Rapid-cycling Brassica rapa를 이용한 멘델 유전 모듈이 예비 교사의 유전 개념 변화에 미치는 효과

김혜연,유상근,김성하 韓國生物敎育學會 2010 생물교육 Vol.38 No.2

This study aimed to obtain the scientific concept in genetics when experimental modules of Mendelian genetics using RcBr would be applied to the preservice teachers. This experimental modules using RcBr put an emphasis on Mendel's dihybrid cross experiments for the scientific concept in genetics being placed. Results are as follows: Experimental modules of Mendelian genetics using RcBr was found to be very effective in enhancing the concept achievement in genetics by the preservice teachers. Their concept achievement in genetics right after the application of developed modules seemed to be sustained even after four-month period. Results from the word association test indicated that preservice teachers' ability of formulating diverse and stronger connections between the concepts in genetics could be witnessed while revealing its normalizing aspect within the cognitive structure. Qualitative analysis based on interviews showed that Mendelian genetics experiments using RcBr was determined to be effective for the preservice teachers who had some difficulties in understanding concepts in genetics. Preservice teachers have shown some positive responses on this type of learning and contents utilizing experimental modules of Mendelian genetics using RcBr and accepted that these modules helped them in obtaining concepts in genetics. They also mentioned that the process of growing RcBr and conducting a similar experiments that Mendel himself conducted a long time ago to be quite fascinating. This suggested that the developed modules could be used as a very useful learning material for the instructors who teach genetics to the preservice teachers.

멘델 유전학의 사회적 관련성에 대한수업 내용 제안 : 분리의 법칙을 중심으로

박돈하,장수철 중앙대학교 다빈치미래교양연구소 2018 교양학연구 Vol.0 No.8

The book called “Vision and Change”, which encompasses total issues on undergraduate education of biology in US, suggests six core competency to be developed through biology education. This study was performed to make class content aimed to raise competency on biology in societal context, that is, one of the six competency. We chose Mendelian genetics as a subject of class material and focused our work on Law of segregation. Scientific significance of Mendelian genetics can be summarized in three aspects. Firstly, Mendelian genetics sets good examples in scientific approaches such as cross methods for experiments, interpretation of data, and modeling of laws. Secondly, Mendelian genetics contributed in establishment and advancement of genetics by suggesting that genes are real, defining dominance and recessiveness, and revelation of importance of probability in genetics. Thirdly, the genetics aids biology by endowing importance to meiosis in a genetic sense and offering a firm basis to Darwinism. Social impacts of Mendelian genetics are as follows. Based on that genes are particulate, the genetics plays several roles in beat of bogus narratives and Lysenko genetics and providing a sound foundation for nature or nurture debate. Based on probability of law of segregation, Mendelian genetics offered preparation of a measure to genetic disorders on an individual and social basis, and presented logical backgrounds for incest taboo and animal family tree. Based on building of concept for dominance and recessiveness, the genetics contributed in right understanding of public on dominance and breaking down eugenics. For further works, the class contents should be updated ceaselessly reflecting rapid progress in biology field. In addition, discussion is needed on what kind of course is available for application of this class content. Further, feedback methods should be prepared when the course is performed.

간호교육에서의 유전학 교육과정 현황과 요구

홍해숙,변영순,나연경 대한기초간호자연과학회 2003 Journal of korean biological nursing science Vol.5 No.1

The purpose of this study was to investigate and analyse current educational requirements related to genetics curriculum(from June 2002 to September 2002) established at nursing institutions and to provide the basic data for the development of genetics science program at the undergraduate. Subjects of this study were comprised of twenty three colleges of nursing in 4-year baccalaureate and thirty colleges in 3-year diploma programs. The results of this study were as follows : 1) 32 colleges offer courses related to genetics. 29 among 32 colleges have that integrated. Three schools have established completely independent courses of genetics. 21 colleges do not have any courses dealing with genetics. 2) The contents of courses related to genetics include:Congenital abnormalities, chromosomal aberrations, congenital metabolic disease, prenatal diagnosis and genetic counseling, genes and chromosomes, immune genetics, blood type and genetics, rule of genetics, variation in gene expression, the map of the human gene, gene linkage genetics, interaction of genes, single inheritance in order and genetic biochemistry. 3) For course credit, 14colleges(48.3%) offered at most 1 credit per course. The grade of student who can take the course, 51.7% were in their second year while 37.9% were in their third year. The majors of nursing faculty who taught the course were nursing(51.7%) and basic nursing science(17.2%). 4) As far as the need of opening the courses related to genetics, 36 colleges(67.0%) have made a ‘need’, 12 schools(22.6%) state ‘dose not need’. The reason for need were the following:development of bio engineering, increase number of patients who are related to genetics, recognition of the need in clinical nursing. 7 schools(13.2%) agreed to offer independent course in genetics but 39 schools(73.6%) are in disagreement with that. When the school offers the course with other courses, 27 schools(50.0%) are opening basic nursing science and 14 schools(26.4%) are opening nursing as an integrated courses. If the name of course was either genetic nursing(34.0%) or genetics(28.3%), the credits for the course was one or 2 credits. 33 schools(62.3%) students were in the first or second years. 41 schools(84.9%), the majors of the faculty who had taught the course were either basic nursing science(35.8%), nursing(28.3%) or basic medicine(24.5%). The contents of the course should include in that order:Chromosome aberrations, prenatal diagnosis and genetic counseling, congenital metabolic disease, congenital abnormalities, genes and chromosomes, the rules of genetics, immune genetics, interaction of genes, variation in gene expression, etc. The results and discussions of the study indicate that the entire curriculums need to be investigated with respect to contents of education, nursing curriculums and name of courses because of the increasing need of knowledge related to genetics in the clinical practice.

