• Journal of the Korea Society of Computer and Information
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• v.22 no.7
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• pp.141-152
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• 2017

As the importance of technology increases, so too does its use in various areas. In education, technology is often used. However, due to teachers' lack of knowledge about technology, they often remain at the level of simple utilization, without applying it to learning. Thus, there is a growing need for Technological Pedagogical Content Knowledge (TPACK), which enables teachers to have knowledge about technology and use it appropriately given the content. Although TPACK studies are underway in many subjects, they suffer from the limited functionality of the included technology. To solve this problem, in this study, the range of technology in TPACK was extended to programming, and a TPACK-P model was developed to teach this expanded TPACK to pre-service teachers. To verify the effectiveness of this model, the TPACK-P training program developed during the 15th classes was applied to 19 pre-service teachers. We used Park and Kang (2014) as a tool to measure these teachers' TPACK before and after treatment to observe any changes. The results showed that the TPACK-P education program showed statistically significant improvement in all areas except Pedagogical Content Knowledge(PCK). Compared with the ICT-based TPACK training program, which was administered to a control group, the TPACK-P training program proved to be more effective in the development of Technological Pedagogical Knowledge(TPK) and TPACK among pre-service teachers.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2001.05a
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• pp.121-124
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• 2001

Using ordors with the different concentration of essential oils, e studied the effect of a pleasant olfactory stimulation on physiological responses. we examined psychological response, mental task and changes in cardiac, immunity and EEG in responses to 150times solution (feel easily) and 500times solution (feel with difficulty) which of essential oil (called PCK) were diluted in propylene glycol, and neutral (water). The 150times solution that was felt pleasant produced significant differences (p<0.05) in relative power change of beta activity in the left frontal region (Fp1, F3, F7) of the brain, and heart rate (HR) deceleration after mental task. these results are consistent with substantial research that has documented cardiac and EEG responses to pleasant stimuli. What is more, 150times solution increased the concentration of s-IgA know as an index of immunity.

• Proceedings of The KACE
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• 2017.08a
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• pp.217-220
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• 2017

테크놀로지의 발전에 따라 교육에서도 테크놀로지를 도입하기 위한 움직임이 활발하게 진행되었다. 교육에서는 테크놀로지를 학생들이 학습 과정에서 겪는 문제점을 해결하기 위한 목적으로 활용하였다. 하지만, 교사들의 테크놀로지에 대한 전문성 부족으로 인하여, 교사들은 수업에 테크놀로지를 도입하는데 많은 어려움을 겪고 있었다. 테크놀로지를 기반으로 한 교사의 수업 전문성 발달을 위하여 테크놀로지 교수 내용 지식(TPACK)이 도입되었고, 교사의 TPACK 향상을 위한 연구가 많이 진행되었다. 최근에는 테크놀로지가 가진 한계점을 극복하기 위하여 새로운 테크놀로지 도구로써 프로그래밍이 주목받고 있다. 따라서 선행 연구에서는 프로그래밍을 기반으로 TPACK 교육 프로그램을 향상시키기 위한 교육 프로그램이 개발되었다. 본 연구에서는 김성원과 이영준(2017)에서 개발한 TPACK 교육 프로그램의 효과를 검색하기 위한 연구를 진행하였다. 교사에게 적합한 40차시의 TPACK-P 교육 프로그램을 개발하였고, 연구를 위하여 모집한 17명의 교사를 대상으로 교육 프로그램을 적용하였다. 또한, 교사의 TPACK 변화를 관찰하기 위하여 박기철과 강성주(2014)의 연구에서 개발한 검사 도구를 교육 프로그램 투입 전, 후에 실시하였다. 적용 결과, TPACK-P 교육프로그램을 통하여 교사의 TPACK은 통계적으로 유의미한 향상이 나타났다. 세부 영역에서는 Pedagogical Knowledge(PK), Technological Knowledge(TK), Technological Content Knowledge(TCK), Technological Pedagogical Knowledge(TPK), Technological Pedagogical Content Knowledge(TPACK)에서 통계적으로 유의미한 차이가 나타났다. 하지만, Content Knowledge(CK)와 Pedagogical Content Knowledge(PCK)에서는 통계적으로 유의미한 차이가 나타나지 않았다. 이러한 결과를 통하여 TPACK-P 교육 프로그램이 모든 영역은 아니지만, 테크놀로지와 관련된 지식과 교사의 TPACK 발달에 효과적인 것을 확인할 수 있었다. 본 연구에서는 TPACK-P 교육 프로그램을 통한 교사의 TPACK 변화를 검사 도구를 통하여 측정하였다. 후속 연구에서는 TPACK-P 교육 프로그램에 참여한 교사의 수업 전문성의 변화와 학교 현장에서 수업의 변화, 이에 대한 학생들의 반응을 측정하는 연구가 필요하다.

