• Proceedings of the KOSOMBE Conference
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• v.1998 no.11
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• pp.57-59
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• 1998

For medical students and doctors, knowledge of the three-dimensional (3D) structure of brain is very important in diagnosis and treatment of brain diseases. Two-dimensional (2D) tools (ex: anatomy book) or traditional 3D tools (ex: plastic model) are not sufficient to understand the complex structures of the brain. However, it is not always guaranteed to dissect the brain of cadaver when it is necessary. To overcome this problem, the virtual dissection programs of the brain have been developed. However, most programs include only 2D images that do not permit free dissection and free rotation. Many programs are made of radiographs that are not as realistic as sectioned cadaver because radiographs do not reveal true color and have limited resolution. It is also necessary to make the virtual dissection programs of each race and ethnic group. We attempted to make a virtual dissection program using a 3D image of the brain from a Korean cadaver. The purpose of this study is to present an educational tool for those interested in the anatomy of the brain. The procedures to make this program were as follows. A brain extracted from a 58-years old male Korean cadaver was embedded with gelatin solution, and serially sectioned into 1.4 mm-thickness using a meat slicer. 130 sectioned specimens were inputted to the computer using a scanner ($420\times456$ resolution, true color), and the 2D images were aligned on the alignment program composed using IDL language. Outlines of the brain components (cerebrum, cerebellum, brain stem, lentiform nucleus, caudate nucleus, thalamus, optic nerve, fornix, cerebral artery, and ventricle) were manually drawn from the 2D images on the CorelDRAW program. Multimedia data, including text and voice comments, were inputted to help the user to learn about the brain components. 3D images of the brain were reconstructed through the volume-based rendering of the 2D images. Using the 3D image of the brain as the main feature, virtual dissection program was composed using IDL language. Various dissection functions, such as dissecting 3D image of the brain at free angle to show its plane, presenting multimedia data of brain components, and rotating 3D image of the whole brain or selected brain components at free angle were established. This virtual dissection program is expected to become more advanced, and to be used widely through Internet or CD-title as an educational tool for medical students and doctors.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.378-385
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• 2017

The aim of this study was to analyze cohesion and word information among different types of questions in the English reading section of the College Scholastic Ability Tests (CSAT). The types of questions were divided into three categories: macro reading, micro reading, and indirect writing. Reading texts from 1994 to 2017 CSAT were analyzed by Coh-Metrix, an automated evaluation program of text and discourse. The findings of this study indicated that there were statistical differences among the three categories of questions for noun overlap, stem overlap, adversative and contrastive connective, additive connective, pronoun incidence, age of acquisition, concreteness for content word, imagability, and meaningfulness. The information of the findings bore pedagogic implications for developing textbooks, questions for CSAT, and reading strategies by students.

• The Mathematical Education
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• v.59 no.1
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• pp.1-15
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• 2020

In this paper, we analyzed curriculum materials on inequalities as regions. Constructs such as mathematical connections and curriculum articulation were used as a framework. As for articulation, our findings indicate the topic of inequalities as regions addresses meaningful subordinate mathematical thinking and skills that serve prerequisite to calculus. Regarding connections, mathematical concepts involving inequalities extend to multivariate calculus. One implication is, as an unintended consequence of curricular decision of 2015 Revised National Curriculum to teach the topic only in mathematical economics, students who plan to study STEM subjects in college but opt out of mathematics economics in high school may miss the key concept and naturally struggle to understand calculus especially the theory of multivariate function of calculus.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.335-347
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• 2014

Size/scale is a central idea in the science curriculum, providing explanations for various phenomena. However, few studies have been conducted to explore student understanding of this concept and to suggest instructional approaches in scientific contexts. In contrast, there have been more studies in mathematics, regarding the use of number lines to relate the nature of numbers to operation and representation of magnitude. In order to better understand variations in student conceptions of size/scale in scientific contexts and explain learning difficulties including alternative conceptions, this study suggests an approach that links mathematics with the analysis of student conceptions of size/scale, i.e. the analysis of mathematical structure and reasoning for a number line. In addition, data ranging from high school to college students facilitate the interpretation of conceptual complexity in terms of mathematical development of a number line. In this sense, findings from this study better explain the following by mathematical reasoning: (1) varied student conceptions, (2) key aspects of each conception, and (3) potential cognitive dimensions interpreting the size/scale concepts. Results of this study help us to understand the troublesomeness of learning size/scale and provide a direction for developing curriculum and instruction for better understanding.