Corrected Figure Legend Stroke Genetics: A Review and Update

Arne Lindgren 대한뇌졸중학회 2015 Journal of stroke Vol.17 No.1

Stroke genetics includes several topics of clinical interest, including (1) molecular genetic variations affecting risk of monogenic stroke syndromes; (2) molecular genetic variations affecting risk of common stroke syndromes, sometimes with specific effects on risk of specific main types of stroke or subtypes of ischemic and hemorrhagic stroke; (3) genetics of conditions associated with stroke risk e.g. white matter hyperintensities, atrial fibrillation and hypertension; (4) hereditary causes of familial aggregation of stroke; (5) epigenetic impact on protein expression during acute brain injury; (6) genetic influence on stroke recovery; and (7) pharmacogenetics. Genetic research methods include candidate gene studies; Genome Wide Association Studies; family studies; RNA and protein analyses; and advanced computer-aided analytical methods to detect statistically significant associations. Several methods that could improve our knowledge of stroke genetics are being developed e.g.: Exome content analysis; Next-generation sequencing; Whole genome sequencing; and Epigenetics. During 2012-2014, several Single Nucleotide Polymorphisms (SNPs) have been related to common ischemic stroke risk. Certain SNPs have been associated with risk of specific ischemic stroke subtypes such as large vessel disease and cardiac embolism, particular subtypes of intracerebral hemorrhage (ICH), especially lobar ICH, and with prognosis after ICH. Large international studies on stroke recovery and exome content are ongoing. Advanced mathematical models have been used to study how several SNPs can act together and increase stroke risk burden. Such efforts require large numbers of patients and controls, which is achieved by co-operation in large international consortia such as the International Stroke Genetics Consortium. This overview includes an introduction to genetics, stroke genetics in general, and different genetic variations that may influence stroke risk. It presents some of the latest reports on stroke genetics published in high impact journals. The role of pharmacogenetics, the current clinical situation, and future prospects will also be discussed.

Stroke Genetics: A Review and Update

Arne Lindgren 대한뇌졸중학회 2014 Journal of stroke Vol.16 No.3

Stroke genetics includes several topics of clinical interest, including (1) molecular genetic variations affecting risk of monogenic stroke syndromes; (2) molecular genetic variations affecting risk of common stroke syndromes, sometimes with specific effects on risk of specific main types of stroke or subtypes of ischemic and hemorrhagic stroke; (3) genetics of conditions associated with stroke risk e.g. white matter hyperintensities, atrial fibrillation and hypertension; (4) hereditary causes of familial aggregation of stroke; (5) epigenetic impact on protein expression during acute brain injury; (6) genetic influence on stroke recovery; and (7) pharmacogenetics. Genetic research methods include candidate gene studies; Genome Wide Association Studies; family studies; RNA and protein analyses; and advanced computer-aided analytical methods to detect statistically significant associations. Several methods that could improve our knowledge of stroke genetics are being developed e.g.: Exome content analysis; Next-generation sequencing; Whole genome sequencing; and Epigenetics. During 2012-2014, several Single Nucleotide Polymorphisms (SNPs) have been related to common ischemic stroke risk. Certain SNPs have been associated with risk of specific ischemic stroke subtypes such as large vessel disease and cardiac embolism, particular subtypes of intracerebral hemorrhage (ICH), especially lobar ICH, and with prognosis after ICH. Large international studies on stroke recovery and exome content are ongoing. Advanced mathematical models have been used to study how several SNPs can act together and increase stroke risk burden. Such efforts require large numbers of patients and controls, which is achieved by co-operation in large international consortia such as the International Stroke Genetics Consortium. This overview includes an introduction to genetics, stroke genetics in general, and different genetic variations that may influence stroke risk. It presents some of the latest reports on stroke genetics published in high impact journals. The role of pharmacogenetics, the current clinical situation, and future prospects will also be discussed.

