서울의 Penicillinase Producing Neisseria gonorrhoeae 발생빈도(1998)

김재홍,김준호,반재용,이정우,황성주,정준규,정성태,강진문,조흔정,홍창의,정혜신,이한승,김이선,이봉길,이종호,선영우,한기덕,윤성필,이성훈,안종성,박석범,문승현,조항래,김형섭,류지호,황재영,박준홍,손상욱 한양대학교 의과대학 2001 한양의대 학술지 Vol.21 No.1

In recent years, gonorrhea has been pandemic and remains one of the most common STDs in the world, especially in developing countries. For the detection of a more effective therapeutic regimen and assessing the prevalence of Penicillinase Producing Neisseria gonorrhoeae(PPNG), we have been trying to study the patients who have visited the Venereal Disease Clinic of Choong-Ku Public Health Center in Seoul since 1980 by menas of the chromogenic cephalosporin method. In 1998, 93 strians of N. genorrhoeae were isolated, among which 60(64.5%) were PPNG. The prevalence of PPNG in Seoul, which had been decreased to 39% in 1996 after a peak of 74.3% in 1993, is increased to 64.5% in 1998.

國民學校의 栽培敎育에 對한 考察

李瑯雨 대구교육대학교 1976 論文集 Vol.12 No.-

Education on the plant cultivation which is majoring in the special field among scientific fields is very important. Futhermore, planting plans, food augmentation, environmental beautify, emotional life and free pollution are determined by knowledge on the plant cultivation. Education on the plant cultivation is very important in the compulsory education but school teacher, pupil and parents have any attention to this problem. Thus This experiment was carried out to fulfill this serious problem.

과학교육학 목표에 관한 연구

우종옥,이항로,이경훈 한국교원대학교 과학교육연구소 1994 청람과학교육연구논총 Vol.4 No.1

The purpose of this study was to establish the goals of Science Pedagogy as a subject curriculum. This study is served as the criterion for syllabus of teacher's university which instruct the preservice science teachers. To perform this study, by a premise of Science Pedagogy, the domains and the categories of science educational goals ware pursued by review of literature. In this study, the sources to establish science educational goals are national educational ideology, nature of science, interests and cognitive levels of children, and social demands. According to these sources, the domains of science educational goals are as follows: 1.cognitive domain 2.inquiry process domain 3.manual skills domain 4.creativity domain 5.science attitude domain 6.S-T-S domain These six domains are essential to school science educational achievement. Therefore, these domains are surely reflected in the course of science preservice teacher's training. On the base of these domains of science educational goals, 1 general goal and 10 specific objectives of Science Pedagogy are proposed.

대장암 환자에서의 담즙 암태아성 항원(CEA)

김종우,박용태,정철운,권성원,장항석,손석우,안대호,이경포 대한대장항문학회 2000 Annals of Coloproctolgy Vol.16 No.6

고등학생의 지구과학 탐구능력 측정을 위한 평가도구 개발

우종옥,이항로 한국교원대학교 과학교육연구소 1995 청람과학교육연구논총 Vol.5 No.1

Since the late of 1960,s, the improvement of science inquiry skills has been one of the most important goals in secondary science education. To achieve this goal, it is essential to develop a valid and reliable instrument for evaluating science inquiry skills. The purpose of this study is to develop a valid and reliable instrument for evaluating science inquiry skills for high school students. The instrument is developed through R & D procedure, which includes two field trials of the instrument. This study has formed a clear definition of the elements of science inquiry skills (formulating a hypothesis, controlling variables, designing an experiment, numeric calculation, graphing experimental data, inference, determining relationship, determining causalities, predicting experimental results 〈including interpolation and extrapolation〉, drawing a conclusion, formulating a generalization or model), and established the goals of assessment and developed the items of assessment. The instrument, Test of Earth Science Inquiry Skills, consists of 33 items which measure 11 science inquiry skills. There are content-free items for each science inquiry skills. This study has selected 11 science inquiry skills which are considered appropriate for being evaluated by paper-and-pencil test with SIEI (Hur, 1984). The content validity of items, objectivity of the scoring keys and clarity of the items were checked by six experienced specialists in science education. At the same time, the two field trials has been executed and produced the reliability of the instrument, item difficulty index, and the effectiveness of distracters. The first field trial was performed using a sample of 304 high school students, and the second one using a sample of 872 high school students. Because the content validity is 84% and the reliability (K-R 20) is 0.84, the developed instrument in this study is considered valid and reliable. The difficulty index is 49.4%, answer ratio 59.1%, the discrimination index 0.47 and the effectiveness of distracters evenly distributed, which also suffice the criteria of good instrument. The developed instrument in this study can diagnosis the well-developed science inquiry skills and the ill-developed science inquiry skills of the students, and trace the degree of the improvement of science inquiry skills.

