• Herbal Formula Science
• /
• v.23 no.1
• /
• pp.77-89
• /
• 2015

Objectives : This Study aims to extract the actual prescriptions used frequently in the clinical settings and the frequently used prescription list of textbook on herbal formulae by comparing the prescriptions recorded in the textbook on herbal formulae, and to examine the range of the efficacies of the corresponding prescription on the basis of the records of the Electronic Medical Record (EMR). Methods : By making comparison of the herb weight ratios of the prescriptions recorded in the textbook on herbal formulae with those recorded in EMR, the frequency is measured on the basis of the textbook on herbal formulae prescription and the frequency indication is computed for the clinical prescriptions with lower level of differences. Results & Conclusions : On the basis of the details of the clinical prescriptions used at the P Hospital, Yugmijihwang-tang, Samlyeongbaegchul-san, Jugyeobseoggo-tang, Maegmundong-tang, Olyeong-san and Baegho-tang, among the similar prescriptions for which the title prescriptions of the textbook on herbal formulae and the herbal composition coincide by more than 80%, are not included in the list of prescriptions covered under the national health insurance system even though they are frequently used prescriptions.

• Journal of The Korean Association For Science Education
• /
• v.16 no.3
• /
• pp.303-313
• /
• 1996

The major purpose of this thesis is to construct the evaluating framework of a science textbook with a high confidence and universal validity, referring to a preceeding study and materials involved in research work, and in consideration of the educational conditions of the secondary school. The framework developed in this study are composed of 7 categories: content, organization, representation, laboratory, illustrations, external form or editing system, and supplementary materials. Each category consists of detailed items. Eech item in the check-list is to be given between one and five points, and the total number of possible points in this evaluating framework is 290. As a result, these evaluating items enable quantitative analyses, afford an opportunity which we can look into many-sidedly the respects we should consider when a science textbook is adopted, and they can be estimated partly or synthetically as occasional demands. This study is exepected to contribute to choose a good science textbook as fundamental data in the future, and to help the lasting study or estimation of the textbook.

• Imaging Science in Dentistry
• /
• v.30 no.1
• /
• pp.55-62
• /
• 2000

Purpose: This study was performed to develop the electronic textbook (CD-rom title) about preclinical practice of oral and maxillofacial radiology, using multimedia technology with interactive environment. Materials and Methods: After comparing the three authoring methods of multimedia, i.e. programming language, multimedia authoring tool and web authoring tool, we determined the web authoring tool as an authoring method of our electronic textbook. Intel Pentium II 350 MHz IBM-compatible personal computer with 128 Megabyte RAM, Umax Powerlook flatbed scanner with transparency unit, Olympus Camedia l400L digital camera, ESS 1686 sound card, Sony 8 mm Handycam, PC Vision 97 pro capture board, Namo web editor 3.0, Photoshop 3.0, ThumbNailer, RealPlayer 7 basic and RealProducer G2 were used for creating the text document, diagram, figure, X-ray image, video and sound files. We made use of javascripts for tree menu structure, moving text bar, link button and spread list menu and image map etc. After creating all files and hyperlinking them, we burned out the CD-rom title with all of the above multimedia data, Netscape communicator and plug in program as a prototype. Results and Conclusions : We developed the dental radiology electronic textbook which has 9 chapters and consists of 155 text documents, 26 figures, 150 X-ray image files, 20 video files, 20 sound files and 50 questions with answers. We expect that this CD-rom title can be used at the intranet and internet environments and continuous updates will be performed easily.

• Journal of Korean Elementary Science Education
• /
• v.28 no.3
• /
• pp.331-339
• /
• 2009

The purpose of this study is to make a list of scientific terms to decrease students' difficulties of science learning. By using inductive method, database has established from elementary school science textbooks and laboratory observation books. All terms from physics area of science textbooks and laboratory observation books at the levels of grade 3 to 6 were analyzed based on the Standard Korean Dictionary (1999) and Book of Physics Terminology (2005). As a result, we made a list of 204 scientific terms by grade level. Those were 51 words for grade 3, 55 words for grade 4, 56 words for grade 5, and 42 words for grade 6. And there were some incongruities among textbooks, the Standard Korean Dictionary and the Book of Physics Terminology.

• Journal of The Korean Association For Science Education
• /
• v.12 no.2
• /
• pp.97-107
• /
• 1992

ln this study, we analyzed 5 science textbooks currently used for the 7th graders quantitatively by using the science textbook rating system of Collette and Chiappetta(1986), making meta-analysis of the results of 17 graduate school students of Seoul National University. The rating system consists of 11 categories with detailed items respectively : content, organization, reading level, instruction approach, illustrations, end-chapter teaching aids, laboratory activities in text and/or accompanying manual, teacher aids, indices and glossaries and mechanical makeup of text. Each item in the checklist is to be given between one and five points and the total number of possible points in this rating system is 290. It was shown that 5 science textbooks currently used for 7th-year-students were all "poor" in terms of total points and had, at large, uniformed results especially in 10 items; 7 items concerning moral and ethical implications of science, vocabulary lists, accompanying laboratory manual, annotated editions for test, supply list for laboratory program, student workbook and glossary with low points, while 3 items concerning facilities needed for laboratory activities, activities relevant to the content and textbook size with high points. A Science teachers could get a broad view with a correct impression of the books usefulness in making an evaluation of available textbooks.

