• 건강소식
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• v.35 no.5
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• pp.30-31
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• 2011

결혼을 앞두고 준비할 것도 점검할 것도 많지만, 가장 먼저 체크해야 할 것은 건강검진이다. 백년해로와 2세 준비를 위해 예비부부에게 건강검진은 필수이다. 예비부부를 위한 검사는 일반 건강검진과 큰 차이는 없다. 보통 기본검사에서 임신과 출산, 생식기능, 성병 검사 등이 추가된다. 5월에는 신호부부 건강검진에 대해 알아본다.

• Journal of Korean Ophthalmic Optics Society
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• v.12 no.4
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• pp.95-99
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• 2007

This study performed apreliminary test with male high school students in Gwangju metropolitan city in order to determine visual function information of high school students. For the items in this preliminary test, there were inquiry, test for long distance unaided visual acuity, pinhole visual acuity test, colour vision test, cover test and stereo test. Most complaint related to eye was about blurred vision (28.4%) and over 90% of subjects had one or more, and among them, over 50% appealed two or more complaints. 76.1% of all subjects showed less than 0.7 in unaided distance visual acuity. In pinhole visual acuity test, 98% had an improved unaided pinhole visual acuity and most of them experienced an improvement and 2% had no change or dropped. The students with normal stereoscopic vision test were 85.6% and the students under normal range were 14.4%. In colour vision test, 7.9% of them were protanomaly and deuteranomaly and none of them had trichromasy and total color blindness. In cover test, it showed 30.2% of orthophoria, 8.2% of esophoria and 61.5% of exophoria, and none of them had strabismus.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.887-900
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• 2011

Teachers use explanations to communicate important scientific ideas to students. Consequently, all biology teachers should be evaluated to determine how effective they are at constructing and communicating biological explanations. Open response questions are required to detect pre-service biology teachers' abilities to communicate robust and accurate scientific explanations. Nevertheless, multiple-choice questions are typically preferred by educators because of the common drawbacks of using open-response instruments, such as scoring time, inter-rater scoring disagreements, and delayed feedback to test takers. This study aims to measure pre-service biology teachers' competence in building scientific explanations and to investigate how accurately multiple-choice questions predict the results of open-response questions. One hundred twenty four pre-service biology teachers participated in the study and were administered 20 multiple-choice items and three open-response items designed to measure the accuracy and quality of their explanations of evolutionary change. The results demonstrated that pre-service teachers displayed higher competence when tested with multiple choice items than when tested with open response items. Moreover, scores derived from multiple-choice items poorly predicted the scores derived from open-response items. Multiple-choice items were also found to be poor measures of the consistency, purity and abundance of conceptual elements in teachers' evolutionary explanations. Additionally, many teachers held mixed-models composed of both scientific and naive ideas, which were difficult to detect using multiple-choice formats. Overall, the study indicates that multiple-choice formats are poorly suited to measuring several aspects of biology teachers' knowledge of evolution, including their ability to generate scientific explanations. This study suggests that open-response items should be used in teacher education programs to assess pre-service teachers' explanatory competency prior to being permitted to teach science to children.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.691-715
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• 2015

This study explored preservice secondary mathematics teachers' mathematical knowledge for teaching [MKT]. In order to measure preservice teachers' MKT, we developed items according to Ball, Thames & Phelps (2008)'s domains and conducted to 53 preservice teachers. Also, we interviewed 1 preservice teacher with the items and a set of interview questions. The findings from the data analysis suggested as follows: a) overall, the preservice teachers scored average 30.2 out of 100; b) the preservice teachers appeared to be unable to explain students' difficulties in learning a specific mathematical idea and how they would respond to and resolve such difficulties.

• Journal of radiological science and technology
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• v.39 no.1
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• pp.59-69
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• 2016

The objective of this study was to analyze the factors influencing integrated bolus peak timing in contrast-enhanced computed tomographic angiography (CTA) and to determine a method of calculating personal peak time. The optimal time was calculated by performing multiple linear regression analysis, after finding the influence factors through correlation analysis between integrated peak time of contrast medium and personal measured value by monitoring CTA scans. The radiation exposure dose in CTA was $716.53mGy{\cdot}cm$ and the radiation exposure dose in monitoring scan was 15.52 mGy (2 - 34 mGy). The results were statistically significant (p < .01). Regression analysis revealed, a -0.160 times decrease with a one-step increase in heart rate in male, and -0.004, -0.174, and 0.006 times decrease with one-step in DBP, heart rate, and blood sugar, respectively, in female. In a consistency test of peak time by calculating measured peak time and peak time by using the regression equation, the consistency was determined to be very high for male and female. This study could prevent unnecessary dose exposure by encouraging in clinic calculation of personal integrated peak time of contrast medium prior to examination.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.65-78
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• 2022