日本의 敎員養成制度 改革

李相魯,姜信珠,安泰潤,奇宇恒 慶北大學校 師範大學 1985 敎育硏究誌 Vol.27 No.-

It is said that Korean teacher education is facing some critical Problems. We think that we can get some imformations from the reexaminations on the recent reforms in Japaness teacher education system. 1) As the basic orientation of teacher education, we need to distinguish open system and closed system; teacher education in all college level and teachers college level. Institutional improvements should be directed to democratization and specialization; abuses in massproductive teacher education are required to correct. 2) In principle, teacher education should be enforced solely in regular college level; through strengthening teaching method course, teaching subject courses, and student teaching practices, professionally of teacher education must be elivated. 3) As teacher education heavily depends upon teacher employment directly or indirectly, the plan of the teacher demand and supply is needed to be reasonable. And incentive systems for teachers are demanded. 4) In-service education should be qualified to enhance the autonomy of teaching profession. 5) The Co-research between colleges, educatibnal institutes, and schools is expected to strengthen and enlarge action research.

春蘭과 寒蘭의 花盆裁培에 있어 근권온도가 생육에 미치는 영향

이훙우,소인섭 제주대학교 아열대농업연구소 2000 亞熱帶農業硏究 Vol.17 No.-

This experiments were conducted to examine the growth response as resulted by differences of root zone area temperature with varied pots on the Cymbidium kanran and C. virescens during hot season(Jun.∼Sep.). Whereas Root zone temperature in plastic pot by 1.3mm thickness were more sensitive at areal temperature, the range of areal to root zone temperature were changed slowly in clay pot by 6.0 mm thickness. The root zone temperature in 3 kinds pot be tested were changed a little in areal temperature at the 25℃ below, otherwise the higher the areal temperature increased, the more the difference of root zone temperature among 3 kinds pot changed in 3 kinds pot changed. In the growth of Cymbidium virescens cultivated in plastic pot, there was a excessive growth of roots, while the growth of shoots was so poor that sixty percent of seedlings were killed. The growth of roots was reduced in clay pot compare with plastic pot, that showed a good balance between top to root. In this case, the only ten percent of seedlings were killed. The different type among the 3 kinds pot did not show the growth of shoots in Cymbidium kanran, but the growth in clay pot was good relatively. In the growth of roots cultivated in plastic and raxo pot, the number of roots was a little but the length of them was long. In clay pot, there was a large number of roots, but the length of them was short, which had effect on a good T/R ratio.

大學 修學 能力 試驗의 自然科學 探究 能力 評價를 爲限 行動 要素의 抽出과 評價 目標의 상세화 硏究 II

禹鍾玉,李杭魯,李京勳 한국교원대학교 과학교육연구소 1992 청람과학교육연구논총 Vol.2 No.1

The purpose of the study is to specify the evaluative objectives of science process skills and to serve as an evaluative criterion for the development of university competency test. The followings are the results of this study. (1) Five steps as a teaching and learning model of science are suggested for the improvement of science inquiry skills. (2) Three dimensional taxomony was presented to evaluate the science process skills of university competency test. (3) Sixteen behavioral elements were selected from the science process model and defined operationally. (4) 146 evaluative objectives were specified according to each behavioral element based on the results presented above, the science inquiry model and the evaluative objectives will be contributed to teaching and learning strategies for the improvement of science process skills including basic concepts and contents, and problematic situation in science.

