• 한국과학교육학회지
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• 제17권4호
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• pp.511-524
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• 1997

The curriculum of science should be made of the education based on the acquirement instead of the knowledge. However, the present educational environment has many problems such as lack of laboratory and experimental facilities, and time limitations. One of the suggested methods to overcome the barriers in regular curriculum is the efficient operation of science club activities. Since the club activities are not restricted on time and space, teachers can apply various methods and programs. In this paper, we investigate the present operational status of science club activities in secondary school and some suggested improvement schemes of them It is shown that teacher training, reference development, time allocation, educational environment, facility completion and various program developments should be preceded, in order to activate science club activities.

• 한국과학교육학회지
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• 제29권7호
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• pp.783-791
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• 2009

This study was conducted to examine my hypothesis that how teacher's teaching style influences emotional and physiological states of students in the secondary school science classroom. Sixty healthy secondary school students were participated in this study and divided into two groups: manipulation and non-manipulation. Each group underwent different styles of teaching on the scientific hypothesis-generating of com starch experiment. Before and after the class, the strength of emotion was measured using adjective emoticon check lists and they extracted their saliva sample for salivary hormone analysis. Here are the results of this study. First, the intensity of positive emotions in the manipulation group was significantly stronger than the one in the non-manipulation group, whereas the intensity of negative emotions in the non-manipulation group was significantly stronger than the one in the manipulation group. Second, the cortisol level, an indicator of stress, was decreased in the manipulation group whereas it was increased in non-manipulation group. Third, the quality of scientific hypotheses which is generated by students during the class had no connection with types of instructions. Fourth, this study found significantly negative correlation between students' emotional intensity of interest and concentration changes of salivary cortisol. Therefore, the different teaching styles have influence upon students' attitude and interest in science.

• 한국과학교육학회지
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• 제32권9호
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• pp.1391-1404
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• 2012

This study was conducted for the purpose of analyzing the teachers' and students' preferences and reality with regard to their interaction in secondary school science classes. The subjects of this study were 180 teachers and 1,389 students. The contents of the questionnaire for the teachers included the quality of the personal relationships between the teachers and students as well as the teachers' recognition of teaching activities, and the questionnaire for the students dealt with the quality of the personal relationships between the teachers and students as well as the students' perceptions of their classes. The questionnaire responses were divided into preferences and reality for the research. The results are as follows. First, the levels of the teachers' and students' perceptions of their interaction were significantly lower (p<0.05) compared to their preferences with regard to such. Second, the female teachers showed higher levels of preferences and reality compared to the male teachers in the case of the teacher variables, and the middle school teachers showed higher levels of preferences and reality compared to the high school teachers. Third, the male students showed a higher perception level compared to the female students, and both the preferences and reality levels of the middle school students were significantly higher (p<0.05) than those of the high school students. In addition, the level of interaction was lower in big cities than in small cities. Fourth, there was a significant difference between the levels of the teachers' and students' preferences and reality with regard to their interaction.

• 한국지구과학회지
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• 제21권1호
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• pp.1-12
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• 2000

남북한 중등학교 지구과학 관련 교육과정 및 교과서를 TIMSS 교육과정 분석틀에 의해 비교 분석하였다. 북한의 고등중학교에서는 '지구과학' 과목이 별도로 개설되어 있지 않으며, '지리'에서 부분적으로 지도된다('천문학'은 1996년 고등중학교 교육과정에 처음으로 설정된 과목으로 추정되나 본 연구에서는 구체적 자료를 입수하지 못함). 북한에서 지리는 고등중학교 $1{\sim}5$학년에서 주당 2시간씩 지도되고 있으며, 1학년 및 5학년용 지리 내용의 대부분이 지구과학과 관련되어 있다. 남한의 경우 지구 과학 영역의 목표는 '자연 현상의 탐구에 흥미와 호기심을 가지고, 기본적인 탐구 방법과 과학 지식을 습득하여 창의적으로 문제를 해결하는 능력을 기르게 한다'는 데 있으며, 북한 지리 교육의 목표는 '김일성 및 김정일 부자에게 충직한 주체형의 공산주의 혁명가 양성'이라고 할 수 있다. 남한과 북한 모두 '지구의 모양과 '지구의 변화 과정'을 많이 지도하고 있는데 비해, 남한에서 많은 비중을 차지하는 '우주 속에서의 지구'가 북한에서 매우 적은 것은 북한에서 '천문학'을 별도로 지도함을 시사한다. 전체적으로 북한의 지구과학 영역의 범위와 수준은 남한의 중학교 수준에 해당한다고 볼 수 있는데, 특히 기상 분야 및 천문분야의 경우는 남한과 수준차가 심하다.

• 한국과학교육학회지
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• 제15권1호
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• pp.73-79
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• 1995

The purpose of this study was to investigate Korean secondary school students' perceptions of science and technology related social problems and STS education to ascertain the extent to which the current science programs incorporate STS themes. Students indicated that STS related problems or STS issues were given little attention in their science classes, even though they believed that studying those problems would be important. Results of the study support the contention of need for more attention to the implementation of STS themes into current Korean science education.

