• 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.

• Anxiety and mood
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• v.13 no.2
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• pp.74-85
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• 2017

Objective : A variety of approaches are needed to solve high suicide rates in Korean society. Although suicide prevention education has been provided for the public and suicide risk groups in Korea, a systematic discussion of simple, effective suicide prevention guidelines for the general public has yet to be made. Self-help guidelines for suicide prevention, which can help prevent suicide in at risk individuals, will be developed through expert questionnaires. Methods : In order to develop the draft guidelines, suicide prevention self-help phrases were gathered and compiled from homepages and publicity materials of domestic and international suicide prevention and related organizations. A panel of 16 suicide prevention experts conducted primary and secondary surveys using the Delphi method, which derives results from consensus among expert groups. The validity and appropriateness of the guidelines was analyzed using content validity ratios (CVR). Results : Of 33 candidate phrases selected for the suicide prevention guidelines, 9 showed high CVR after the secondary Delphi round. The highest level of support with total agreement was given to 'Do not be alone, stay with someone'. However, more than half of the panelists evaluated 14/27 of the primary Delphi round and 12/26 of the secondary Delphi round phrases as invalid. The researchers completed 10 self-help guidelines for suicide prevention, after eliminating 1 redundant phrase and including 2 additional phrases that showed relatively high CVR. Conclusion : We have developed 10 self-help guidelines for suicide prevention through the consensus of experts. Further studies on the effects of the guidleines relative to suicide rates are needed after widespread dissemination.

• Asian Pacific Journal of Cancer Prevention
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• v.14 no.1
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• pp.103-109
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• 2013

Background: The objective of this study is to determine knowledge about lung cancer among secondary school male teachers in Kudat, Sabah, Malaysia. Materials and Methods: A cross-sectional study was conducted among three secondary schools located in Kudat district, Sabah, Malaysia during the period from June until September 2012. The protocol of this study was approved by ethics committee of Management and Science University, Malaysia. The aims were explained and a consent form was signed by each participant. Respondents were chosen randomly from each school with the help of the headmasters. Self-administrated questionnaires, covering socio-demographic characteristics and general knowledge of lung cancer, were distributed. Once all 150 respondents completed the questionnaire, they passed it to their head master for collecting and recording. All the data were analyzed using Statistical Package for the Social Sciences (SPSS) version 13. ANOVA and t-test were applied for univariate analysis; and multiple linear regression for multivariate analysis. Results: A total of 150 male secondary school teachers participated in this study. Their mean age was $35.6{\pm}6.5$ (SD); maximum 50 and minimum 23 years old. More than half of the participants were Malay and married (52%, 79%; respectively). Regarding the knowledge about lung cancer, 57.3% of the participants mentioned that only males are affected by lung cancer. Some 70.7% mentioned that lung cancer can be transmitted from one person to another. More than half (56.7%) reported that lung cancer is not the leading cause of death in Malaysian males. As for risk factors, the majority reported that family history of lung cancer is not involved. However, 91.3% were aware that cigarettes are the main risk factor of lung cancer and more than half (52%) believed that second-hand smoking is one of the risk factor of lung cancer. More than half (51.3%) were not aware that asbestos, ionizing radiation and other cancer causing substances are risk factors for lung cancer. Quitting smoking, avoiding second-hand smoking and avoiding unnecessary x-ray image of the chest (53.3%, 96.0%, 87.3%; respectively) are the main preventive measures mentioned by the participants. For the factors that influence the participants knowledge, univariate and multivariate analysis showed that only race was significant. Conclusions: Overall, the knowledge of school male teachers about lung cancer was low. However, few items were scored high: cigarettes are the main risk factor; avoiding second-hand smoking; and avoiding x-rays. Interventions to increase lung cancer awareness are needed to improve early detection behavior. Increase the price of pack of cigarettes to RM 20 and banning smoking in public places such as restaurants are highly recommended as primary preventive measures.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.949-959
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• 2015

In this case study, we analyzed the STEAM lessons conducted by secondary science teachers in the perspective of the CHAT. Two science teachers at high schools in Seoul participated in this study. All of the teaching-learning materials were collected before lessons, and their lessons were observed and videotaped. We also observed the atmospheres in both school offices and classrooms. Semi-structured interviews were conducted before and after their lessons. All the data collected were categorized according to the elements of the activity system and analyzed by using the constant comparative method. The analyses of the results revealed that both teachers did not consider the student-centered self-directed activities in their STEAM lessons, but that they differed in the subject element such as teacher's professionalism on STEAM. Various elements of the activity system such as environmental characteristics of the school and policies about the STEAM influenced the performance of their STEAM lessons. Contradictions in the elements of the activity system brought about various changes. Successful experiences of the STEAM lessons by complex effects of the elements positively influenced their performances on their STEAM lessons. Based on these results, we have made some suggestions for the establishment of the STEAM in secondary schools.

