• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.325-338
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• 2021

In this study, we developed a 15-week educational program for TPACK(Technological Pedagogical Content Knowledge) development of 40 pre-service teachers in a university for teacher training. We also developed a TPACK evaluation framework to evaluate the practical competency of TPACK of pre-service teachers. The developed evaluation framework consisted of 5 levels, from 0 to 4, TPK(Technological Pedagogical Knowledge), TCK(Technological Content Knowledge), and TPACK, respectively. As a result of the evlauation, the levels of TPK, TCK, and TPACK development stages of most pre-service teachers were consistent, but some pre-service teachers' TPK and TCK did not match. It was found that the TPACK stages follow the lower level between TPK and TCK. In addition, as a result of an investigation into the hindrance factors of the TPACK development of pre-service teachers with low TPACK stages in the use of technology, they have distrust of students' ability to learn with self-regulation, distrust of students' ability to interact, and recognition of practical limitations in the school field. Based on these findings, we argued that it was necessary to provide an educational program to help pre-service teachers develop balanced TPK and TCK and eliminate the hindrance factors of the TPACK development of pre-service teachers about technology-using classes.

• Journal of Physiology & Pathology in Korean Medicine
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• v.25 no.5
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• pp.857-862
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• 2011

The purpose of this study is to investigate the anti-proliferative mechanism by Trichosanthes kirilowii (TCK) in MCF-7 human breast carcinoma cell. In this study, we used human breast cancer cell line, Michigan cancer foundation-7 cells (MCF-7 cells). They were co-incubated with 30~200 ${\mu}g$/ml TCK for 48 hours, and cell viability was measured by Water-soluble tetrazolium salt-1 (WST-1) assay. After MCF-7 cells were exposed to 60 ${\mu}g$/ml of TCK for 0, 3, 6, 12, 24, 48 hours, We performed flow analysis cytometry sorting(FACS) and western blot analysis. We investigated the effect of dose-dependent cell growth inhibition by TCK, which could be proved by WST-1 assay. Also, flow cytometry analysis showed that TCK increased percentage of subG1 phase and G2/M phase cell cycle. In addition, TCK induced apoptosis through the expression of caspase-9, -3 and poly(ADP-ribose) polymerase(PARP) activation. Moreover, we showed that ATM-dependent G2/M phase arrest by DNA damage and phosphorylation of chk2, cdc25C, cdc2(Tyr15). Taken together, these results suggest that by G2/M phase arrest through DNA damage and inducing of apoptosis through intrinsic pathway, TCK may have potential tumor suppressor in breast cancer.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.437-449
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• 2020

The purpose of this study was to compare the results of the developed questionnaire and performance assessment for measuring TPACK competency of pre-service teachers. For this purpose, we developed the TPACK questionnaire for pre-service teachers. Then, through the performance assessment task and interview data related to the 'change of the moon and the celestial bodies', the TPACK competency of the pre-service teachers was analyzed and compared with the questionnaire results. The results of the questionnaire showed that PCK and TPK of the pre-service teachers were high, and the TCK and TPACK were relatively low. However, as a result of analyzing the performance assessment of pre-service teachers who showed low TPK in the questionnaire, it was found that the TPK was high. Conversely, as a result of analyzing the performance assessment of pre-service teachers who showed high TPK in the questionnaire, it was found that the TPK was low. In addition, as a result of analyzing the performance assessment of pre-service teachers who showed low TCK in the questionnaire, it was found that the TCK was very high. Conversely, as a result of analyzing the performance assessment of pre-service teachers who showed high TCK in the questionnaire, the actual TCK competency was found to be low. Although TPCK was high in the questionnaire, TPCK was found to be low through actual results of performance assessment. Through these results, it was confirmed that TPACK measurement tools measure self-efficacy rather than actual capability.