유전 개념 상호 관계에 대한 학생들의 개념적 이해

김선영 韓國生物敎育學會 2008 생물교육 Vol.36 No.4

본 연구는 미국 고등학생들의 여러 유전 개념들의 상호 관계 이해도에 관하여 조사하였다. 학생들은 주어진 유전 개념들 (gene, DNA, allele, chromosome, heredity, cell, genotype, phenotype, trait)을 정의하고 개념도를 작성하도록 하였다. 학생들의 유전개념에 대한 정의들에 의하면, 학생들은 형질(traits)과 유전자(genes)를 구별하는데 어려움을 나타내었으며, 대립유전자(allelels)의 개념 이해에 어려움을 나타내었다. 또한, 학생들의 개념도에 따르면, 학생들은 여러 유전 개념들의 상호관계를 이해하는데 어려움을 나타내었다. 이러한 유전 개념 상호관계 이해도의 부족은 유전 단원 학습 두 달 후 학생들의 점수가 유의미하게 감소한 이유로 사료된다. 따라서 본 연구는 유전 단원을 가르치는데 있어 유전 개념 각각의 구조와 기능에 대한 학습을 바탕으로 유전 단원전반에 걸쳐 개념 간의 상호 관계에 대한 학습이 수반되어야 함을 제안한다. This study explores students' understanding of genetics concepts focusing on their interrelationship over time (e.g., a pretest, a posttest, a delayed posttest) through concept mapping after a typical genetics instruction (e.g., lectures, problem solving activities). The results indicated that students presented various alternative conceptions regarding genetics concepts (e.g., traits are equal to genes, alleles are part of genes or DNA, chromosomes make up DNA). In addition, students did not appropriately interrelate various genetics concepts together. The difficulty of formulating conceptual interconnectedness among genetics concepts caused the statistically significant decay of the mean scores in the delayed posttest even though students significantly increased their scores in the posttest. Subsequently, findings demonstrated that students failed to develop a meaningful understanding of genetics concepts. This study suggests that articulating each genetics concept's structure and function with relationship with other concepts, and further providing an opportunity to connect diverse levels of genetics concepts from macro, to micro, and to symbolic are crucial for facilitating students' comprehensive and deeper understanding of genetics.

임상유전학 교육에서 새로운 교과과정 개발의 필요성

이창우,Lee, Chang-Woo 연세대학교 의과대학 2014 의학교육논단 Vol.16 No.1

It is becoming increasingly important for medical doctors to have a thorough understanding of human genetics and the ethical, legal, and social implications of genetic testing, counseling, and treatment. As genetic engineering and technology evolves, medical doctors will find themselves called in to counsel patients about a rapidly increasing number of diseases for which genetic testing and treatments are available. Medical doctors will need to master a new set of principles and clinical skills. A lack of knowledge about these issues and problems may lead to serious, lifelong or even fatal negative effects on patients. Medical genetics has moved from the study of rare conditions to the illumination of disorders that impact the entire spectrum of medical practice. This study demonstrates several areas in which medical genetics is clearly an important tool in medical practice and the necessity of establishing new curriculum for clinical genetic education in Korea. Medical students nearing graduation may lack genetic knowledge that is essential for daily practice because genetics has little or no place in clinical teaching. Medical schools should make extensive curriculum changes to increase students' awareness of clinical genetics and its ethical implications. The medical school curriculum will need creative new approaches to keeping up with the rapid pace of evolution of clinical genetics.

새로운 유전학(New Genetics), 과거 우생학(Eugenics)의 재현인가?

김호연(Kim Ho-Yeon) 강원대학교 인문과학연구소 2012 인문과학연구 Vol.0 No.32

이 연구의 목적은 새로운 유전학(new genetics)의 우생학적 함의를 밝혀봄으로써 오늘날 부상하고 있는 생명공학기술의 인문학적 함의를 살펴보는 것이다. 이를 위해 이 논문에서는 먼저 우생학(eugenics)에서 새로운 유전학에 이르기까지의 역사를 살펴보고, 이후 세가지의 주요한 논쟁점, 즉 인종차별적 논리와의 료유전학, 집단 유전자 풀의 보존과 개인의 유전적 질 강화, 권력의 강제와 개인의 자발적 선택 등을 중심으로 우생학과 새로운 유전학을 비교 검토할 것이다. 이를 통해 과연 새로운 우생학이 우생학의 회귀 또는 재현인가를 비판적으로 고찰해볼 것이다. 결론적으로 우생학과 새로운 유전학은 목표, 적용방식 그리고 성격 면에서 차이가 있어 보이지만, 본질적으로 크게 다르지 않다. 요컨대 과거의 우생학은 유전학이었고, 새로운 유전학은 우생학인 측면이 있다. The aim of this study is to critically investigate the concept of eugenics in theory and in practice and to question whether the new genetics is renewal or return of eugenics. I discussed from eugenics to new genetics and the subsequent three key arguments that illuminated the central points of convergence and divergence between the old eugenics and the new genetics. Then I examined eugenical implication of contemporary new genetics. Ultimately, the study concluded that the old eugenics and the new genetics are essentially no difference at the ideological level. So to speak, the old eugenics was genetics and the new genetics is eugenics.

문화적 전략을 통한 한국 유전학-유전체학 연구체계의 혁신 모색

이정호(Lee Cheong-Ho) 한국과학기술학회 2006 과학기술학연구 Vol.6 No.2

한국의 유전적 정보 생산 구조

이정호(Yi Cheong-Ho) 한국과학기술학회 2005 과학기술학연구 Vol.5 No.1