• Journal of the Korean Society of Groundwater Environment
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• v.5 no.4
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• pp.192-202
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• 1998

We investigated the geochemistry and environmental isotopes of granite-bedrock groundwater in the Yeongcheon diversion tunnel which is located about 300 m below the land surface. The hydrochemistry of groundwaters belongs to the Ca-HCO$_3$type, and is controlled by flow systems and water-rock interaction in the flow conduits (fractures). The deuterium and oxygen-18 data are clustered along the meteoric water line, indicating that the groundwater are commonly of meteoric water origin and are not affected by secondary isotope effects such as evaporation and isotope exchange. Tritium data show that the groundwaters were mostly recharged before pre-thermonuclear period and have been mixed with younger surface water flowing down rapidly into the tunnel along fractured zones. Based on the mass balance and reaction simulation approaches, using both the hydrochemistry of groundwater and the secondary mineralogy of fracture-filling materials, we have modeled the low-temperature hydrogeochemical evolution of groundwater in the area. The results of geochemical simulation show that the concentrations of Ca$\^$2＋/, Na$\^$＋/ and HCO$_3$and pH of waters increase progressively owing to the dissolution of reactive minerals in flow paths. The concentrations of Mg$\^$2＋/ and K$\^$＋/ frist increase with the dissolution, but later decrease when montmorillonite and illitic material are precipitated respectively. The continuous adding of reactive minerals, namely the progressively larger degrees of water/rock interaction, causes the formation of secondary minerals with the following sequence: first hematite, then gibbsite, then kaolinite, then montmorillonite, then illtic material, and finally microcline. During the simulation all the gibbsite is consumed, kaolinite precipitates and then the continuous reaction converts the kaolinite to montmorillonite and illitic material. The reaction simulation results agree well with the observed, water chemistry and secondary mineralogy, indicating the successful applicability of this simulation technique to delineate the complex hydrogeochemistry of bedrock groundwaters.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.635-641
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• 1998

The purpose of this study was to suggest a new direction of learning method in botany based on the analysis of a classification system and concepts in Science(Biology) textbooks of elementary and secondary school. Elementary and secondary school textbooks of Biology have been analyzed for plant classification system and concepts. Findings are summarized as belows. 1. In textbook of elementary school, the organization of life is grouped into Plantae and Animalia. Learning contents of plant are divided by the size and habitat. However, this system of classification might cause false concepts. Therefore, learning contents should be organized as whether they are flowering plants or not. 2. In a textbook of middle school, the organization of life is grouped into Plantae and Animalia. For a textbook of high school, it is grouped into three kingdoms; Plantae, Animalia and Prorista. With the idea of new age of Life Science, we should change the standards to 5 kingdoms; Plantae, Animalia, Proristae, Fungi and Monera. Moreover, it would be desirable if the concept of plant classification could be explained with a general outline, not by an individual interpretation focusing on characters of species only. In addition to the above indications, a learning course should provide present a standard classification according to a cognitive developemental level. It also has to teach students how to classify plant, in secondary school. Learning materials focusing on algae of the present system, but should be organized based on Seed plants.

• Journal of Yeungnam Medical Science
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• v.22 no.2
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• pp.183-190
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• 2005

Background: This study was performed to evaluate the incidence and clinical characteristics of symptomatic pneumothorax in the full-term neonate. Materials and Methods: We retrospectively reviewed the medical records of 32 symptomatic pneumothorax patients in the full term neonates who admitted to the neonatal intensive care unit in Ulsan Dong Kang General Hospital from January, 2000 to December, 2004. The subjects were divided into two groups according to underlying causes; spontaneous pneumothorax group and secondary pneumothorax group, then each clinical characteristics were assessed. Results: Spontaneous pneumothorax patients were 10(31%) and secondary pneumothorax patients were 22(69%). Overall incidence of spontaneous pneumothorax was 0.4%. Most common cause of secondary pneumothorax was pneumonia. Twelve cases(54.5%) among secondary pneumothorax patients were associated with mechanical ventilator care. Clinical characteristics, courses and managements were similar between two groups, but more shorter duration of admission and chest-tube insertion in spontaneous pneumothorax group Conclusion: The patient with symptomatic pneumothorax needs careful observation and proper management with or without underlying respiratory diseases.

