• Journal of Science Education
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• v.36 no.1
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• pp.69-83
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• 2012

The purpose of this study was to analyze the reading materials in 7th curriculum and 2009 revised high school chemistry I textbook for identifying the problems of reading material presented in science textbooks and to investigate science teachers' recognition about utilization reading materials in science textbook. For this purpose, each four 7th curriculum and 2009 revised high school chemistry I textbook were analyzed according to the number of reading materials, the type of contents and the type of students' activities. In addition, the secondary school science teachers' recognition about utilization reading materials in science textbook was investigated. The results were as follows: First, anylizing reading materials in chemistry I textbooks showed that and the rate of reading materials were presented from 7.9 to 17.1% in 7th curriculum and from 20.6 to 28.2% in 2009 revised curriculum textbook. It implies that the rate of reading materials in 2009 revised textbooks increases more than those in 7th curriculum textbook. The result of analyzing the type of contents, 'life sciences' was the largest proportion with 34.3 % in the 7th curriculum chemistry I, but 'enrichment and supplement of knowledge' was the largest proportion with 23.7% in 2009 revised curriculum. Analyzing the type of student activities, only 13% of the reading materials in 7th National Curriculum textbook was found to be inquiry type, but 35% of the reading materials in the 2009 revised curriculum. appears to be inquiry type. It suggested that the curriculum objectives was reflected in the textbook. Second, investigating recognition of teachers' perceptions of utilization science textbooks, 67% teachers responded that they used the reading materials in their science class, but teachers who didn't use the reading materials was almost 33%. A large number of teachers responded that the reading materials associated with the real-life needed for integrated education and thought that the reading materials about 'life and science' should be included in the science textbooks.

• Journal of agricultural medicine and community health
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• v.29 no.1
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• pp.163-175
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• 2004

Objectives: This study was carried out to decrease the prevalence of human clonorchiasis and to evaluate the control effect in two Clonorchis sinensis-endemic area of Gokseong-gun and Sunchang-gun adjacent to the Sumjin River in Korea. Methods: The formalin-ether concentration method for stool egg examination or ELISA was applied for the diagnosis of clonorchiasis. As a primary survey, according to the non-probability sampling, a total of 1,2.13 inhabitants at Gokseong-gun were screened through the stool examination, and 1,004 inhabitants at Sunchang-gun were screened through the ELISA. The humans infected with C. sinensis were medicated with praziquantel and educated for the prevention of reinfection with the fluke. After 9 months, as a secondary survey, each prevalence of 616 inhabitants at Gokseong-gun and 2.637 inhabitants at Sunchang-gun was followed-up for the decrease of human clonorchiasis. Results: The prevalence before the mass control was 39.0% at Gokseong-gun and 30.1% at Sunchang-gun in average from 61.5% to 8.9% according to the villages (Myeon) of the survey. In the riverside villages to the Sumjin River the prevalences were higher than other villages located far from the river. The prevalence after the control was decreased to the level of 22.4% at Gokseong-gun(P<0.0001) and 16,3% at Sunchang-gun (P<0.0001). Conclusions: These results suggested that human clonorchiasis was still highly endemic in riverside area of the Sumjin River and could be decreased through the control activities such as diagnosis, medication and education. It was highly recommended that a integrated control such as those of the present study must be adopted in other localities along the Sumjin River for the eradication of human clonorchiasis.

• Radiation Oncology Journal
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• v.21 no.3
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• pp.238-244
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• 2003

Purpose: The Planning of High-Dose-Rate (HDR) brachytherapy treatments are becoming individualized and more dependent on the treatment planning system. Therefore, computer software has been developed to perform independent point dose calculations with the integration of an isodose distribution curve display into the patient anatomy images. Meterials and Methods: As primary input data, the program takes patients'planning data including the source dwell positions, dwell times and the doses at reference points, computed by an HDR treatment planning system (TPS). Dosimetric calculations were peformed in a $10\times12\times10\;Cm^3$ grid space using the Interstitial Collaborative Working Group (ICWG) formalism and an anisotropy table for the HDR Iridium-192 source. The computed doses at the reference points were automatically compared with the relevant results of the TPS. The MR and simulation film images were then imported and the isodose distributions on the axial, sagittal and coronal planes intersecting the point selected by a user were superimposed on the imported images and then displayed. The accuracy of the software was tested in three benchmark plans peformed by Gamma-Med 12i TPS (MDS Nordion, Germany). Nine patients'plans generated by Plato (Nucletron Corporation, The Netherlands) were verified by the developed software. Results: The absolute doses computed by the developed software agreed with the commercial TPS results within an accuracy of $2.8\%$ in the benchmark plans. The isodose distribution plots showed excellent agreements with the exception of the tip legion of the source's longitudinal axis where a slight deviation was observed. In clinical plans, the secondary dose calculations had, on average, about a $3.4\%$ deviation from the TPS plans. Conclusion: The accurate validation of complicate treatment plans is possible with the developed software and the qualify of the HDR treatment plan can be improved with the isodose display integrated into the patient anatomy information.

