• 한국식품조리과학회지
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• 제12권1호
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• pp.27-33
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• 1996

This study was examined the nutritional conditions of 250 students of middle school from March 5 to 8 in 1993, who are eating their lunch-box. This results were summarized as follows; The average height of the boy students is 156.9 cm. It is 98.6% of the standard height of middle school students. That of the girl students is 153.1 cm. It is 98.7% of the standard height of middle school students. The average weight of the boys is 49.3 kg (98.6% of the standard) and that of the girls is 45.9 kg (95.6% of the standard). The average weight of the staple of their lunch-box is 480 g (boys) and 349.5 g (girls). Among the subjects, 58.8% carry two side dishes, and they eat 36 kinds of side dishes, including kimchi usually cooked by roasting. The balanced diet based on the five basic food groups is almost impossible, especially they don't eat sufficiently protein food and calcium food. All the nutrients except Vitamin A, C and Niacin, are below the Recommended Daily Dietary Allowances for Koreans. The rate of calorie of carbohydrate: fat: protein is 80.5:8. 4:11.1 (boys) and 79.3:9.9:10.8 (girls). The 80% of total amount of calorie was from carbohydrate.

• 한국과학교육학회지
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• 제17권1호
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• pp.85-92
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• 1997

The field is a good learning environment that offers many opportunities. Status of conducting field trip in the middle and high school was investigated As a result, there was few teachers who disagree that a course in science should include learning in the field. Yet, on practical side, teachers who used to conduct the field trip over once a year in science class appeared to be about 23% only. Most of schools conducting field trips hadn't well-planned program for instructional activities. Many of teachers appealed that they should not get release time for conducting an extended field experiences, and that they could not obtained good information in relation to the contents, the methods and strategies of field activities. It says that a good field trip needs administrative and financial surport, many informations, and the teacher's exertion.

• 센서학회지
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• 제15권4호
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• pp.223-230
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• 2006

An FIR filter for digital voice signal processing has been designed and implemented using a microcontroller in implantable middle ear hearing devices (IMEHDs). The designed digital voice signal processing filter which has fast and accurate filtering operation and controllable filter characteristics has been implemented using a hardware multiplier and a direct memory access (DMA) in the low power microcontroller, MSP430F169. It has been confirmed that each of the implemented 6-orders Remez FIR filters with 1 channel and 2 channels can be applied to the voice signal processing module of IMEHDs based on the evaluation results of the filtering performance experiment.

• 한국지구과학회지
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• 제34권1호
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• pp.93-101
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• 2013

이 연구는 두명의 중학교 과학 교사의 과학 수업이 어떻게 한국의 독특한 교육 상황에 의해 영향을 받으며, 이러한 수업 경험이 그들에게 가지는 의미가 무엇인지를 알아보기 위한 현상학적 해석 연구이다. 특히 본 연구는 두 과학 교사가 어떻게 교수 방법을 선정하며 외부적인 상황 즉 교육과정, 학교정책, 환경, 문화, 학생들의 학습동기등이 어떻게 과학 교사들의 교수 방법, 수업 실제에 영향을 미치는지에 중점을 두었다. 이 연구는 두 달간 대도시의 한 중학교에서 시행되었으며, 각 참여 교사에 대한 수업 관찰과 수업 관찰 후 이루어진 인터뷰가 주요 데이터로 사용되었다. 연구 결과는 현상학적 연구 방법에 의해 분석, 기록되었다. 이 연구의 결과는 첫째, 과학 수업에서 다루어야 할 과중한 교과 내용의 양과 제한된 수업 시간등의 외부적 요인들이 중등학교 과학교사들의 수업에 대한 신념이나 경험에 상관없이 수업의 형태를 결정하는 중요한 요인이라는 것을 보여준다. 둘째, 사교육을 통해 이루어지는 학생들의 과학교과 선행학습과 학생들이 수업에 참여할때 나타나는 낮은 학습 동기가 각 교사의 교사의 역할에 대한 인식에 영향을 미치며, 궁극적으로 교사들의 교수 방법 선정에 영향을 미친다는 것을 보여준다.

• 한국과학교육학회지
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• 제30권6호
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• pp.719-738
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• 2010

이 연구의 목적은 중학교 과학수업에서 나타나는 과학교사의 교수지향과 이에 영향을 미치는 요인을 알아보는 것이다. 이를 위하여 김교사, 류교사, 박교사 등 교육 경력이 다양한 3명의 교사들을 연구대상자로 선정하였다. 그리고 반구조화된 면담과 수업 관찰을 통해 자료를 수집하였다. 얻은 자료로부터 연구 대상 교사들의 교수지향의 특성을 분석한 후에 교수 지향에 영향을 미치는 요인들을 탐색하였다. 분석 결과, 탐구지향, 학생활동지향, 내용전달지향 등 세 종류의 교수지향이 관찰되었다. 그리고 이러한 교수지향의 특성은 외적 요인보다는, 내적 요인이 영향을 미쳤고 그 요인으로는 학습자로서의 경험, 과학의 본성에 대한 이해, 호기심, 반성적 사고등이 나타났다.

