In this blog post, I’ll summarize what I learned through my academic efforts in biology and my participation in both school and community activities during high school.

Academic Experiences and Reflections

I’ve loved science inquiry courses ever since high school. In particular, biology—which I began studying in my sophomore year after choosing the science track—was more than just a subject; it was a joy akin to a hobby for me, as I’d nurtured a curiosity about plants, animals, and human physiology since childhood. So, whenever biology-related exhibitions—such as human body exhibits, local zoos, or rare plant displays—were held, I would visit them whenever I could to observe and take notes, using these experiences as a foundation for my learning.
The main focus of my efforts while taking these classes was to systematically organize the material I learned into a single database. Centered on the Biology 1 and 2 textbooks, I compared and supplemented content from various publishers to compile it into a single volume, and I personally selected and included key questions and concepts for each unit.
For the experiment guides, I didn’t just summarize them in text; I documented the actual experimental processes with photos and attached them. When necessary, I took the photos myself; otherwise, I collected images from various textbooks, saved them as data, and created materials that were visually easy to understand.
The units I focused on studying were human genetics and cells and mutations. I identified a single keyword for each related subtopic—such as digestion, respiration, circulation, excretion, stimulation, and the nervous system—and organized the material using a branching structure. The digital data book I created was not limited to a simple table of contents; instead, I designed it with a hyperlink structure so that clicking on each keyword takes the user directly to the relevant content. Organizing the material in this systematic way allowed me to immediately look up necessary terms or detailed explanations while studying, enabling me to review and apply the material efficiently.

Major School Activities and Reflections

My high school was located in North Chungcheong Province, and near the school was the country’s only research center dedicated to the restoration of the white-naped crane. This center was preparing research, breeding, and reintroduction plans to restore the white-naped crane—a natural monument facing extinction—and, recognizing the importance of restoring natural ecosystems, I applied and became a youth volunteer there.
As a volunteer, my main responsibility was to assist with the educational programs run by the center. These programs consisted of a total of nine hands-on, inquiry-based modules developed by science education researchers and were designed to help participants understand the characteristics and behaviors of birds while learning about the need for ecosystem restoration.
My role was to explain the program’s objectives and procedures to visiting elementary and middle school students and to guide them through the hands-on activities. Since most activities involved direct observation and hands-on experiences—such as examining the physical appearance of the white-naped crane or recording bird characteristics—it was crucial to clearly explain the safety guidelines in advance. I provided detailed safety instructions, such as cautioning students not to get too close during observations and advising them not to offer unusual food to endangered animals.
Elementary school students generally followed instructions well, but middle school students, who were around the same age, were more difficult to manage. One day, while middle school students were participating in an activity where they identified stork species based on the shape of their beaks and fed them different foods, an incident occurred when they threw prohibited items—such as their personal snacks—into the feeders. When incorrect food got mixed in, center staff had to remove it, and repeated incidents placed a burden on operations.
After that experience, when guiding middle school groups, I clearly enforced the rules by immediately praising good behavior and firmly pointing out mistakes. Once I established a clear stance, the students gradually began to listen to me, and through this, I was able to learn leadership—going beyond simple volunteer work to leading a group, establishing rules, and enforcing them. At the same time, it was a valuable time that deepened my understanding of the importance of storks and ecosystem restoration.

Examples of Consideration, Sharing, and Cooperation, and My Reflections

During a science lab session in my sophomore year of high school, we conducted a DNA extraction experiment using broccoli. I preferred hands-on activities in the lab to sitting in a classroom, and the process of isolating plant cells and extracting DNA was particularly fascinating.
Through this experiment, I reaffirmed that teamwork is more important than individual effort. To ensure we followed the experimental procedures and measurements precisely, we divided roles among team members, looked up the relevant procedures in advance, shared precautions, and proceeded carefully. Thanks to each other’s advice and help, our success rate for the experiment increased.
The experimental process consisted of five steps: grinding the broccoli, adding salt and distilled water, filtering it through gauze, and slowly pouring ethanol to precipitate the DNA. There were specific instructions for each role at every stage. For example, the person grinding the broccoli was advised to grind as much as possible into a fine paste, while the person adding salt and water was instructed to maintain a consistent ratio. For my role of pouring the ethanol, I was told to pour it very slowly against the side of the glass bottle to ensure the DNA precipitated properly, and I proceeded with the understanding that rushing the process could lead to failure.
As a result, our group successfully completed the experiment and was able to observe the extracted DNA under a microscope and document it with photographs. It was incredibly rewarding to successfully finish the experiment and write the report. Through this experience, I learned that even scientific experiments require clear cooperation, consideration, and precise communication to succeed.