• Journal of Korean Medical classics
• /
• v.24 no.5
• /
• pp.147-158
• /
• 2011

There has been a need for an operational curriculum for teaching Chinese characters used by traditional Korean medicine (TKM), but the it was not thoroughly reviewed so far. We analysed the frequency of unicode Chinese characters with five textbooks of traditional Korean medicine used as a national standard. We found that 氣, 經, 陽, 陰, 不, 熱, 血, 脈, 病, 證, 寒, 中, 心, 痛, 虛, 大, 生, 治, 本, 之 are the 20 most frequently used Chinese characters, and also showed 100 frequently used characters for each textbook. We used a cumulative frequency analysis method to suggest a list of 1,000 prerequisite Chinese characters for the TKM education (TKM 1000). which represents the current usage of Chinese characters in TKM and covers 99% of all textbook use if combined with MEST 1800. This study showed prerequisite and essential Chinese characters for the implementation of evidence-based teaching in TKM. The TKM 1000, a prerequisite characters by this study based on the TKM textbooks can be used for the development of Korean Medicine Education Eligibility Test (KEET), entrance exam to the Colleges of Oriental Medicine or textbooks, and educational curriculum for premed students.

• Journal of The Korean Association For Science Education
• /
• v.18 no.3
• /
• pp.371-382
• /
• 1998

The years from 1895 to 1915 marked an important period in Korean because it was the start of modern education during which a new school system was developed. In particular, the Government made laws and rules concerning the use of textbooks in schools. In this research information about books in use in schools was obtained from the {School Textbook List} which was drawn up during this period. Science textbooks printed in Korea from 1895 to 1915 were control1ed in their use by the Ministry of Education and the Government General of Chosen. They used the Private School Ordinance, Regulations for Official Examination of Textbooks in 1908, and Law of Publication in 1909 as the main means of controlling textbooks. The official examination of textbooks under the Japanese rule of Korea resulted in an increasing number of science textbooks being banned. While science textbooks had enjoyed more freedom from control by the Government General of Chosen than other textbooks, the situation changed significantly as Japan to intensify the control of all kinds of textbooks in Korea.

• Hwankyungkyoyuk
• /
• v.23 no.1
• /
• pp.13-26
• /
• 2010

As an effort to realize the results of last two years of study, this study had three distinguished purposes: 1) confirming whether some requests for corrections had been accepted or not 2) making a list of possible errors found in newly written textbooks and asking to fix them, and 3) classifying forest related contents identified in the textbooks according to the 150 topics included in information material, so called Forest IQ 200. Among 94 errors associated trees, forest or forest education, only thirteen of them were found to be fixed according to the request made in previous study of 2008. Especially, most of the fixed errors were identified to be in natural and social science subject textbooks and nothing was found in art and language areas. Total of 1,320 forest related items were found in the textbooks at the level of kindergarten to 10th grade(freshman in highschool). Korean student was expect to have a chance to learn forest related items 1.64 times a week for 10 years(First to 10th grade). Analyzing 1,109 contents in terms of four topic areas of forest education, the forest culture area was found to have most content of 348 including painting and recreation. Some suggestions were made to make school forest education better, and publishing the forest textbook for elementary schools was one of them.

• Journal of Sericultural and Entomological Science
• /
• v.53 no.1
• /
• pp.29-37
• /
• 2015

Since based on the revised educational curriculum, the insects and spiders in eight biology textbooks I and II of high school are as follows. In class level, two classes, Insecta and Arachnida were investigated and their frequence numbers in the textbooks were a total of 143 times. In order level, 12 orders in insecta, 2 orders in Aranea were appeared in the textbooks. The most appearing frequence number was represented in Lepidoptera (33 times) and then in Araneae (11 times). For each publisher, the most appearing frequencies of insecta and spiders was shown in Gyohaksa (23 times), and then in Hyeongseol and Centurla education research institute (21times, respectively). In the textbooks, four species were found to misidentify in their species name and five mistakes were investigated in their photos and content.

• Phonetics and Speech Sciences
• /
• v.6 no.1
• /
• pp.31-38
• /
• 2014

The current study presents an instrumental phonetic analysis of Korean monophthong vowels in the early twentieth century Seoul Korean, based on audio recordings of elementary school textbooks Botonghakgyo Joseoneodokbon (Korean Reading Textbook for Elementary School). The data examined in this study were a list of the Korean mono syllables (Banjeol), and a short passage, recorded by one 41-year-old male speaker in 1935, as well as a short passage recorded by one 11-year-old male speaker in 1935. The Korean monophthongs were examined in terms of acoustic analysis of the vowel formants (F1, F2) and compared to those recorded by 18 male speakers of Seoul Korean in 2013. The results show that in 1935, 1) /e/ and /ɛ/ were clearly separated in the vowel space; 2) /o/ and /u/ were also clearly separated without any overlapping values; 3) some tokens of /y/ and /ø/ were produced as monophthongs, not as diphthongs. Based on the results, we can observe the historical change of the Korean vowels over 80-90 years such as 1) /e/ and /ɛ/ have been merged; and 2) /o/ has been raised and overlapped with /u/.