• The Mathematical Education
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• v.56 no.4
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• pp.407-434
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• 2017

The purpose of this study is to develop and verify the TPACK measurement tool for middle and high school mathematics teachers in the Korean context. Also, by clarifying the relationship between subordinate factors of Mathematics teachers' TPACK, an attempt was made to provide suggestions on the designs and directions for the in-service and pre-service teacher education and the programs for improving mathematics teachers' TPACK in the future. In order to achieve this goal, TPACK factors of mathematics teachers were extracted by reviewing literature on PCK, MKT, and TPACK. Then, content validity, basic statistical survey, reliability verification, exploratory factor analysis, confirmatory factor analysis, and structural equation model verification were conducted sequentially. At first, preliminary analysis was carried out on 79 mathematics teachers, and 76 items excluding the items with extreme value and reliability were included in the basic statistical analysis. And secondly, an exploratory factor analysis was conducted on 376 mathematics teachers, and this instrument consisted of 7 subordinate factors(CK, PK, TK, PCK, TCK, TPK, TPACK) and 61 items. Also by conducting confirmatory factor analysis and structural equation model test with 254 mathematics teachers, the measurement tool was confirmed the validity and reliability through statistically significant analysis. Then, the importance of integrated knowledge was confirmed by looking at the relationship between the TPACK factors of in-service mathematics teachers. The integrated knowledge(PCK, TCK, TPK) has played a crucial role in the formation of TPACK rather than the knowledge of CK, PK, and TK alone. Finally, the validity of TCK was confirmed through the structural equation modeling of TPACK. TCK not only directly affected TPACK, but also indirectly through TPK. According to these affirmative results, this measurement tool is claimed to be suitable for measuring the factors of Mathematics teachers' TPACK, and also the structural equation model can be regarded as a suitable model for analyzing the structural relationship of mathematics teachers' TPACK.

• Journal of the Korean School Mathematics Society
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• v.26 no.1
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• pp.49-70
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• 2023

This study aimed to design a robot programming lecture for pre-service mathematics teachers to improve their TPACK-P (TPACK-Programming) and analyze its effectiveness. The lecture design involved stages of analysis, exploration, primary micro-teaching, and secondary micro-teaching, with each stage including design, application, and evaluation. The TPACK-P survey was conducted before and after the lecture, and the results indicated a statistically significant difference in TCK at the 1% significance level and TPK, TRACK, and TRACK(P) at the 5% significance level. Further analysis using dependent sample t-tests showed that the post-test mean was significantly higher than the pre-test mean in categories such as TCK, TPK, TPACK, and TPACK(P). These findings suggest that the designed lecture positively affected the growth of pre-service mathematics teachers' TPACK-P.

• The Mathematical Education
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• v.57 no.1
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• pp.1-36
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• 2018

The purpose of this study is to examine the relationship between utilization of technology and TPACK in mathematics teachers, and to analyze needs and retentions, difference between needs and retentions, and educational needs of TPACK in mathematics teachers. Furthermore, we will prioritize TPACK items that mathematics teachers want to change, and provide implications for teacher education related to TPACK in the future. To do this, we analyzed 328 mathematics teachers nationwide by using survey on the utilization of technology, averages of TPACK's needs and retentions, t-test of two averages, Borich's educational needs analysis, and the Locus for Focus model. The results are as follows. Firstly, the actual utilization rate was lower than the positive recognition of utilization of technology by mathematics teachers, and many mathematics teachers mentioned the lack of knowledge related to TPACK. Secondly, the characteristics of in-service mathematics teacher's needs and retentions for TPACK were clear, and TPACK's starting line of in-service mathematics teacher can be different from pre-mathematics teacher's. The retentions was high in the order of CK, PCK and PK, and the needs was higher in the order of TPACK, TCK, TK and TPK. All of the higher retentions were knowledge related to PCK, and the value of CK was extremely high among them. In addition, mathematics teachers recognized needs for integrated knowledge related to technology, and they needed more TCK than TPK. The difference between needs and retentions showed that all items except two items in the PK were significant. Retentions of all items in CK was higher than needs, needs of all items in TK, TCK, TPK and TPACK was higher than retentions, PK and PCK were mixed. Thirdly, based on the analysis of Borich's educational needs and the Locus for Focus model, teacher education on TPACK for mathematics teachers needs to focus on TPACK, TK, TCK, and TPK. Specifically, TPACK needs to combine technology in terms of creativity-convergence, mathematical connections, communication, improvement of evaluation quality, and TK needs to new technology acquisition, function of utilizing technology, troubleshoot problems with technology, TCK needs to mathematical value(esthetic, practical) with technology, and TPK needs to consider technology in terms of evaluation methods, teaching and learning methods, improvement of pedagogy. Therefore, when determining the direction of teacher education related to TPACK in the future, if they try to reflect these items in detail, the teachers could participate more actively and receive practical help.

