• The Journal of the Korea Contents Association
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• v.22 no.2
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• pp.305-316
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• 2022

This study attempted to analyze the jobs of early childhood special education teachers working in kindergarten's special classes using the DACUM technique. To this end, the DACUM Committee was formed with six early childhood special education teachers with extensive field experience. A total of six DACUM workshops were conducted to derive job definition, job descriptions, and job specifications. As a result, the job description of early childhood special education teachers consisted of 9 duties and 53 tasks, and the job specification consisted of 80 knowledge, 98 skills, and 22 attitudes. Early childhood special education teachers working in kindergarten's special classes were tasks differentiated from special education teachers working in elementary and secondary school including home-linked guidance, health and safety management, elementary school transfer guidance, environmental composition according to play topics, and indoor and outdoor play activities guidance. In the case of knowledge, the Special Education Act on the Disabled, etc. and knowledge on behavioral modification took precedence. Skill showed high frequency of observation-record, parental interviews and parental education skills. Attitudes as experts and administrators took priority. The results of this job analysis can help organize a curriculum to train early childhood special education teachers with high job competency in universities.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.555-563
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• 2018

Recently it has been claimed that character education should be applied not only in ethics but also in other disciplines including science education. With several attempts at character education in previous research on science education, the examination of its requisite and components is needed. This research investigates the necessity and elements of character education to be improved upon in science classes through questionnaires and focus interviews of experts in the field of science education such as secondary school teachers, professors, and researchers. They recognize that character education should be adopted in science education with three backgrounds: scientist activities, the field of secondary school, and inquiry education. Based on moral education and citizenship, elements of character education in science class are comprised of four essential character elements including honesty, sympathy, tolerance, and self-esteem, and seven practical character elements that are divided into personal qualities: sincerity, responsibility, and self-control and social qualities: consideration, openness, communication, and cooperation. Their validity and importance are accepted by experts.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.505-509
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• 2000

The kinetic structure of the content of instructions at the unit of 'heart and circulation' in "the common science", which was respectively given by two teachers majored in biology and two teachers majored in earth science was investigated. Concerning of the mean of the fundamental coefficient (B1), the mean of weighted coefficients (B2) and the progression of instruction (P), T4 (B1, 0.14; B2, 0.82; P; 0.86) teacher showed relatively lower kinetic structure and faster progression than those of the others. The other teachers showed a different level of the kinetic structure and progression: T1(B1, 0.21; B2, 0.86; P; 0.79), T2 (B1, 0.02; B2, 0.85; P; 0.80), and T3 (B1, 0.22; B2, 0.83; P; 0.78). T1 teacher who showed the largest total frequency of verbal elements, the great number of sorts of verbal elements and secondary span, had a higher level of the kinetic structure, but T4 teacher showed the lowest level of total frequency of verbal elements, the great number of sorts of verbal elements and secondary span. The main reason why T4 teacher's instruction achieved a lower level of kinetic structure was estimated that he neglected to reorganize teaching materials and he showed a small number of discourse units. In addition, the unit of 'heart and circulation' was less related to T4 teacher's major and T4 teacher had a shorter teaching experience than those of the others. T4 teacher also took charge of only one class, and this did not allow to instruct repeatedly.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.854-869
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• 2007

In this study, we investigated secondary science teachers' internalization of constructivistic science teaching who participated in a collaborative program between teachers and researchers designed by researchers according to constructivist views. The program consisted of lecture, workshop, and small group activities. New trends in science education and framework for science teaching were introduced during lectures, and understanding about the framework were deepened by analyzing school science classes recorded during workshops. In small group activities, participating teachers and researchers cooperated to design science lesson plans using science teaching frameworks. Five secondary science teachers participated in collaborative workshops. Collaborative programs were video-taped. Semi-structured interviews were conducted before and after workshops. All data recorded were transcribed and analyzed. In the process of internalization, participating teachers attended on different parts. Various and discernable factors such as there own background, beliefs, values, and school context produced tensions with or facilitated internalization of constructivistic science teaching. Teaching experiences and student understanding affected teachers' lesson planning activities. Teachers also showed different understandings on inquiry, application, and model from the framework, and they interpret those concepts in the framework based on their prior understanding. They perceived that too much content should be dealt within relatively limited time. Therefore, they tended to separate science class into two parts when developing science lessons: explaining science content by lecture and science laboratory as a constructivistic activity. The results of the study provide meaningful implications to the constructivist teacher education and professional development.