• 한국대기환경학회지
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• 제23권3호
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• pp.353-363
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• 2007

To differentiate temperature effect from the light intensity effect on the formation of secondary products during the photooxidation of toluene-$NO_x$-air mixtures, steady-state air temperature was changed from $20^{\circ}C\;to\;33^{\circ}C$ at the same light intensity of $0.39min^{-1}$ in an indoor smog chamber. Smog chamber consisted of 64 blacklights and a $5.8m^3$ reaction bag made of Teflon film. Air temperature was controlled by an air-conditioning system. The starting time for rapid conversion of NO to $NO_2$ was slightly delayed with decreasing air temperature. In contrast to light intensity effect, the ozone formation time and the ozone production rate were insensitive to air temperature. Although the formation time for secondary organic aerosols was not changed, the particle number concentration increased with temperature. However, the newly formed secondary organic aerosol mass at lower temperature was higher than that at higher temperature. Since light intensity significantly affected the starting time and quantity of ozone and aerosol formation, it is considered that the temperature could contribute partly the quantity of aerosol formation during the photooxidation of toluene-$NO_x$-air mixtures.

• Journal of Periodontal and Implant Science
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• 제43권3호
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• pp.136-140
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• 2013

Purpose: The aim of this study was to identify a role for endodontic intervention in enhancing the regenerative potential of the periodontal ligament when combined with periodontal treatment in seriously involved teeth with a secondary endodontic component. Methods: Patients who exhibited radiolucency extending to the periapical region, abnormal electric pulp testing values, and deep probing depth derived from primary periodontal disease with secondary endodontic involvement were included. Intentional root canal treatment was applied to those teeth in which the apical lesions were presumed to communicate with those of the periodontal lesion of the teeth that remained vital. In all three selected cases, regenerative periodontal therapy incorporating either bone graft or guided tissue regeneration was instituted 3 months after the endodontic intervention. Results: Remarkable enhancement in radiographic density was noticeable around the affected teeth as evidenced by changes in radiopacity. There was a significant reduction in the probing pocket depth and gain in the clinical attachment level. Chewing discomfort gradually disappeared from the commencement of the combined treatment. Conclusions: An intentional endodontic intervention may be a worthwhile approach for the sophisticated management of teeth suffering from serious attachment loss and alveolar bone destruction with concomitant secondary endodontic involvement.

• 한국과학교육학회지
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• 제16권1호
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• pp.103-120
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• 1996

In this study, the ways to improve the processes of training, employing and retraining secondary science teachers were investigated by a survey method. Particularly, the following five aspects of the processes were questioned to three major groups of people relevant to school science. A total of 384 responses (from 156 university teachers, 168 secondary science teachers and 64 student teachers) were analyzed through the frequency-analysis and crosstab-analysis of SPSS/$PC^+$ programme. The results of this study can be summarized as follows: (1) middle-school science teachers and high-school science teachers are needed to be trained separately in different systems, (2) the proportions of the faculty members majoring science education and science studies in the departments for science education are needed to be increased, (3) the proportions of the courses related to science education and general sciences in university curriculum are need to be increased, (4) the period of teaching practice in schools during university time should be increased up to five or six weeks, (5) the proportions of science education and general sciences in the examination for science teachers' employment should be increased and the examination should have more subjective type questions, and (6) the programmes for retraining science teachers should have more contents on science education which are directly relevant to school science.

• 대한구순구개열학회지
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• 제4권2호
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• pp.69-78
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• 2001

Alveolar cleft exists in 75% of cleft patients, In alveolar cleft patients, alar base is widening, palatal fistular formation, maxillary growth disturbance & tooth loss of adjacent area is raised, Alveolar bone grafting, especially iliac bone grafting, is a general treatment method. As operation timing, bone grafting is classified with primary, early secondary, secondary, & late secondary, Here we report cleft width, marginal bone height, bone resorption rate, grafted shape & bone densities after secondary iliac bone grafting was done in the Dept. of oral and maxillofacial surgery of chonbuk national university hospital. We compared cleft width to bone resorption rate and grafted shape. Also, alveolar bone densities of grafted and contralateral site was compared with Emago 3 package? (Oral Diagonostic System, The Netherlands), The data obtained were analyzed using Spearman's rho coefficients and sign test with SPSS for window, The results were obtained as follows. 1. As alveolar cleft width is increase, bone resorption rate is, too. This relation showed significant difference(P<.01). 2, In proximal & distal area, alvolar cleft width and bone graft contour after bone grafting had a reverse proportional difference. It was not significant difference(P>.05). 3. After 3 month, in bone density results by using Emago 3 package? with periapical standard view, occlusal view & panoramic view, differences between grafted bone and alveolar bone of contralateral site didn't show a significant difference(P>.05). Thus, differences of bone densities in the alveolar bones didn't exist.

• Journal of Korean Dental Science
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• 제1권1호
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• pp.10-14
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• 2008

The fracture of facial bone usually accompanies alveolar bone fracture and dislocation or fracture of teeth. Thus, aside from the reduction of fracture, the reconstruction of occlusion through the rehabilitation of lost teeth should be considered. The dislocation of tooth after trauma accompanying alveolar bone fracture needs bone grafting in case of implant treatment. Although autogenous bone graft shows good prognosis, it has the disadvantage of requiring a secondary surgery. This is a case of a mandibular condyle head fracture accompanied by alveolar bone fracture. The condylar head fragment removed during open reduction was grafted to the alveolar bone fracture site, thereby foregoing the need for secondary surgery.