative SUMOylation siteis localized on the K252 residuein 251FKsD254 of Nek6, basedon the consensus sequence ΦKxE; where Φ represents L, I,V or F and x is any amino acid. We observed that the Nek6SUMO mutant (K252R) has decreased protein kinaseactivity, nuclear speckle localization and protein stability,compared with that of the Nek6 wild type. However, theNek6 SUMO mutant increased the cell survival rate of COS-1 cells as determined by FACS analysis. Therefore, our datasuggest that SUMOylation the K252 residue of Nek6 isrequired for its normal functions, such as proper nuclearlocalization, kinase activity and protein stability, to controlcell cycle.

초등교사들의 과학실험수업 유형 선택 및 실행에 영향을 미친 PCK분석

유정임,차희영,천재순,구슬애 한국교원대학교 교육연구원 2010 敎員敎育 Vol.26 No.6

The purpose of this study is to analyze PCK Influencing elementary school teachers' science experiment class types implementation. For this study purpose, we classified science text books and study-aid books for 4th, 5th and 6th grade students by the experiment class types in terms of the 7th Korean National Curriculum. Among the classified experiment class types, the experiment class types most frequently suggested in study-aid books were a discovery experiment class type and a research experiment class type. Through this, we analyzed of actual experiment class types elementary school teachers develop for the discovery experiment class type and the research experiment class type suggested in the education process. After the experiment class we found out the teacher's PCK through the interview. First, as a result of dividing the 7th elementary school science text books and study-aid books into experiment class types based on experiment class type classification, discovery, confirmation, search and research experiment class types were included all together in the experiment class types suggested in the elementary school education process. Among them, the discovery experiment class type and the research experiment class type were the most frequently suggested. Second, as a result of the comparative analysis of the actual experiment class types elementary school teachers developed among the discovery experiment class type and the research experiment class type, elementary school teachers developed the actual classes of experiment class types different from the experiment class types suggested by science textbooks and study-aid books. Third, as a result of analyzing PCK influencing elementary school teachers' science experiment class types implementation, we could find out teachers were developing the actual classes of experiment class types different from one another according to the PCK they had. 이 연구의 목적은 초등교사들의 과학실험수업 유형 실행에 영향을 미친 PCK를 분석하는 것이다. 이를 위해 제7차 4, 5, 6학년 과학과 교과서 및 지도서를 실험수업 유형별로 분류하여 실험수업 유형을 선정하고, 적절한 차시를 선정하여 초등교사 5인의 실제 실험수업을 녹화하여 전사 후 분석하였다. 이를 통해 실제 수행한 실험수업과 과학과 교과서 및 지도서에 제시된 실험수업이 차이가 있는지 분석하였다. 수업 실시 후에는 면담을 통해 교사가 가진 PCK를 알아보았다. 연구 결과 첫째, 초등학교 교과서 및 지도서에는 발견, 확인, 탐색, 연구실험수업의 실험수업 유형이 모두 나타나며, 발견실험수업과 연구실험수업 유형이 가장 많이 제시되어 있었다. 둘째, 초등교사들이 실제 수행하는 실험수업 유형은 과학과 교과서 및 지도서에 제시된 실험수업 유형과는 다르다는 것을 알 수 있었다. 셋째, 교사들의 PCK 분석 결과 교사들의 수업 실행에 교사의 PCK가 영향을 주고 있음을 확인하였다.

과학 글쓰기를 통한 세균 개념 변화 과정 분석

이남은,차희영,천재순 韓國生物敎育學會 2009 생물교육 Vol.37 No.4

The purpose of this study is to develop a science writing program regarding bacteria for elementary school students and to identify whether it can be used not only for an instructional strategy but also for analyzing conceptual change in science education. For the study, a science writing model was composed of five processes: searching, writing activity, opinion sharing, rewriting, and assessment. by which the writing program was constructed with seven topics on bacteria for elementary students. A total of twenty four students of 6th graders in public elementary school were participated in this program implementation. Three students who achieved their own different conception were selected by the test for Bacteria conception after the program and their writing products were collected. Their three different conceptual change patterns through the entire intervention were compared. It turned out that science writing was appropriate to be represented students' conceptual change undergoing. Their conceptual change patterns had been even getting sophisticated and refined gradually. Science writing in elementary science classes makes it possible for non-scientific concepts to turn into scientific ones and also can be used as a assessment tool analyzing the processes of conceptual change. This program can be used not only as an effective instructional strategy but also a assessment tool which can analyze the level and the degree of learning through observing the process of continual sophistication and refinement.