• Journal of Engineering Education Research
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• v.9 no.4
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• pp.28-45
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• 2006

As society has changed to being more knowledge-based, it is indispensable that Internet usage is incorporated into education. Therefore, the e-learning system is being developed in order to provide a proper environment. However, many LCMS that were developed, currently are not based on SCORM, the world e-learning standard, nor KEM, the Korea Educational Metadata of Korea Education & Research Information Service(KERIS), and hence, it is difficult to share learning contents developed from such varied environments. National Science Museum, a non-educational institution, also provides the educational science exhibits in reality or in cyber space, which cannot be produced by elementary schools, and secondary schools. Consequently, new systems are necessary, whose modules should be divided into four, for example, 'teachers', 'learners', 'managers', and 'instructors', and be associated with each other so that they are able to integrate and manage such systems, and be used in school education as well. Therefore, in this study, more advanced LMS and LCMS, which are the web-portal sites used for a cyber science class at the National Science Museum, were designed and established. These sites were surely based on the KEM, and the SCORM.

• Korean Journal of Head & Neck Oncology
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• v.13 no.1
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• pp.16-23
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• 1997

Although normal thyroid epithelial cells do not constitutively express HLA-DR antigen, their expression in wide spread within thyroid glands obtained from the human with autoimmune thyroid disease and with many neoplastic thyroids. We have, therefore, studied immunohistochemically with regard to the expression of HLA-DR antigen of thyroidectomy specimens from 50 patients of various thyroid diseases with use of paraffin-embedded tissue. One or two sections from each case were stained with commercially available mouse monoclonal antibody for class II HLA-DR antigen(HLA-DR/Alpha, DAKO) and examined by semiquantitative counting system for thyrocytes, neoplastic thyrocytes and other cells expressing HLA-DR antigen. All patients with lymphocytic thyroiditis(2/2) and diffuse hyperplasia(Graves' disease)(5/5), most patients with Hashimoto's disease(9/ll) expressed HLA-DR antigens in thyrocyte with abundant HLA-DR expressing lymphocytic infiltrates with lymph follicle formation in its vicinity or adjacent to the lesion. Most patients with papillary carcinoma(9/1l) had HLA-DR antigen detected in malignant thyrocytes ; while follicular carcinoma(0/3) and follicular adenoma(0/5) did not have detactable HLA-DR immunoreactivity. Adenomatous goiter(3/7) had HLA-DR antigen detected focally in lesser than half cases. Conversely, in four papillary carcinomas and three adenomatous goiters, HLA-DR expression of thyrocytes was found in the absence of HLA-DR expressing lymphoid infiltrates. In such cases therefore other factors more than thyroid autoimmunity must be causative for HLA-DR immunoreactivity. The results of this study indicate as follows. 1) The expression of HLA-DR on thyrocytes involved in autoimmune reactions appeared to be secondary to cytokine release from associated lymphocytic infiltrates. 2) Thyrocytes in thyroid lesions with equal degrees of lymphocytic infiltration without HLA­DR expression exhibited no HLA-DR immunoreactivity. 3) In neoplastic thyrocytes, most papillary carcinoma(9/11) exhibited detactable HLA-DR expression, while follicular carcinoma/adenoma(0/3/0/5) exhibited no detactable HLA-DR immunoreactivity which suggest the existence of divergent mechanisms inducing and modulating HLA-DR expression of different types of neoplastic thyrocytes.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.697-727
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• 2009

