In this study, antibody responses after equine influenza vaccination were investigated
among 1,098 horses in Korea using the hemagglutination inhibition (HI) assay. The equine
influenza viruses, A/equine/South Africa/4/03 (H3N8) and A/equine/Wildeshausen/1/08
(H3N8), were used as antigens in the HI assay. The mean seropositive rates were 91.7%
(geometric mean antibody levels (GMT), 56.8) and 93.6% (GMT, 105.2) for A/equine/South
Africa/4/03 and A/equine/Wildeshausen/1/08, respectively. Yearlings and two-year-olds in
training exhibited lower positive rates (68.1% (GMT, 14) and 61.7% (GMT, 11.9),
respectively, with different antigens) than average. Horses two years old or younger may
require more attention in vaccination against equine influenza according to the
vaccination regime, because they could be a target of the equine influenza virus.
This study aims to investigate the effects of science writing activities on the students' science-related attitude, motivation for learning science, and academic achievement. One hundred and twenty seven second graders of a middle school located in Gyeonggi province participated in this study. The experimental group performed science writing activities, while the comparative group performed problem solving activities at the end of the regular science lessons over 30 class hours. For the students' science-related attitude and motivation for learning science, TOSRA, PALS, and MSLQ were used with some modification and supplementation. For the students' academic achievement, scores on science examinations were used. The results of this study are as follows: First, the test of the science-related attitude showed that science writing activities have positive effects on the cultivation of sciencerelated attitude, as for the sub-factors, 'attitude towards scientific inquiry,' 'pleasure of science lessons,' and 'active attitude towards science'(p<.05). Second, the test of motivation for learning science showed that the science writing activities had positive effect on the improvement in students' motivation, as for the sub-factors, 'difference in values on task' and 'self-efficacy'(p<.05). Third, science writing activities are effective on improvement in the students' academic achievement(p<.05), especially on the high-level achievement group.
The purpose of this study is to examine the effects of PBL (Problem-based Learning) strategy applied to the 「Inorganic Chemistry Laboratory」 class. Especially, the changes in 'self-directed learning ability' and 'attitudes toward science' of undergraduate students were examined. In addition, perception on PBL problem and the PBL classes were investigated. The results of this study were as follows: First, after the course, 'self-directed learning ability' and 'attitude toward science' of students were significantly improved (p < .05). There were significant improvements in every sub-categories except 'self-confidence as a learner' for 'self directed learning ability' and every sub-categories except 'usefulness of science' for 'attitude toward science'. Second, the students expressed that PBL strategy provided opportunities to learn self-directively and responsibly, but the process of defining the problem was difficult. Finally on the survey toward PBL strategy, the students responded that PBL problems were authentic and helpful to learn problem solving ability. In conclusion, PBL laboratory course is effective for developing self-directed learning ability and positive attitude toward science.
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