• 대한지구과학교육학회지
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• 제5권2호
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• pp.197-203
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• 2012

The main purpose of this research is to search the effect of different types of advance organizers in elementary science classes, to the students in acquiring scientific concepts and its retentions. In order to proceed with the research, We have chosen 93 students of three different classes of fifth graders, studying in M elementary school in U metropolitan city. We have randomly chosen two classes as an experimental group and one class as a comparative group. In the first experimental group (Group1), advance organizer was put in a form of a sentence., and the second experimental group (Group2), advance organizer was put in a form of a picture. For the comparative group, We have not put any advance organizer, and the method of class was proceeded as it was before. The result of this research are as follows. Firstly, the result of 'One-way analysis of variance' on scientific concept grade, right after the experiment on three groups, has shown a meaningful difference that, the shape of advance organizer does affect the acquisition of elementary school students' scientific concept. Secondly, even though Group1, who was given with a sentence as an advance organizer, got higher scientific concept scores after the experiment than that of comparative group, However, there was not a meaningful difference between Group1 and comparative group. Thirdly, Group2, who was given with a picture as an advance organizer, has shown a meaningful difference from comparative group. Judging from the facts above, utilizing an advance organizer of a picture in elementary science class, will be very affective on students' acquiring scientific concept.

• 한국과학교육학회지
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• 제23권1호
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• pp.100-116
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• 2003

본 연구의 목적은 폴라니의 개인적 지식을 중심으로 과학지식의 객관성을 고찰하고, 이의 과학교육적 함의를 논의하는 것이다. 따라서 이론적 연구이며, 주로 문헌자료에 의존하였다. 현대 인식론은 지식의 객관성과 상대성에 대한 견해가 혼재해 있으며, 특히 과학교육의 문제를 해결하기 위해서는 지식의 객관성에 대한 재해석이 필요하다. 이에 과학지식의 객관성에 대한 과학철학자들의 견해를 살펴보고, 객관성을 주관성과 관련시켜 지식의 성격을 이해한 칸트, 왕양명, 키에르케고르의 사상을 교육과 관련지어 간단히 고찰하였다. 나아가 폴라니의 인식론을 중심으로 과학지식에의 개인적 관여 및 공동체적 성격을 살펴보았다. 그리고 개인적 지식에서 시사하는 과학교육적 함의를 논의하면서, 과학교육에 인간의 목소리가 회복되며, 지적 열정이 살아있도록, 과학자의 삶을 재연하는 과학교사의 필요성을 논의하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제25권2호
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• pp.206-216
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• 2006

The purpose of this study was to investigate science related attitudes, scientific knowledge, and scientific inquiry skills of middle school students when HASA(3H-hand, head, heart-at Science Activity) programs were applied to them. The HASA program is a program developed as an alternative to the current educational system. There are some basic principles for developing this program; it should be fun or of interest to students; it should be a manual activity that students can do with their own hands; it should be found in everyday life; and it's final goal is to improve scientific attitudes. The learning program consists of a series of 10 activities (10 periods). One hundred and sixty-two middle school students (7th graders) participated in the study and were divided into three groups. The HASA group (N=58) was exposed to the HASA program and the Lecture group (N=59) was exposed to the expository method of learning scientific knowledge, and the Lab group (N=45) was exposed to the experiment through textbooks. The results were as follows: 1) the HASA group was marginally higher than others but with no significant difference in science related attitudes; 2) the Lecture group had a significantly greater level of achievement in science knowledge; 3) There was no difference in the improvement of scientific inquiry skills.

• 의학교육논단
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• 제18권2호
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• pp.58-64
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• 2016

The birth of the scientific revolution, brought forth by Vesalius and Copernicus in 1543, marked the beginning of a new age. However, the changes such as treatment effectiveness, survival rate, prevalence of specific diseases, etc. had not yet become clear during the 16th century. In the early 17th century, Boerhaave emphasized bedside teaching and practice. His attitude influenced numerous students and educators, so many medical students visited hospital wards where he worked. From the late 18th to 19th centuries, Jenner's smallpox vaccination, Pasteur's anthrax and rabies vaccinations, and Koch's four postulates used to detect pathogens were developed using the scientific research method, which initiated big changes for medicine. Flexner, credited for reporting the new medical education system, adopted scientific medicine. He believed medical students must study basic medical science since it could be the foundation of clinical medicine and lead to a revolution in the field. He proposed a new medical curriculum composed of two-years of basic medicine and two-years of clinical medicine, which has been used more than 100 years. During the late 20th century, bedside teaching rounds decreased gradually as scientific medicine has become popular. Many medical educators in many articles have proposed bedside education as an effective method for medical learning. Despite the advent of the age of artificial intelligence and the changing of medical environments in the near future, bedside education will be more useful and important for medical students, educators, and patients as it is a traditional method and essential for patients who desire a more personal approach.