계통도를 이용한 중·고등학생의 지구와 달의 운동에 관한 개념 유형 연구

우종옥,이항로,민준규 한국교원대학교 과학교육연구소 1995 청람과학교육연구논총 Vol.5 No.1

In spite of school science learning, the students' conceptions have not been changed easily. Therefore, to make students overcome their non scientific conceptions has been an important issue in science education. The purpose of this study was to identify the conceptions of students and teachers on the motion of the earth and the moon. The instrument was developed for estimating students' understandings of the concepts related to the motion of the earth and the moon. The validity of the instrument was examined by the specialists in Science Educator and Astronomer. At the same time, the two field trials had been executed, and the items were modified. Also, it consists of 12 items including 9 two-tier multiple choice items and 3 multiple choice items. The population of this study consists of 250 eighth-, 299 tenth-, 292 eleventh-grade students, 134 science teachers in secondary school. SPSS/PC+ was adopted for the statistical analysis. The type of misconceptions possessed students were as follows: 1) At 12:00 noon, the sun is directly overhead. 2) First quarter moon is a half of overall surface of the moon. 3) Air don't rotate with the earth surface because it keeps apart from the earth surface. 4) Summer is warmer than winter, because the earth is nearer from the sun in summer. 5) Whenever season is changed, the direction of rotation axis of the earth is changed. 6) The moon is the brightest at the position of new moon, because the distance between the moon and the sun is the shortest and the moon is received strongest sunlight. 7) The moon is not seen at the position of real full moon, because it is covered with shadow of the earth. 8) When the moon is not seen in the earth, sunlight is not reached at the moon. The major findings were as follows: 1) The middle school students had more misconceptions than those of high school students. And female students had more misconceptions than those of male ones. 2) The rate of correct answer and the type of conception in the tenth grade students were very similar with eleventh grade students. 3) The higher cognitive level, the better development of scientific conception and the less misconception. Also, the correlation coefficient between scientific conception score and GALT score was 0.57. 4) The students in scientific part had higher the rate of correct answer than those of students in human part and the former had less misconception than the latter. 5) The rate of correct answer about model and figure items was lower than descriptive ones, because they did not understand about figures itselves. These types of misconceptions will be used for science instruction and studies of other conceptions need.

科學 探究能力 評價 問題 類型 變化에 關한 縱斷的 硏究

우종옥,이항로,구창현 한국교원대학교 과학교육연구소 1996 청람과학교육연구논총 Vol.6 No.1

This study investigated the literature about science process skills' evaluation to analyse transition of evaluation objectives before and after a Scholastic Ability Test for College Entrance. In the literature survey the researcher established a 3 dimensional science assessment framework with X axis as science concept, Y axis as science process skills and Z axis as problem context. In order to analysis and compare each items the researcher selected 210 items from the 1st to the 7th trials and 138 items from the 1st to 4th Scholastic Ability Test for College Entrance and sampled 2873 science achievement test items from 10 high schools. In accordance with this taxonomy the researcher analysed and compared science process skills item forms. The following results were drawn: The items were evenly distributed in all the four areas(Earth Science, Biology, Physics and Chemistry) of the science concept domain, but they were heavily concentrated on data analysis and drawing a conclusion in science process domain. In the domain of problem context school context was the majority. In spite of distribution like this the ratio on science process skills measurement items and science achievement test items was increased after the Scholastic Ability Test for College Entrance was given. Also the ratio on item expression type was increased. Item form was almost 5 options selection type in the national level test. Although there were 4 options selection type, 5 options selection type, short answer type, essay type in school level test, rising from 33.1% to 65.5% on 5 options selection type is exhibited. This study showed that the school level item form was better various than the nation level. This point like this is the evidence for the improvement toward the science process skills test and influenced by Scholastic Ability Test for College Entrance. The ratio on the item which joined with the 3 axes had a mean of 99.3% in nation level test and mean 44.9% in school achievement test level. But the ratio in the school achievement test level increased after the Scholastic Ability Test for College Entrance was given. In view of this study we must furthermore study the item types which can evaluate validately science process skill's five stage each and evaluation method by the high school students' problem solving patterns and features in scientific inquiry on all science process skills elements.