• Microbiology and Biotechnology Letters
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• v.16 no.6
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• pp.517-521
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• 1988

This study focused on the psychrotrophic post-pasteurization contamination of fluid milk pro-ducts which were processed by HTST system. Pasteurized line samples and container samples of each fluid milk product (whole milk and skim milk) were taken in a large fluid milk plant. tine samples were collected through nine and five different sampling locations for whole milk and skim milk products, respectively. Each sample was subjected to preliminary incubation (PI) at 21$^{\circ}C$ for 16h followed by standard plate count (SPC) and crystal violet tetrazolium agar count (CVT). Flavor, SPC, and psychrotrophic bacteria count (PBC) were determined after 7 d at 7.2$^{\circ}C$. In addition, ten sequential container samples (packaged in 1000ml paperboard containers) were taken from a filler at the beginning of each product run. These samples were used for PI followed by SPC and CVT. In addition, flavor evaluations, SPC and PBC tests were conducted after 7,10, and 14 d at 7.2$^{\circ}C$. The mean PI-CVT values for the line samples showed differences depending on the location. There was major contamination between pasteurized storage tank and the filler. The PI-CVT counts for each container sample were negatively correlated with flayer scores at 10 and 140. There were good correlations among PI-CVT values of line samples and the percentage of total container samples with acceptable flavor after 10d.

• The Korean Journal of Elementary Counseling
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• v.9 no.2
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• pp.195-215
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• 2010

The purpose of this study is to have a preliminary study in order to develop a test which can comprehensively measure anxiety of elementary schoolchildren in middle grade. Following things are conducted to meet this task; first, to look into compositions of the anxiety of elementary schoolchildren in middle grade, to prepare proper questions to measure it and to develop a test; second, to look into whether such questions are fully understood by schoolchildren; third, to look into whether reliability and adequacy thereof are proper or not. Conclusion of the study is as follows; anxiety test of elementary schoolchildren in middle grade showed all the things related to general anxiety, social anxiety, study anxiety, examination anxiety, announcement anxiety. However, there were differences as per subordinate factor and detailed area. And reliability and adequacy of anxiety test for elementary schoolchildren in middle grade were appropriate. and such data could be valuably used for preparing anxiety test. To summarize the study result above, the test developed in this study supplements weak point of existing test instrument and reveals anxiety experienced by elementary schoolchildren in middle grade, and harmoniously composes all the kinds. It is meaningful that the test lowered applicable object to schoolchildren in middle grade who are in anxiety formation stage and also feel anxiety most strongly. In addition, it may be used usefully for living guidance and consultation to efficiently cope with anxiety by measuring base line regarding anxiety of individual schoolchildren in middle grade.

• The Mathematical Education
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• v.53 no.2
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• pp.185-200
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• 2014

교사의 자기 효능감은 그 교사가 실제로 잘 가르칠지를 예측하는 매우 강력한 구인이다. 본 연구는 우리나라의 초등 예비교사들이 수학을 가르치는데 대한 효능감을 측정하는 정당한 척도를 개발하는 것이다. 먼저, 문헌조사로부터 개인효능감과 결과기대감의 두 개 변인에서 58개의 문항을 개발하였고, 표본 크기 919인 자료 위에서 정규성 검사를 실시하였다. 다음에 전체 자료를 크기가 각각 419와 500인 두 개의 표본으로 나누었고, 첫째 표본에서 신뢰도 검사 및 탐색적 요인 분석을, 둘째 표본에서 확인적 요인 분석을 실시하였다. 최종적으로 개인효능감 변인에서 12 문항, 결과기대감 변인에서 6 문항 등 총 18개의 문항으로 구성된 수학교수효능감척도(MTES)를 개발하였다.

• Proceedings of the Korea Institute of Fire Science and Engineering Conference
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• 2009.04a
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• pp.100-109
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• 2009

화재시 발생하는 연기 및 유독가스를 효과적으로 제어하기 위한 제연설비는 일정한 성능이 요구되며 각 장치에 대한 성능시험방법과 평가기준이 마련되어 있어야 하지만 아직 국내기준은 서류에 의한 예비검사나 부위검사 등으로 되어 있어 성능위주의 평가기준이 미비한 실정이다. 본 연구에서는 제연설비 주요 구성품 중 제연댐퍼에 대해 국내외 기준을 비교분석하고 정량적인 성능기준을 제시하여 이에 따른 평가와 적합성을 분석하고자 하였다.

• Proceedings of the ESK Conference
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• 1994.04a
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• pp.147-156
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• 1994

국내에는 다수 원자력발전소가 가동중이며 국내기술진의 참여로 건설되고 있는 원전도 있는데, 그중 영광 3호기가 앞으로 건설될 원자력발전소의 원형으로 주목받고 있다. 원자력발전소에서 주제어반 (MCB: Main Control Board)은 운전원과 계통간의 상호작용이 이루어지는 핵심시설로써, 원자력발전소의 안전성과 효율성에 미치는 영향이 큰 것으로평가되어 인간공학적인 측면이 강조되고있다. 본문은 영광 3호기의 주제어반 시설검사에 참여한 결과를 주제어반 설계에 대한 인간공학적 평가의 예비보고로써 제시하고자 한다.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.1-13
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• 2016