• 대한의용생체공학회:의공학회지
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• 제28권4호
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• pp.539-548
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• 2007

In the paper, a wireless charger with the function of auto-shutdown for fully implantale middle ear hearing devices (F-IMEHD) has been designed. The wireless charger can communicate with an implant module to be turned off automatically shutdown after an internal rechargeable battery has been fully-charged by electromagnetic coupling using two coils. For the communication with an implant module, the wireless charger uses the load shift keying (LSK) method. But, the variation of the mutual inductance due to the different distance between two coils can cause the communication error in receiving the fully-charged signal from an implant module. To solve the problem, the implemented wireless charger has a variable reference generator for LSK communication. The wireless charger generates proper level of the reference voltage for a comparator using an ADC (analog-to-digital converter) and a DAC (digital-to-analog converter). Through the result of experiment, it has been confirmed that the presented wireless charger can detect signals from implantable module. And wireless charger can stop generating electromagnetic flux after an implanted battery has been fully charged in spite of variable coil distance according to different skin thickness.

• 한국과학교육학회지
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• 제9권2호
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• pp.47-53
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• 1989

The standard of chair and desk is decided to design a science laboratory which would help students giving the chance to show their ability and participating spontaneously. The standard is come by the middle school students physical size of the 1986 national physical standard and they are classified into large, medium and small size. The size of laboratory is determined by the size of desk. the distance between desks and the number of students accommodated. By the middle school students physical standard, the heights of chair are 32, 34, 37cm and the widths of chair are 35, 37, 40cm. The desks heights are 53, 58, 63cm and the size is $110{\times}160cm$. The distance between rear and front of desk is 120cm and the left and right side of desk is 150cm. When 24, 36, 60 students are accommodated in laboratory, the size of laboratories are $9.6{\times}10.5m$, $12.7{\times}10.5m$ and $18.8{\times}10.5m$ respectively.

• Educational Technology International
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• 제11권1호
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• pp.69-92
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• 2010

The purpose of this study is to examine middle school teachers' use of technology and problem-based learning (PBL) in their teaching practice. Factors related to teachers' use of technology and PBL are also investigated including: teachers' computer and Internet skills, feelings of preparedness to use the Internet, attitudes toward the use of web resources, pedagogical beliefs, science teaching efficacy, and the use of general teaching strategies. Twenty-seven middle school science, math, and technology teachers participated in the study. Research results describe the participants as slightly proficient in computer and Internet skills, positive toward use of web resources, and neutral on feelings of preparedness toward use of computer and the Internet. Participants also tended toward constructivist pedagogical beliefs and used various teaching strategies. They, however, reported low science teaching efficacy. Teachers' use of computers and the Internet correlated with pedagogical beliefs and feelings of preparedness toward the use of computers and the Internet. The study also found the relationships between the use of PBL and teachers' computer and internet skills, pedagogical beliefs, and the use of general teaching strategies. Also discussed are meaningful implications for teachers' professional development, especially for the programs designed to facilitate the use of web-enhanced PBL.

• 대한영양사협회학술지
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• 제24권2호
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• pp.181-190
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• 2018

The purpose of this study was to suggest strategies for effective food allergen labeling in order to prevent food allergies in school meal service. Food allergy experience, eating behavior, and perceptions of food allergen labeling in school meal service were surveyed and compared according to the food allergy experiences of middle school girls in Incheon. Seventy-eight students (17% of total subjects) experienced food allergies. For eating behaviors, students with food allergy experience had significantly higher scores for using nutritional knowledge in their life than inexperienced subjects. For the perception of food allergen labeling in school meal service, girls who had experienced food allergies more often checked labeling of school meals for allergenic foods than those who had no experience of food allergies (P<0.001). The most desirable method for displaying allergenic foods was an indication of the allergenic food name among students who had experienced food allergies and allergenic food number of the current method for students who had not experienced food allergies (P<0.001). Students who had not experienced food allergies showed significantly lower interest in food allergen labeling than subjects who had experienced food allergies (P<0.001). For the importance score of information items in nutrition labeling, allergenic food score was significantly higher in students who had experienced food allergies (3.9 vs. 3.4 points, P<0.001). These results indicate that students who have experienced food allergies are more interested in food allergen labeling of school meals and that they are more aware. Efforts to improve labeling method such as directly labeling allergenic food name and a more visible indication are required for efficient utilization of food allergen labeling in school meal service.

• 한국과학교육학회지
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• 제36권1호
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• pp.159-166
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• 2016

과학수업에서의 거꾸로 수업에 대한 이해와 경험을 바탕으로 거꾸로 수업을 적용하는데 겪는 어려움을 면담조사방법을 활용하여 분석하였다. 면담자는 서울, 경기에 근무하고 있는 교사 중 거꾸로 수업 경력을 기준으로 과학 교과에 2년 이상 거꾸로 수업을 운영한 경험을 가진 교사와 올해 처음 거꾸로 수업을 운영하기 시작한 교사를 초 중 고 학교급별로 각 1명 씩 총 6명을 선정하였다. 참여한 교사들에게 3단계 면담 조사를 실시한 결과, 초중고 과학 수업에서 거꾸로 수업 수행에 매우 높은 만족감을 나타내었다. 특히 탐구활동에 거꾸로 수업이 많은 도움이 된다고 하였다. 그러나 교사들은 수업 준비에 부담감을 가지고 있었으며 수업 구성에 대한 어려움을 겪고 있었다. 거꾸로 수업의 어려움 해결 방안에 대한 탐색으로서 교과서 체제에 대한 논의를 통해 현재의 수업을 개선하는데 다양한 시사점을 도출할 수 있었다.