• Asian Pacific Journal of Cancer Prevention
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• v.17 no.4
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• pp.1909-1915
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• 2016

Background: The purpose of this study was to determine the benefit of tertiary cytoreductive surgery (TC) for secondary recurrent epithelial ovarian cancer (EOC), focusing on whether optimal cytoreduction has an impact on disease-free survival, and whether certain patient characteristics could identify ideal candidates for TC. Materials and Methods: Retrospective analysis of secondary recurrent EOC patients undergoing TC at three Turkish tertiary institutions from May 1997 to July 2014 was performed. All patients had previously received primary cytoreduction followed by intravenous platinum-based chemotherapy and secondary cytoreduction for first recurrence. Clinical and pathological data were obtained from the patients' medical records. Survival analysis was caried out using the Kaplan Meier method. Actuarial curves were compared by the two tailed Logrank test with a statistical significance level of 0.05. Results: Median age of the patients was 49.6 years (range, 30-67) and thirty-eight (72%) had stage III-IV disease at initial diagnosis. Twenty six (49%) had optimal and 27 (51%) suboptimal cytoreduction during tertiary debulking surgery. Optimal initial cytoreduction, time to first recurrence, optimal secondary cytoreduction, time interval between secondary cytoreduction and secondary recurrence, size of recurrence, disease status at last follow-up were found to be significant risk factors to predict optimal TC. Optimal cytoreduction in initial and tertiary surgery and serum CA-125 level prior to TC were independent prognostic factors on univariate analysis. Conclusions: Our results and a literature review clearly showed that maximal surgical effort should be made in TC, since patients undergoing optimal TC have a better survival. Thus, patients with secondary recurrent EOC in whom optimal cytoreduction can be achieved should be actively selected.

• Journal of the korean academy of Pediatric Dentistry
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• v.32 no.1
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• pp.136-143
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• 2005

The replacement of dental restorations due to secondary caries is a continuing problem in restorative dentistry. The secondary caries can be partly prevented by using fluoride containing dental materials such as glass ionomer cement, which releases and be recharged with fluoride ion acting as a fluoride reservoir. For the purpose of investigating the behaviors of fluoride release and recharge of conventional and high viscosity glass ionomer cements, the experiment was performed on the seven specimens each from 4 kinds of materials ; 1 kind of conventional glass ionomer cement, 2 kinds of high viscosity glass ionomer cements and 1 kind of composite resin. The amount of fluoride release was measured over 7 days with pH/ion meter and fluoride specific electrode. After measuring daily fluoride release, the specimens were recharged with 2% NaF solutions for 4 minutes and measured for 3 days with recharging repeated two consecutive times. The results were as follows : 1. Significantly more fluoride was released at first day after recharge in all materials except Z-100. 2. High viscosity glass ionomer cements released more or nearly equal amount of fluoride after recharge compared with the initial release(P<0.05). 3. The fluoride release after recharge with 2% NaF solution was in order of Fuji IX, Ketac Fil, Ketac Molar, Z-100.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.665-676
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• 2015

In this case study, we analyzed the processes of STEAM lessons conducted by preservice secondary science teachers. Three preservice science teachers at a college of education in Seoul participated in this study. After the workshop for STEAM education, they planned and practiced STEAM lessons. All of the teaching-learning materials were collected before lessons, and their lessons were observed and videotaped. Semi-structured interviews were also conducted before and after their lessons. The processes of STEAM lessons were analyzed while focusing on PCK and PDC. Their difficulties, needs, and views on STEAM education were also studied. It was found that they have taken much efforts to reflect the objectives and characteristics of STEAM education, and prepared teaching-learning materials by searching on the internet and arranging creative contents. Their great difficulty was to determine topics for STEAM lessons. While one preservice teacher satisfied with her lesson perceived STEAM education positively, the others perceived that it would be very difficult to practice STEAM lessons in school. For their STEAM lessons to be successful, the workshop needs to include some specific information on grades, proper topics for each grade, ways of making materials, and tips for effective STEAM lessons. In addition, it will be effective if the workshop is carried out after their study on constructivist learning theory and if they experience successful STEAM lessons.