• Journal of the Korean Institute of Telematics and Electronics C
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• v.35C no.2
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• pp.10-21
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• 1998

In this paper, we analyze the problems of conventional and previous mehtod on delay test method in IEEE 1149.1. To solve them, we propose two kinds of delay test architectures. One is called ARCH-C, is for combinatonal circuit, and the other is ARCH-S, for clocked sequential circuit. ARCH-C is able to detect delay defect of 0.5 $T_{tck}$ or 1 $T_{tck}$ size. And ARCH-C have a fixed and small amount of hardware overhead, on the contrary preious method has a hardware overhead on the dependent of CUT. This paper discusses weveral problems of Delay test on IEEE 1149.1 for clocked sequential circuit. We suggest the method called ARCH-S, is based on a clock counting technique to generate continuous clocked input of CUT. the simulation results ascertain the accurate operation and effectiveness of the proposed architectures.res.

• Proceedings of the Korean Information Science Society Conference
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• 1998.10c
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• pp.662-664
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• 1998

IEEE 1149.1 바운다리스캔은 보드 수준에서 고장점검 및 진단을 위한 테스트 설계기술이다. 그러나, 바운다리스캔 제어기의 특성상 테스트 패턴의 주입에서 관측까지 2.5 TCK가 소요되므로, 연결선상의 지연고장을 점검할 수 없다. 본 논문에서는 Update_DR 신호를 변경하여, 테스트 패턴 주입에서 관측까지 1 TCK가 소요되게 함으로써, 지연고장 점검을 가능하게 하는 기술을 소개한다. 나아가서, 정적인 고장점검을 위한 테스트 패턴을 개선해 지연고장 점검까지 가능하게 하는, N개의 net에 대한 2log(N+2)의 새로운 테스트패턴도 제안한다. 설계와 시뮬레이션을 통해 지연고장 점검이 가능함을 확인하였다.

• The Korean Journal of Ceramics
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• v.4 no.4
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• pp.286-291
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• 1998

Dielectric properties of $Pb(Mg_{1/3}Nb_{2/3})O_{3}-PbTiO_{3}$, ceramics prepared by the columbite precursor method have been investigated as a function of the sintering temperature in the range of 1000∼$1250^{\circ}C$. The $Pb(Mg_{1/3}Nb_{2/3})O_{3}-PbTiO_{3}$ ceramics show typical relaxor ferroelectric behavior. As the sintering temperature increased, the dielectric constant increased and the phase transition temperature shifted to lower temperature. The TCK(temperature coefficient of dielectric constant) and VRK (variation rate of dielectric constant) increased with increasing sintering temperature. The $Pb(Mg_{1/3}Nb_{2/3})O_{3}-PbTiO_{3}$ compositions sintered at $1250^{\circ}C$ appear to be suitable for ferroelectric bolometer.

• Journal of Microbiology and Biotechnology
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• v.26 no.9
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• pp.1570-1578
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• 2016

Commercial application of laccase is often hampered by insufficient enzyme stocks, with very low yields obtained from natural sources. This study aimed to improve laccase production by mutation of a Coriolopsis gallica strain and to determine the biological properties of the mutant. The high-yield laccase strain C. gallica TCK was treated with N-methyl-N-nitro-N-nitrosoguanidine and ultraviolet light. Among the mutants isolated, T906 was found to be a high-production strain of laccases. The mutant strain T906 was stabilized via dozens of passages, and the selected ones were further processed for optimization of metallic ion, inducers, and nutritional requirements, which resulted in the optimized liquid fermentation medium MF9. The incubation temperature and pH were optimized to be 30℃ and 4.5, respectively. The mutant strain T906 showed 3-times higher laccase activity than the original strain TCK under optimized conditions, and the maximum laccase production (303 U/ml) was accomplished after 13 days. The extracellular laccase isoenzyme 1 was purified and characterized from the two strains, respectively, and their cDNA sequence was determined. Of note, the laccase isoenzyme 1 transcription levels were overtly increased in T906 mycelia compared with values obtained for strain TCK. These findings provide a basis for C. gallica modification for the production of high laccase amounts.