• Journal of Science Education
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• v.44 no.1
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• pp.92-111
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• 2020

The 2015 revised science curriculum and NGSS (Next Generation Science Standard) suggest computational thinking as an inquiry skill or competency. Particularly, concern in computational thinking has increased since the Ministry of Education has required software education since 2014. However, there is still insufficient discussion on how to integrate computational thinking in science education. Therefore, this study aims to prepare a way to integrate computational thinking elements into scientific inquiry by analyzing the related literature. In order to achieve this goal, we summarized various definitions of the elements of computational thinking and analyzed general problem solving process and scientific inquiry process to develop and suggest the model. We also considered integrated problem solving cases from the computer science field and summarized the elements of the Computational Thinking-Scientific Inquiry (CT-SI) model. We asked scientists to explain their research process based on the elements. Based on these explanations from the scientists, we developed 'Problem-finding' CT-SI model and 'Problem solving' CT-SI model. These two models were reviewed by scientists. 'Problem-finding' model is relevant for selecting information and analyzing problems in the theoretical research. 'Problem solving' is suitable for engineering problem solving process using a general research process and engineering design. In addition, two teachers evaluated whether these models could be used in the secondary school curriculum. The models we developed in this study linked with the scientific inquiry and this will help enhance the practices of 'collecting, analyzing and interpreting data,' 'use of mathematical thinking and computer' suggested in the 2015 revised curriculum.

• Journal of Science of Art and Design
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• v.7
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• pp.64-104
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• 2005

Visual media transmits image and information reproduced in large quantities, such as a photography, film, television, video, advertisement, or computer image. Correspondence to the students' reception and recognition of culture in the future. arrangements for the field of studies of visual culture. 'Visual Culture' implies cultural phenomena of visual images via visual media, which includes not only the categories of traditional arts like a painting, sculpture, print, or design, but the performance arts including a fashion show or parade of carnival, and the mass and electronic media like a photography, film, television, video, advertisement, cartoon, animation, or computer image. In the world of visual media, Image' functions as an essential medium of communication. Therefore, people call the culture of today fra of Image Culture', which has been converted from an alphabet convergence era to an image convergence one. Image, via visual media, has become a dominant means for communication in large part of human life, so we can designate an Image' as a typical aspect of visual culture today. Image, as an essential medium of communication, plays an important role in contemporary society. The one way is the conversion of analogue image like an actual picture, photograph, or film into digital one through the digitalization of digital camera or scanner as 'an analogue/digital commutator'. The other is a way of process with a computer drawing, or modeling of objects. It is appropriate to the production of pictorial and surreal images. Digital images, produced by the other, can be divided into the form of Pixel' and form of Vector'. Vector is a line linking the point of departure to the point of end, which organizes informations. Computer stores each line's standard location and correlative locations to one another Digital image shows for more 'Perfectness' than any other visual media. Digital image has been evolving in the diverse aspects, such as a production of geometrical or organic image compositing, interactive art, multimedia art, or web art, which has been applied a computer as an extended trot of painting. Someone often interprets digitalized copy with endless reproduction of original even as an extension of a print. Visual af is no longer a simple activity of representation by a painter or sculptor, but now is intimately associated with a matter of application of media. There is some problem in images via visual media. First, the image via media doesn't reflect a reality as it is, but reflects an artificial manipulated world, that is, a virtual reality. Second, the introduction of digital effect and the development of image processing technology have enhanced a spectacle of destructive and violent scenes. Third, a child intends to recognize the interactive images of computer game and virtual reality as a reality, or truth. Education needs not only to point out an ill effect of mass media and prevent the younger generation from being damaged by it, but also to offer a knowledge and know-how to cope actively with social, cultural circumstances. Visual media education is one of these essential methods for the contemporary and future human being in the overflowing of image informations. The fosterage of 'Visual Literacy' can be considered as a very purpose of visual media education. This is a way to lead an individual to the discerning, active consumer and producer of visual media in life as far as possible. The elements of 'Visual Literacy' can be divided into a faculty of recognition related to the visual media, a faculty of critical reception, a faculty of appropriate application, a faculty of active work and a faculty of creative modeling, which are promoted at the same time by the education of 'visual literacy'. In conclusion, the education of 'Visual Literacy' guides students to comprehend and discriminate the visual image media carefully, or receive them critically, apply them properly, or produce them creatively and voluntarily. Moreover, it leads to an artistic activity by means of new media. This education can be approached and enhanced by the connection and integration with real life. Visual arts and education of them play an important role in the digital era depended on visual communications via image information. Visual me야a of day functions as an essential element both in daily life and in arts. Students can soundly understand visual phenomena of today by means of visual media, and apply it as an expression tool of life culture as well. A new recognition and valuation visual image and media education is required to cultivate the capability of active, upright dealing with the changes of history of civilization. 1) Visual media education helps to cultivate a sensibility for images, which reacts to and deals with the circumstances. 2) It helps students to comprehend the contemporary arts and culture via new media. 3) It supplies a chance of students' experiencing a visual modeling by means of new media. 4) There are educational opportunities of images with temporality and spaciality, and therefore a discerning person becomes to increase. 5) The modeling activity via new media leads students to be continuously interested in the school and production of plastic arts. 6) It raises the ability of visual communications dealing with image information society. 7) An education of digital image is significant in respect of cultivation of man of talent for the future society of image information as well. To correspond to the changing and developing social, cultural circumstances, and the form and recognition of students' reception of them, visual arts education must arrange the field of studying on a new visual culture. Besides, a program needs to be developed, which is in more systematic and active level in relation to visual media education. Educational contents should be extended to the media for visual images, that is, photography, film, television, video, computer graphic, animation, music video, computer game and multimedia. Every media must be separately approached, because they maintain the modes and peculiarities of their own according to the conveyance form of message. The concrete and systematic method of teaching and the quality of education must be researched and developed, centering around the development of a course of study. Teacher's foundational capability of teaching should be cultivated for the visual media education. In this case, it must be paid attention to the fact that a technological level of media is considered as a secondary. Because school education doesn't intend to train expert and skillful producers, but intends to lay stress on the essential aesthetic one with visual media under the social and cultural context, in respect of a consumer including a man of culture.