• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.583-593
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• 2005

Ministry of Education ＆amp; Human Resources Development has drawn up and carried out various plans to improve the education of the information communication technology application of teachers, who are the most central forces leading the education of the information communication technology. But this current efforts of teachers have put emphasis on the skill-trained abilities. In this study, I compare the internal with the external evaluation tools about the current abilities of the information communication technology application of teachers and have developed the self-evaluation tools for this based on a good point of these tools. Through these evaluation tools, teachers will be able to integrate and evaluate the abilities of the real teaching-learning instruction and the abilities of the information communication technology application on the whole.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.3
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• pp.445-460
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• 2011

Recently, worldwide attention has been placed on being able to develop a person with interdisciplinary abilities. Specifically, there has been an emphasis on the integration of the previous STEM education and the arts, as well as the role of IT in technology and engineering education. Therefore, for this study, our goal is to help pave the way for the increased use of the teaching-learning methods of the IT-based STEAM education in developing people with interdisciplinary abilities. Firstly, we searched through domestic and foreign papers for example related to the recent trend towards the STEAM and integrative IT education models. In this study, we also presented a realistic teaching model based on STEAM education, applied mainly in the U.S., and on the teaching-learning methods of science and technology. The method we suggested is rated by expert assessments as a highly effective teaching-learning method for science and math. The use of educational IT technology in the STEAM education method is also analyzed with positive results.

• Journal of Veterinary Science
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• v.21 no.1
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• pp.13.1-13.14
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• 2020

Currently, the systems for culturing buffalo spermatogonial stem cells (SSCs) in vitro are varied, and their effects are still inconclusive. In this study, we compared the effects of culture systems with undefined (foetal bovine serum) and defined (KnockOut Serum Replacement) materials on the in vitro culture of buffalo SSC-like cells. Significantly more DDX4- and UCHL1-positive cells (cultured for 2 days at passage 2) were observed in the defined materials culture system than in the undefined materials system (p < 0.01), and these cells were maintained for a longer period than those in the culture system with undefined materials (10 days vs. 6 days). Furthermore, NANOS2 (p < 0.05), DDX4 (p < 0.01) and UCHL1 (p < 0.05) were expressed at significantly higher levels in the culture system with defined materials than in that with undefined materials. Induction with retinoic acid was used to verify that the cultured cells maintained SSC characteristics, revealing an SCP3+ subset in the cells cultured in the defined materials system. The expression levels of Stra8 (p < 0.05) and Rec8 (p < 0.01) were significantly increased, and the expression levels of ZBTB16 (p < 0.01) and DDX4 (p < 0.05) were significantly decreased. These findings provided a clearer research platform for exploring the mechanism of buffalo SSCs in vitro.

• Journal of Educational Research in Mathematics
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• v.27 no.1
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• pp.137-156
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• 2017

This study was designed to gain insights into investigating pre-service secondary mathematics teacher education for technology integrated curriculum. The progressive expansion of supporting system for those education in US, TPACK, teacher belief, and analysis frameworks for teacher education program were explored. A survey on the technology courses in 42 mathematics education departments was analysed. Technology courses were not opened in 1/3 of the departments because of the lack of lecturers or objection of the faculty members. Common visions as well as curriculum realignment, financial supports are required for implementing technology integrated mathematics education

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.30-45
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• 2012

Educational communities around the world have concentrated on integrative efforts among science, technology, engineering and mathematics (Science, Technology, Engineering, and Mathematics: STEM) subjects. Korea has focused on integrative education among STEAM (Science, Technology, Engineering, Arts, and Mathematics) school subjects to raise talented human resources in the fields of science and technology. The purpose of this study was to analyze secondary school science, technology, and mathematics teacher's perceptions and needs toward integrated education and integrative STEM education. A total of 251 secondary school teachers from all areas of the country who have taught science, mathematics, and technology were surveyed by using a self-reported instrument. The findings were as follows: First, teachers have used little integrated education in their classes due to insufficient time in the actual preparation of the integrated education and the lack of expertise, teaching experience, and teaching-learning materials for the integrated education, while they have positive thoughts about the need of integrated education. Second, they presented several needs to facilitate the integrated education: development of a variety of integrated programs, school administrative and financial support, and in-service teachers' training. Third, overall perception toward integrated STEM education was not sufficient, but most teachers perceived the need toward integrated STEM education due to students' development in their creativity, thinking skills, and adaptability. Fourth, they perceived that it was imperative to develop the various integrated STEM education programs, distribute the materials, and help STEM teachers' understanding toward integrated STEM education. Fifth, they perceived that the most relevant method to integrate STEM subjects was the problem solving approach. In addition, they appreciate that the integrated STEM education is highly efficient in not only developing integrated problem solving skills and STEM related literacy, but also in positively impacting the rise of talented human resources in the fields of science and technology. In order to increase the awareness of STEM-related secondary school teachers and vitalize the integrated STEM education, it is necessary to develop and spread a variety of programs, effective teaching and learning materials, and teachers' training programs.

• Proceedings of the Korean Society Of Semiconductor Equipment Technology
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• 2006.10a
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• pp.64-67
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• 2006

RF 스퍼터링법을 이용하여 AZO(Al 2wt%, ZnO 98wt%)박막을 glass위에 증착한 후 증착 시간과 증착 압력에 따른 면저항, roughness 및 광투과도를 조사하였다. 본 연구에서 AZO박막의 면 저항은 4-point probe(Guardian, 402S)으로 측정하였으며 광투과도는 IR-VIS-UV spectrophotometer로 측정하였다. AZO 박막을 20분 증착하는 동안, 아르곤 flow양이 50, 100, 150sccm일 때 면저항은 $20\;{\Omega}/{\square}$이고, 200sccm일 때 $3744\;{\Omega}/{\square}$였다. AZO 박막의 두께를 일정하게 증착하는 동안, 아르곤 flow양이 50sccm일 때 면저항은 $49.6\;{\Omega}/{\square}$이고 100, 150, 200sccm일 때 $38{\Omega}/{\square}$였으며, 광투과도는 모두 80%이상을 보였다. Roughness는 각각 4.1nm, 7.6nm, 5.2nm, 16.9nm였다.