• The korean journal of orthodontics
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• v.32 no.3 s.92
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• pp.227-234
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• 2002

In order to investigate the action mechanism of protein kinase C on $K^+$ channel in osteoblastic cell, effects of phorbol 12, 13-dibutyrate on human osteoblast-like cells (G292) were studied by patch clamp technique with cell-attacked configuration. 111 this experiment, 45pS ion channel was dominant in G292 cell line according to their approximate conductances in symmetrical 140mM KCl saline at holding potential of 60mV. In torrent-voltage relationship, reversal potential was 5.5mV at the condition of potassium enriched saline in the pipette and -27 mV at the condition of standard extracellular saline In the pipette. Phorbol 12, 13-dibutyrate 10nM increased the open probability of 45pS channel and staurosporine, an inhibitor of protein kinase C, suppressed this effect. Phorbol 12,13-dibutyrate moved the reversal potential of 45pS channel to more negative potential and increased the single channel current at the same membrame potential. In order to check the activation of protein kinase C in G292 cell by phorbol 12,13-dibutyrate, western blot of protein kinase C was performed. Phorbol 12,13-dibutyrate $0.1{\mu}M$ translocated protein kinase C from cellular compartment to membrane compartment of the cell. These findings suggest that phorbol 12,13-dibutyrate, one of phorbol esters, activate 45pS channel In G292 cell and affect cell membrane potential, that regulate cellular function.

• Journal of Life Science
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• v.23 no.1
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• pp.116-124
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• 2013

The aim was to examine resistance exercise-related genes after 8 weeks of resistance training. Thirty-two male Sprague-Dawley rats were divided into four groups: 4 weeks sedentary (4 wks CON, n=8), 8 weeks sedentary (8 wks CON, n=8), 4 weeks exercise training (4 wks REG, n=8), and 8 weeks exercise training (8 wks REG, n=8). The rats were trained to climb a 1-m vertical incline (85-degree), with weights secured to their tails. They climbed 10 times, 3 days per week, for 8 consecutive weeks. Skeletal muscle was taken from the flexor halucis longus after the exercise training. After separating the total RNA, large-scale gene expression was investigated by beadarray (Illumina RatRef-12 Expression BeadChip) analysis, and qPCR was used to inspect the beadarray data and to analyze the RNA quantitatively. The detection p-value for the genes was p<0.01, the M-value {M=$log_2$(condition)-$log_2$(reference)} was >1.0, and the DiffScore was >20. In total, the expression of 30 genes significantly increased 4 weeks after the exercise training, and the expression of six genes decreased. At 8 weeks, the expression of five genes significantly increased and that of 12 decreased. Several genes are potentially involved in resistance exercise and muscle hypertrophy, including 1) regulation of cell growth (IGFBP1, PLA2G2A, OKL38); 2) myogenesis (CSRP3); 3) tissue regeneration and muscle development (MUSTN1, MYBPH); 4) hypertrophy (CYR61, ATF3, NR4A3); and 5) glucose metabolism (G6PC, PCK1). These results may help to explain previously reported physiological changes of the skeletal muscle and suggest new avenues for further investigation.

• Journal of the Korean earth science society
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• v.29 no.4
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• pp.352-362
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• 2008

This study explored pre-service teachers' mental models about eclipse phenomena to investigate their understandings on the earth science concept needed f3r an integrated approach. We conducted in-depth interviews with two different contexts on 30 secondary and 36 primary pre-service teachers participants, and analyzed phenomenological primitives (p-prims) and facets of causal explanations about eclipses. Based on this study, we identified four different levels of mental models about eclipses. Four mental models were categorized as (1) Screening model, (2) Orbital plane model, (3) Hybrid model, and (4) Shadow cast model. Screening model is a flawed mental model, orbital plane model is an incomplete correct mental model, and shadow cast model is a scientifically correct mental model. Hybrid model, composite of two or more mental models, use multiple mental models simultaneously. Orbital plane model was the most widespread mental model in secondary pre-service teachers group, whereas screening model was used frequently in primary group. It was found that the level of mental model could be determined by the level of facet and p-prims. We confirmed context sensitivity of the mental models and perceived the necessity of integrated approaches to promote progression of mental models. Implications of our findings for enhancing pre-service science teachers' topic-specific pedagogical content knowledge (PCK) associated with eclipse phenomena are also discussed here.

• BMB Reports
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• v.32 no.4
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• pp.339-344
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• 1999

We studied the effects of ginsenosides in immature rats based upon the previous results that ginseng has a suppressive or anticonvulsive activity. To examine the suppressive effect of ginsenosides on kainic acid-induced seizures, the severities and frequencies were observed for 4 h after injection of kainic acid (KA; i.p., 2 mg/kg b.w.) using 10-day-old male Sprague-Dawley rats ($22{\pm}2\;g$). Protopanaxadiol saponins such as ginsenoside-Rb1 (Rb1), ginsenoside-Rb2 (Rb2), ginsenoside-Rc (Rc), and ginsenoside-Rd(Rd) generally reduced the seizure activities while protopanaxatriol saponins such as ginsenoside-Rg1 (Rg1) and ginsenoside-Re (Re) rather increased stereotypic "paddling-like" movements. When vinyl-GABA (v-G) was injected together with Rb1 or Rc, KA-induced seizure severities were additionally reduced only by the injection of Rc, but not by Rb1. The level of gamma isozyme of protein kinase C (PKC-${\gamma}$) in the hippocampus increased about three times as much as that of normal rats at 4 h after KA injection. The increased level of PCK-${\gamma}$ by KA was significantly reduced to about 35% by the coinjection with v-G alone, but it was not changed by v-G together with Rb1 or Rc. The increased level of PKC-${\gamma}$ at 4 h after injection of KA was not consistent with the reduction of seizure severities between Rb1 and Rc. These results suggest that Rc and Rb1 may reduce seizure severity independent of PKC-${\gamma}$ levels, and Rc may additionally act with v-G regarding the GABA metabolism during the stage of KA-induced seizures in the immature rats.