• 한국과학교육학회지
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• 제41권4호
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• pp.325-338
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• 2021

이 연구는 한 교사 양성대학에서 40명의 예비교사를 대상으로 TPACK 발달을 위한 15주 교육프로그램을 개발하고, 예비교사의 TPACK의 실천적 역량을 평가하기 위한 TPACK 발달 평가틀을 개발하였다. 개발된 TPACK(Technological Pedagogical Content Knowledge) 발달 평가틀은 TPK(Technological Pedagogical Knowledge), TCK(Technological Content Knowledge), TPACK이 각각 0단계부터 4단계까지 5단계로 구성되었다. 이를 토대로 예비교사의 TPK, TCK, TPACK 수준을 평가한 결과, 대부분의 예비교사의 TPK, TCK, TPACK 수준은 일치하였으나, 일부 예비교사의 경우 TPK와 TCK가 일치하지 않았다. 이때 TPACK 수준은 TPK와 TCK 가운데 낮은 수준을 따르는 것으로 나타났다. 또한 TPACK 수준이 낮은 예비교사가 갖고 있는 TPACK 발달 저해요인을 조사한 결과, 학생의 자율적 학습 능력에 대한 불신, 학생의 상호작용 역량에 대한 불신, 학교 현장의 현실적 제약에 대한 인식 등이 나타났다. 이러한 연구 결과를 토대로 실천적인 TPACK 발달을 위해서는 예비교사에게 균형잡힌 TPK와 TCK의 발달을 돕고, 예비교사가 갖고 있는 TPACK 발달 저해요인을 제거하는 교육 프로그램을 제공할 필요가 있다고 주장하였다.

• 동의생리병리학회지
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• 제25권5호
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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.

• 한국과학교육학회지
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• 제40권4호
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• pp.437-449
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• 2020

이 연구에서는 예비 교사들이 갖고 있는 TPACK의 실천적 역량을 측정하기 위하여 기존의 연구들에서 사용한 TPACK 측정 설문지와 수행평가를 통해 드러난 TPACK 역량의 관계를 비교하였다. 이를 위하여 이 연구에서는 예비 교사의 TPACK 설문지를 개발하였다. 또한 '달과 천체의 변화'에 관련된 수행평가 과제 및 면담을 통해 예비 교사의 TPACK 역량의 실제를 분석하였다. 설문 분석 결과에서는 예비교사들의 PCK와 TPK이 높게 나타났고, 상대적으로 TCK와 TPACK이 낮은 것으로 나타났다. 그러나 설문에서는 TPK가 낮은 것으로 나타난 예비교사의 수행평가를 분석한 결과 TPK가 높은 것으로 나타났다. 반대로 설문에서는 TPK가 높은 것으로 나타난 예비교사의 수행평가를 분석한 결과 TPK는 낮은 것으로 나타났다. 또한 설문에서 TCK가 낮은 것으로 나타난 예비교사의 수행평가를 분석한 결과, 반대로 TCK가 매우 높은 것으로 나타났다. 반대로 설문에서 TCK가 높은 것으로 나타난 예비교사의 수행평가를 분석한 결과, 실제 TCK 역량은 낮은 것으로 나타났다. TPACK가 설문에서는 높게 나타난 경우에도 수행평가의 실제 결과를 통해서는 TPACK가 낮은 것으로 나타났다. 이를 통해 TPACK 측정 도구들이 실행 역량 보다는 자기효능감을 측정하는 것임을 확인하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제56권4호
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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.

• 한국학교수학회논문집
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• 제26권1호
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• pp.49-70
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• 2023

본 연구에서는 예비수학교사의 TPACK-P (TPACK-Programming) 신장을 위한 로봇 프로그래밍 강의를 설계하고 그 효과를 분석하였다. 강의는 분석, 탐색, 1차 마이크로티칭, 2차 마이크로티칭의 단계로 설계했는데, 각 마이크로티칭 단계에서는 설계, 적용, 평가 단계가 포함되도록 하였다. 강의의 사전, 사후에 TPACK-P 검사를 실시한 결과, TPACK의 하위 요인 중 TCK는 유의수준 1%에서, TPK, TRACK, TRACK(P)는 유의수준 5%에서 통계적으로 유의한 평균 차이를 보였다. 문항별 종속표본 t 검정 결과, TCK, TPK, TPACK, TPACK(P) 범주에 사전보다 사후검사의 평균이 유의하게 높은 문항이 포함된 것으로 분석되었다. 이는 연구에서 설계한 강의가 예비수학교사의 TPACK-P 신장에 긍정적인 영향을 주었음을 보여준다.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권1호
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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.

• 전자공학회논문지C
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• 제35C권2호
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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.

• 한국정보과학회:학술대회논문집
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• 한국정보과학회 1998년도 가을 학술발표논문집 Vol.25 No.2 (2)
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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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• 제4권4호
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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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• 제26권9호
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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.