The purpose of this study is to develop a Science Ethicality Test (SET) to measure students' science ethics. To secure the validity and reliability of the SET, the authors have applied Rest's Four Components Model (FCM). To develop the SET, authors have conducted the following procedures: analysis of the Korean Youth Moral Test (Kim & Lee, 2012), alteration of the KYMT; and development of the SET. Rest's FCM is consisted of moral sensitivity, moral judgment, moral motivation, and moral character. The SET is consisted of ethical sensitivity, ethical judgment, ethical motivation, and ethical character with each factor having its own elements. To secure the validity and reliability of SET, authors requested a validity assessment from five experts (two evaluators are science education experts, two others are ethics education experts, and one evaluator is a scientist), and surveyed 599 elementary school students. As a result, SET proved high levels of validity and reliability.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.339-349
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• 2001

The aim of this study is to explore effective teaching strategies through an investigation of the problem-solving abilities and reasons for the unsuccessful problem solving of pre-service teachers. The participants of the study were 60 pre-service teachers who were expected to teach earth science in elementary school (40) and secondary school (20). The participants had taken a course in astronomy before they took part in the present study. The instruments for the study were a paper-and-pencil test and interviews. The results demonstrated that the pre-service teachers' abilities to solve problems were low. The pre-service teachers of the elementary school were inferior to those of the secondary school in their problem solving abilities. The causes for the unsuccessful problem solving were identified as follows: (1) lack of prerequisite knowledge to understand the motions of the moon and the planets, (2) failure to represent problems based on solution principles, (3) failure to apply the knowledge acquired in one setting to another, different setting, (4) frames of reference the frameworks for everyday life situation and for earth science problem situation, and (5) rote-memorization of facts rather than understanding the cause-and-effect relationships. The above causes for unsuccessful problem solving seemed to be related to the characteristics of novice problem solvers in general and of the tasks about the motions of the moon and the planets. Suggestions are made to enhance pre-service teachers' problem solving abilities based on the result of the study.

• Korean Journal of Childcare and Education
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• v.5 no.2
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• pp.1-20
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• 2009

This paper is intended as an investigation of relation between pre-service kindergarten teacher's creative personality and teacher's efficacy. Subjects of this study were 160 third grade students of S collage & Y collage. They were major in infant or early childhood education and have an field practice experience of nurture and education. Tool for measurement is Creative Personality Scale of Ha Juhyun and TEBI(Teaching Efficacy Belief Instrument) teacher's efficacy test which is modified by Kim Sunnam. The collected data were analyzed by one-way ANOVA, post hoc Scheffe' test, Pearson's correlation and stepwise regression. The following results were obtained. First, there is no difference in creative personality according to academic grade, age, experience of leadership in collage. Second, there is a static relation between age of pre-service kindergarten teacher and teacher's efficacy especially personal teacher's efficacy. Third, points of creative personality is relative to teacher's efficacy, especially relative to personal teacher's efficacy. Among the sub-factors of creative personality, factors estimates teacher's personal efficacy are 'self belief, imagination and open mind'. On these ground, I comment on curriculum which will educate creative personality of pre-service kindergarten teacher.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.109-118
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• 2019

The purpose of this study was to investigate the effects of experience as a science experiment assistant teacher on the science instruction anxiety and the science teaching efficacy beliefs of elementary pre-service teachers in a small scale school. For this study, 21 elementary pre-service teachers were selected and then they worked as science experiment assistant teachers in small scale schools for about 10 months. They were tested the science instruction anxiety and the science teaching efficacy beliefs in before and after. After analyzing the tests results, some pre-service teachers were interviewed. The results of this study are as follows. The experiences as science experiment assistant teachers positively influenced on reducing the science instruction anxiety to elementary pre-service teachers. The experiences also had positive effects on reducing both state anxiety and trait anxiety, which are the sub-factors of science instruction anxiety. In addition, the science teaching efficacy beliefs and its sub-factor, the self-efficacy in science teaching, had positive impacts, but the experiences did not have a positive impact on the outcome expectancy. The effects of the experience as a science experiment assistant teacher were different according to the personal experiences and cognitions of pre-service teachers.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.450-462
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• 2009

In this study, we investigated the influences of teaching practices upon pre-service secondary teachers' perceptions on the learning cycle by their understanding of it. Surveys on their understanding and perceptions of the learning cycle were administered to 37 seniors at the department of chemistry education in two colleges of education before teaching practices, and the survey for perceptions of the learning cycle was given to them after teaching practices. In addition, we selected seven pre-service teachers with decreased perceptions after teaching practices, and interviewed them thoroughly to investigate the factors influencing the decrease of their perceptions. The results revealed that the degree of pre-service secondary teachers' understanding of the learning cycle was not high, but their perceptions on the advantage/disadvantage of the learning cycle, their willingness to implement it, and the external aids influencing implementation were relatively positive before they practiced teaching. However, their positive perceptions more or less decreased after entering the teaching practice and the degree of decrease for those having a higher understanding of the learning cycle was larger than those having a lower understanding of it. The results of the interviews suggested the factors of pre-service teachers, students, curriculum and outside conditions as the causes of the decrease. Educational implications of these findings are discussed.