This study aims to 1) verify the validity of the Science self-efficacy scale and 2) perform a latent mean analysis of the background variables about a pre-service teacher. The study uses pre-tests to analyze data from 187 pre-service teachers, which uses Tark's Science self-efficacy scale (2011). To identify the factor structure, exploratory factor analysis was performed. Based on the results of the pilot test, the expert group council revised the scale for the pre-service teachers to respond to the 3-factor structure. In the main test, 354 data were analyzed through a modified Science self-efficacy scale, and exploratory and confirmatory factor analyses were performed. The results of the study are as follows: First, in the pilot test, the pre-service teacher responded to a 3-factor instrument, but the validity of two items was examined further below. Second, the pre-service teachers responded to a 3-factor instrument on 29 items for the modified Science self-efficacy scale. The total reliability of the instrument was .886 and the reliability of each factor was analyzed as .882-.886. Finally, the latent mean analysis by gender showed that females have a higher self-regulation efficacy factor and males have a higher self-confidence factor (Cohen's d > .3). Furthermore, there is a significant difference in task difficulty preference and self-regulatory efficacy factor (Cohen's d > .8) between the college preparatory and science subject preference. This study provides important insights into and contributions to the accurate scientific self-efficacy diagnosis of pre-service teachers, as well as proposes a curriculum to improve the scientific self-efficacy of prospective teachers.

• Journal of The Korean Association For Science Education
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• v.43 no.1
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• pp.29-36
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• 2023

This study investigates the effects of the operation of science activity program on scientific literacy focusing on science cultural literacy and core competencies for pre-service teachers. 255 pre-service teachers of K University participated, and the effects of the program were examined through a paired-sample t-test with one group pretest-posttest design for science cultural literacy. Only the post-test was conducted on core competency growth perception, and differences in growth perceptions by competency were compared using ANOVA. As a result of the study, the average of pre-service teachers was higher than the pre-test for science culture literacy, and this difference was statistically significant (p<.05). In the core competency growth perception, 70.6% of pre-service teachers reported growth in scientific communication ability, and as a result of the post-hoc test using LSD, it shows statistically significant growth compared to other competencies (p<.05). Through this, it was possible to confirm the educational value of the science activity program as a way to develop pre-service teachers' scientific literacy.

• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.277-292
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• 2012

Teacher's competence in student assessment can be developed by the successive experiences that they choose assessment methods, develop assessment instrument, administer the assessment, score and grade students' responses, analyze, interpret, use, and communicate assessment results, and reflect the whole assessment processes. In this study I educated pre-service teachers in order for them to improve their assessment competence. Mathematics pre-service teachers practiced and reflected the assessment processes. In the aspects of reflections, I analyzed their journals about the knowledge of assessment, the dual situation as a student and a teacher, and their assessment practices. These areas are proved to interact each other, contribute pre-service teachers' assessment competence and construct the elements of assessment competence. And I identified the development of pre-service teachers' assessment competence quantitatively by the teacher's assessment competence test.

• Journal of Korean Ophthalmic Optics Society
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• v.12 no.3
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• pp.27-33
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• 2007

This research investigated the effects of spherical and aspherical R.G.P lenses which was performed by optometrists in In-Cheon and Kyung-Gi region. This research survey included various questions such as the fitting status, after-care method, preliminary test. Results of the survey revealed that the optometriests sold the asperical and spherical lenses with a ratio of 7:3, respectively, and most of them did not cheked Topography, Fluorescein test by slit lamp biomicroscope, Tear Break up time test, Schirmer test and so on. And, with fitted R.G.P lenses symptoms like light odd-feeling, congestion, eye-stimulus, dimness and dryness were frequently reported. The purposes of this study are to search for the ideal fitting check of R.G.P lens and remind the most important preliminary test for contact lens fitting.

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.351-360
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• 2017

The purpose of this study is to analyze the effect of SW education applying design thinking on the creativity of elementary school pre-service teachers. We conducted research on 22 elementary school pre-service teachers who applied for a lecture on elementary computer education at a university in Jeju city. The pre-service teachers who did not have basic understanding of SW education and basic knowledge about scratch program which is an EPL tool for research. Therefore, we had time to learn the basic education of SW education and the basic functions of the scratch program over 18 periods before the pre-test of creativity. After conducting pre-test of creativity and conducting SW education applying design thinking over 21 hours, we conducted post-test of creativity. As a creativity test tool, TTCT pattern test forms A and B of Torrance were used. As a result of the verification, it was found that SW education applying design thinking was effective in improving creativity of elementary school pre-service teachers.