The purposes of this study are to investigate Korean science teachers' perception on the science gifted education in Korea, and to investigate if there are differences on their perception among the science teachers whose institutes are different. Their institutes are divided into three groups, which are the formal schools for the gifted in science such as Science High-School, gifted education centers attached to district education authority, and general secondary schools. For the study, 266 science teachers were sampled from the schools in Busan Metro-city, Ulsan Metro-city, and Kyoungnam Province, and then questionnaire developed by the authors were administered to them. The research results are as follows. Firstly, teachers who were going to participate in special education for the gifted in science answered affirmatively, and they thought it seemed worthwhile. On the other hand teachers who were not going to participate in it, answered negatively, mentioning shortage in specialty or extra work overload. Secondly, only the Korean Educational Development Institute was too much preferred by science teachers for teacher training institute for the gifted education in science. Therefore, it is needed to extend the teacher training institutes for the gifted education in science throughout the country. Thirdly, the perception of science teachers on the constitution of a class for the gifted in science is very different among the teachers of formal schools for the gifted in science and the teachers who teach science part time when it is needed in the district institutes for the gifted education. Finally, the perception on the aims of special education for the gifted in science is very different between the teachers who teach the gifted in science and the teachers who do not teach them.

• The Journal of Korean Association of Computer Education
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• v.7 no.6
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• pp.1-12
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• 2004

Current computer education is difficult to educate basic concepts and principals of the computer science because the 7th curriculum of computer education is focused on the application of software. According to the ACM K-12 report about the computer science education model, current computer education is taking the wrong way and we should put the highly priority on the education of the fundamentals through programming languages for a better computer education oriented to the computer science. This paper introduces a new object-oriented educational programming language "Dolittle". The design principals of Dolittle are simple syntax of Korean, incremental programming, text based programming, aliasing of function, and object-oriented programming. Being applied to middle school classes, we can confirm that Dolittle is easy to learn, and gives rise to high interest and keeps interest through a course, and also is of great practical use in class for programming novice.

• IMMUNE NETWORK
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• v.13 no.5
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• pp.194-198
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• 2013

Recent papers have shown that the initial event in the pathogenesis of autoimmune type 1 diabetes (T1D) comprises sensing of molecular patterns released from apoptotic ${\beta}$-cells by innate immune receptors such as toll-like receptor (TLR). We have reported that apoptotic ${\beta}$-cells undergoing secondary necrosis called 'late apoptotic' ${\beta}$-cells stimulate dendritic cells (DCs) and induce diabetogenic T cell priming through TLR2. The role of other innate immune receptors such as TLR7 or TLR9 in the initiation of T1D has also been suggested. We hypothesized that TLR2 blockade could inhibit T1D at the initial step of T1D. Indeed, when a TLR2 agonist, $Pam3CSK_4$ was administered chronically, the development of T1D in nonobese diabetic (NOD) mice was inhibited. Diabetogenic T cell priming by DCs was attenuated by chronic treatment with $Pam3CSK_4$, indicating DC tolerance. For the treatment of established T1D, immune tolerance alone is not enough because ${\beta}$-cell mass is critically reduced. We employed TLR2 tolerance in conjunction with islet transplantation, which led to reversal of newly established T1D. Dipeptidyl peptidase 4 (DPP4) inhibitors are a new class of anti-diabetic agents that have beneficial effects on ${\beta}$-cells. We investigated whether a combination of DPP4 inhibition and TLR2 tolerization could reverse newly established T1D without islet transplantation. We could achieve normoglycemia by TLR2 tolerization in combination with DPP4 inhibition but not by TLR2 tolerization or DPP4 inhibition alone. ${\beta}$-cell mass was significantly increased by combined treatment with TLR2 tolerization and DPP4 inhibition. These results suggest the possibility that a novel strategy of TLR tolerization will be available for the inhibition or treatment of established T1D when combined with measures increasing critically reduced ${\beta}$-cell mass of T1D patients such as DPP4 inhibition or stem cell technology.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.537-554
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• 2014

In this study, we investigated a good way for teacher professional development. Based on this way, we designed teacher training program. We carried out teacher training program for 50 secondary school mathematics teachers in July 2014. In this teacher training courses, teachers conducted recording mathematics teaching-learning processes by dialogue between teacher and student according to Socratic method. We also shared the practices of teacher educators, teachers and colleagues. In this teacher training, we tried to cultivate teachers' abilities needed to a good mathematics instruction. And we aimed to equip the attitude that guided reflection on their mathematics class. Through the teacher training, teachers recognized the need to study on the thinking of students and take into account students' expected reaction on the part of learners. Also they developed an attitude as reflective practitioners and recognized the need of teacher learning communities for their professional development.