• 분석과학
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• 제33권4호
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• pp.197-207
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• 2020

The current comparison methods with scoring systems that are used to compare visualized latent fingerprints (LF) have disadvantages. Evaluators using these methods are prone to make errors and fail to discriminate LFs correctly to notice the differences among those LFs. Therefore, a comparative and quantitative evaluation method that is capable of obtaining more objective and quantitative results is needed. Densitometric image analysis (DIA) is used in other fields as a reliable semi-quantitative comparison method. To apply DIA to LFs, the potential variables that can occur during the DIA process were tested. The visualized ridges of LFs can be compared using the concentration of dots against the background to make it possible to analyze the ridges with DIA. The variables that can be present during the DIA process include the thickness of the analysis line, the number of ridges to be taken, the number of divided zones within each of the fingerprints, and the angles of the analysis line against the ridge lines that were selected. From the analysis of the inked fingerprints and circular lines that are similar to fingerprints, the angle of the analysis lines with the ridge line was the most significant variable. The preliminary test result was applied to the comparison of LFs that were developed with the powder method and then compared with the AFIS analysis. A similar trend was found, and a more detailed and semi-quantitative comparison of the visualized LFs was possible. In the future, it is necessary to check the evaluative ability of the DIA method by analyzing the visualized LFs with other various development methods. However, DIA is currently an option that can be used as an objective comparative evaluation method during fingerprint studies with supplementary role.

• 과학교육연구지
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• 제43권1호
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• pp.79-93
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• 2019

귀납, 연역, 가설연역, 귀추는 과학의 방법, 혹은 그것의 토대를 이루는 논리로서 과학교육에서 주목받아왔다. 그런데 가설연역과 귀추가 갖는 논리적 유사성에서 확인할 수 있듯이 이들 용어들의 구분이 항상 명확한 것은 아니다. 본 연구는 귀납, 연역, 가설연역, 귀추에 대한 과학교육론 교재들의 서술을 조사하여 과학의 방법으로서, 혹은 과학 탐구의 맥락에서 이들 용어들이 사용되는 의미를 분석하였다. 이를 위해 7종의 과학교육학 교재들에서 관련된 서술을 추출하였고, 용어의 정의, 사용된 예시, 다른 용어들과의 관계를 검토하여 용어가 갖는 의미의 일관성과 용어간의 구별가능성을 조사하였다. 분석 결과 교재의 서술에서 용어가 갖는 의미가 일관성을 갖지 못하며, 관련 용어사이의 의미구별을 어렵게 하는 여러 논의들이 발견된다는 문제를 발견할 수 있었다. 이러한 혼선의 원인, 그리고 과학교육의 맥락에서 본 연구가 갖는 교육적 시사점도 논의하였다.

• Mass Spectrometry Letters
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• 제5권2호
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• pp.42-48
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• 2014

A specific and sensitive liquid chromatography-electrospray ionization tandem mass spectrometry method (LC-ESI-MS/MS) was developed and validated for the simultaneous quantification of porphyrins (coproporphyrin, pentacarboxylporphyrin, hexacarboxylporphyrin, heptacarboxylporphyrin, and uroporphyrin) in human plasma and urine. Acidified plasma samples and urine samples were prepared by using liquid-liquid extraction using ethyl acetate and protein precipitation with acetonitrile, respectively. The separation was achieved onto a Synergi Fusion RP column ($150mm{\times}2.0mm$, $4{\mu}m$) with a gradient elution of mobile phase A (0.1% formic acid in 2 mmol/L ammonium acetate, v/v) and mobile phase B (20% methanol in acetonitrile, v/v) at a flow rate of $450{\mu}L$/min. Porphyrins and the internal standard (IS), coproporphyrin I-$^{15}N_4$, were detected by a tandem mass spectrometer equipped with an electrospray ion source operating in positive ion mode. Multiple reaction monitoring (MRM) transitions of the protonated precursor ions and the related product ions were optimized to increase selectivity and sensitivity. The proposed method was validated by assessing selectivity, linearity, limit of quantification (LOQ), precision, accuracy, recovery, and stability. The calibration curves were obtained in the range of 0.1-100 nmol/L and the LOQs were estimated as 0.1 nmol/L for all porphyrins. Results obtained from the validation study of porphyrins showed good accuracy, precision, recovery, and stability. Finally, the proposed method was successfully applied to clinical studies on the autism spectrum disorder (ASD) diagnosis of 203 Korean children.

• 한국과학교육학회지
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• 제16권2호
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• pp.121-133
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• 1996