• BMB Reports
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• v.43 no.7
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• pp.491-498
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• 2010

Chemerin is a novel adipokine which is abundant in adipose tissue to promote adipocyte differentiation and with significant relativity to BMI and insulin sensitivity. We report here the molecular characterization of porcine chemerin and its receptors ChemR23 and GPR1, as well as their transcriptional regulation during lipogenesis. Chemerin was mainly expressed in liver, intestine, kidney and adipose tissue, consistent with the expression pattern of GPR1, but not ChemR23, which was predominantly present in spleen and temperately in adipose tissue. We further investigated the lipogenesis-related transcriptional activation of $PPAR{\gamma}$ and KLF15 on chemerin and its receptors. The data showed that KLF15, but not $PPAR{\gamma}$, can up-regulate the mRNA level of chemerin, ChemR23 and GPR1, which was consistent with the results of luciferase assay that confirmed the effect of KLF15 on ChemR23 promoter. Taken together, our data provide basic molecular information for the further investigation on the function of chemerin in lipogenesis.

• Journal of Engineering Education Research
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• v.26 no.6
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• pp.19-29
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• 2023

This study aims to develop and apply a metaverse-based instructional design model for the education in science and technology. It analyzed the concept and characteristics of metaverse, existing non-contact education models, and major teaching strategies systematically. Based on the prior researches, an instructional design model using metaverse is developed that presents metaverse-related teaching strategies and design principles for the before-, during-, and after-lesson phases. Then, this model was applied to a project-based learning program, conducted a perception survey on instructors and learners, and revised the metaverse instructional design model based on the results of the survey. In the Metaverse Instructional Design Model, before-lesson phase is a physical and psychological preparation stage for class participation, which includes familiarization with the Metaverse learning environment, formation of expectations for education, and self-directed pre-learning. During the lesson, to effectively deliver the lesson content, it is necessary to build confidence in the learning environment, promote learning participation, provide reference materials, perform team projects and provide feedback, digest learning content, and transfer learning content. The after-lesson phase provides strategies for ongoing interaction between learners and mentors. This study introduces a new instructional design model that utilizes metaverse and shows the potential of metaverse-based education in science and technology. It also has important implications in that it provides practical guidelines for the effective design and implementation of metaverse-based education.

• Journal of The Korean Association For Science Education
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• v.11 no.2
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• pp.79-85
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• 1991

According to the rapid change of the modern society, science & technology influences the society significantly. Thus, Korean education, especially the science education must be reviewed in the terms of that, the purpose of this article is to introduce social, environmental context's science education-STS education. STS education is to arise the ability of the democratic decision-making & participating in a discussion. The areas of this are knowledge, process, creativity, attitude, application. Also there are social issues approach & the social studies of science approach in the STS education. The social issues approach is the predominant approach to STS education; the social studies of science approach is often found in the form of goals & objectives for STS education. In order to introduce STS education to Korean science education,this author suggests the following; 1. The relation between science & society in science education must be emphasized more. 2. The study and development of STS education appropriate for Korean society must be preceded. 3. The new course about STS and technical education in the level of college must be developed.

• The Korean Journal of Emergency Medical Services
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• v.13 no.3
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• pp.19-28
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• 2009

Purpose : This study compared before and after emergency patient evaluation education of the 1st graders at the department emergency medical technology(EMT) students, and analyzed its effects on patient evaluation ability after education. The aims of this study was to develop effective educational program and to provide basic materials for its educational method. Methods : This study was carried out by 66 first graders attending the department of emergency medical technology(EMT) at a college in G province and data were collected from Apr. 1 to 2, 2009. The questionnaire consisted of knowledge of emergent patient evaluation, academic self-efficacy, and technical performance after emergent patient evaluation education. We analyzed the influence of knowledge and academic self-efficacy on accurate technical performance with SPSS 14.0 version. Results : 1. In knowledge score, it was 9.27 before education and increased to 35.19 after education and that there was statistically significant difference. In academic self-efficacy, task difficulty preference scored 2.73 before education and 3.97 after education, self-control efficacy scored 2.84 before education and 4.05 after education, self-confidence scored 2.45 before education and 4.21 after education. There were statistically significant increases after education. Technical performance scored 0.00 before education, but it scored 18.78 after education and there was statistically significant increase after education. 2. In sex as one of general characteristics, self-confidence which was sub-factor of academic self-efficacy scored higher in male students(4.28) than in female students(4.10). There was statistically significant difference(p < 0.05). 3. Knowledge had positive correlation with self-control efficacy which was the sub-factor of academic self-efficacy(r = 0.249, p < 0.05) and self-confidence which is the sub-factor of academic self-efficacy had the positive correlation with technical performance(r = 0.258, p < 0.05). 4. Self-confidence which was the sub-factor of academic self-efficacy(B = 0.372, p < 0.05) had statistically significant influence on technical performance. ability of self-confidence to explain technical performance(R2) was 11.10%. Conclusion : From the results of this study, it is necessary that EMT students should learn professional first aid, accurate patient evaluation through self-efficacy development.