This study investigates the effect of instructional program using Nott & Wellington's" your nature of science profile" to facilitate the understanding about the nature of science for elementary preservice teachers. To do this. this study used posttest only control group design. The students in control group studied the topic by instructional program using textbook and reference book. Experimental group studied by instructional program: (1)evaluating personally one's understanding of the nature of science using Nott and Wellington's "your nature of science profile"; (2)studying the way of understanding the nature of science focusing five dimensions presented in it; (3)knowing other's understanding the nature of science; (4)discussing and evaluating reflectively the various aspect about it. Because the true understanding about the nature of science is not only to know about the method of science but also to know the target of science. We planned to evaluate the effect of instruction by such dichotomous way as evaluating simultaneously the understanding about the method of science and the target of science. Therefore the Questionnaire to evaluate the effect of instruction consisted two pairs of open-ended Questions: first pair is consisted of questions for the representation and judgement of scientific theory, second pair is consisted of questions for components and sources of scientific manipulation of the structure of science. The results of questionnaires by experimental group(n=75) and control group(n=77) are as follows: (1) Analysing responses about first pair of questions in dichotomous way, we identified four different patterns in students' understanding about scientific theory. And the instructional program using Nott & Wellington's "your nature of science profile" is not significantly effective in the distribution of patterns of understanding about scientific theory, but effective in driving out scientifically valid understanding, naturalistic realism, about scientific theory from the students having realistic aspect in representation of scientific theory; (2) Analysing responses about second pair of questions in dichotomous way, we identified five different patterns in students's understanding about structure of science. And the instructional program using Nott & Wellington's "your nature of science profile" is significantly effective in the distribution of patterns of understanding about structure of science, and effective in driving out scientifically valid understanding, dualistic-circular view or dualistic-circular view, about structure of science from the students having dualistic or dualistic aspect in components of structure of science.

• Earthquakes and Structures
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• 제8권6호
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• pp.1325-1348
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• 2015

Real-time hybrid testing (RTHT) involves virtual splitting of the structure into two parts: physical substructure that contains the key region of interest which is tested in a laboratory and numerical substructure that contains the remaining part of the structure in the form of a numerical model. This paper numerically assesses four step-by-step integration methods (Central difference method (CDM), Operator splitting method (OSM), Rosenbrock based method (RBM) and CR-integration method (CR)) which are widely used in RTHT. The methods have been assessed in terms of stability and accuracy for various realistic damping ratios of the physical substructure. The stability is assessed in terms of the spectral radii of the amplification matrix while the accuracy in terms of numerical damping and period distortion. In order to evaluate the performance of the methods, five carefully chosen examples have been studied - undamped SDOF, damped SDOF, instantaneous softening, instantaneous hardening and hysteretic system. The performance of the methods is measured in terms of a non-dimensional error index for displacement and velocity. Based on the error indices, it is observed that OSM and RBM are robust and performs fairly well in all the cases. CDM performed well for undamped SDOF system. CR method can be used for the system showing softening behaviour. The error indices indicate that accuracy of OSM is more than other method in case of hysteretic system. The accuracy of the results obtained through time integration methods for different damping ratios of the physical substructure is addressed in the present study. In the presence of a number of integration methods, it is preferable to have criteria for the selection of the time integration scheme. As such criteria are not available presently, this paper attempts to fill this gap by numerically assessing the four commonly used step-by-step methods.

• 한국과학교육학회지
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• 제18권3호
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• pp.415-425
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• 1998

이 연구의 목적은 고등학생의 과학에 관련된 태도와 과학 성취도간의 관계와 차이를 알아 보기 위한 것이다. 과학에 관련된 태도와 과학 성취도간의 관계와 차이가 성별, 지역별, 학년별로 조사되었다. 404명의 학생들이 군집 표집에 의해 조사되었다. 본 연구의 조사를 위하여 2개의 도구가 사용되었는데, 하나는 이경훈(1996, 1997)이 개발한 과학에 대한 태도의 ABC 척도와 수정과 학적태도척도(MSAS) 이다. 1. 고등학생의 과학에 대한 태도는 5단계 평정 척도로 3.24로 중립적인 경향에서 약간 긍정적인 방향으로 나타났다. 2. 고등학생의 과학적 태도는 5단계 평정 척도로 3.37로 중립적인 경향에서 긍정적인 방향으로 위치하고 있으며, 개방성>비판성>판단유보>객관성>정직성의 순으로 나타났다. 3. 과학에 대한 태도는 대도시보다 중소 규모의 도시에서 높게 나타나고 있으며, 학년이 증가할수록 감소하고 있다. 그리고 여학생보다 남학생들의 과학에 대한 태도가 높은 것으로 나타났다. 과학적 태도 역시 대도시보다 중소 규모의 도시에서 높게 나타나고 있으며, 학년이 증가할수록 감소하고 있다. 그러나 여학생과 남학생틀의 과학적 태도는 차이가 나타나지 않았다. 4. 과학에 대한 태도와 과학적 태도는 0.5716 의 높은 상관을 보이는 반면에 과학에 대한 태도와 과학 성취도는 0.2940으로 나타났으며, 과학적 태도와 과학 성취도의 상관은 그보다 낮은 0.2340 올 나타냈다. 5. 조사 집단의 도시 유형별, 학년별, 성별에 따른 과학에 대한 태도와 과학적 태도의 차이를 알아 보기위해 변량분석(ANOVA)을 한 결과 집단간의 과학에 대한 태도와 과학적 태도의 차이가 있는 것으로 나타났다. 6. 집단별로 과학적 태도를 통제한 후 과학에 대한 태도의 차이를 알아 본 결과 집단간의 과학에 대한 태도의 차이가 있는 것으로 나타났으나, 과학에 대한 태도를 통제하고 과학적 태도의 차이를 알아 본 결과 집단간 차이가 없는 것으로 나타났다.