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지방흡입술과 병행한 복부성형술: 타 수술과 병행한 지방흡입 복부성형술과의 비교 연구
차정호,오석준,전만경,고성훈 대한미용성형외과학회 2011 Archives of Aesthetic Plastic Surgery Vol.17 No.2
Abdominoplasty may be applied to achieve aesthetic outcome and it also can be combined with other surgeries. In addition, liposuction has been offered to patients to improve contour. Liposuction combined with abdominoplasty gives us the advantage of higher patient satisfaction, better aesthetic outcome, and one-staged surgery. The authors performed a retrospective study to evaluate the outcomes. A total of 6 patients who underwent lipoabdominoplasty were included. The patients were all female and the mean age of the patients was 50.5 years old (age range, 32 to 58 years). This study surveyed lipoabdominoplasty based on the purpose of operation, type of suture, and application of quilting suture. Complication rates, patient satisfaction, and postoperative contour of the abdomen were questioned. A mild abdominal complication occurred in one patient, flap bullae, but this was healed within a week and overall flap survival was excellent with good satisfactory outcome. It appears that complication rates of simple lipoabdominoplasty group is low(1/6), and only minor complication occurs. Preservation of perforators during liposuction accounts for improved flap survival. In addition, abdominoplasty may be combined with other abdominal surgeries since other abdominal surgeries usually involve the lower abdomen, which will eventually be cut away curing the abdominoplasty stage. (Archives of Aesthetic Plastic Surgery 17: 127, 2011)
예비 화학교사 교육에서 클리커 활용에 대한 탐색적 연구
차정호,Cha, Jeongho 대한화학회 2013 대한화학회지 Vol.57 No.4
이 연구에서는 경북 지역의 사범대학에 개설된 화학교육론 강좌에 클리커로 알려진 교실 응답 시스템을 적용한 뒤 이에 대한 예비 화학교사들의 인식을 조사하였다. 강의 첫 시간에 클리커의 교육적 활용 방법과 사용법에 대해 소개한 뒤, 수업 중 평균 4-5개의 질문을 제시하였다. 이 질문에 대한 답을 예비교사들에게 클리커로 입력하게 한 뒤, 응답 분포를 확인하고 이에 대한 피드백을 제공하였다. 예비교사들에게 제시된 질문은 학습 내용을 회상하는 질문, 관련 내용에 대한 이해정도를 점검하는 질문, 어떤 사안에 대한 견해를 확인하는 질문, 이해가 어려운 내용에 대한 질문이 다양하게 포함되었다. 학기 말에 클리커 활용에 대한 예비교사들의 인식을 리커트 형식과 에세이 형식으로 조사한 결과, 예비 화학교사들은 클리커 활용의 인지적 효과, 정의적 효과, 그리고 매체 특성 측면 모두에서 긍정적으로 인식하였다. 8가지 클리커 질문 유형 중 예비교사들이 선호하는 유형은 개념 이해 질문과 학습 점검 질문이었다. 클리커를 활용한 구체적인 사례와 연구 결과에 대한 교육학적 함의도 포함되었다. In this study, clicker, also known as classroom response system, was applied to the chemistry method course at the university in Gyeongbuk, and preservice chemistry teachers' perceptions of clicker were surveyed. Before starting lecture, operation and class application of clickers were introduced to preservice teachers, and then 4-5 questions were presented to them in most classes during the term. After preservice teachers were asked to answer the questions, lecturer gave feedback based on the class answer distribution. Questions presented to preservice teachers were recall and/or understanding questions on learning contents, opinion questions, and questions about muddiest point. At the end of semester, preservice teachers were asked to rate their perception of clikers in terms of likert scale and essay type. They had positive perceptions of clicker use in aspects of cognitive effects, affective effects and media characteristics. They preferred conceptual understanding questions and monitoring questions among 8 clicker question types. Some cases using clickers in lecture and educational implications were also included.
차정호,Su-Yin Kan,Poh Wai Chia 대한화학회 2016 대한화학회지 Vol.60 No.6
Effective mastering and learning of basic organic chemical concepts is pivotal to ensure students continue to excel to the higher levels of organic chemistry learning. Concept learning is crucial for first-year organic chemistry students so that they can comprehend and understand a concept better and able to make connection to problems. In the present paper, the authors have implemented the Interactive Anonymous Quiz (IAQ) with “must-have” features in the organic chemistry course as a teaching tool to instill students’ interest and enhance conceptual understanding in organic chemistry. The effectiveness of this activity was examined and evaluated through students’ reflective writing. Students showed positive learning outcome on the implemented activity as reflected by the reflective writings. In addition, this activity could be employed as an activity to check on students’ concept understanding, to instill students’ interest in organic chemistry course and to improve on students’ weakest topic in organic chemistry in the future classes.
차정호,Su-Yin Kan,Nurul Huda Abdul Wahab,Ahmad Nazif Aziz,Poh Wai Chia 대한화학회 2017 대한화학회지 Vol.61 No.4
Game shows are capable of grabbing students’ attention in a lecture, and at the same time offers much delight to students to learn in a more interesting and entertaining way. A mind game was developed and incorporated into the teaching of basic organic chemistry course at the Universiti Malaysia Terengganu. The modified brainteaser game is comprised of a set of problems associated with vocabulary or concepts in basic organic chemistry, whereby students were required to solve within a stipulated time frame. Students’ attitude changes were then evaluated with the administration of Attitude toward the Subject of Chemistry Inventory Version 2 (ASCIv2) questionnaire. The result of this study revealed that the intervention group experienced a significant change in attitude towards the course as compared to the control group. The intervention group also experienced a positive learning environment, resulting in an increased academic performance and interest.
차정호,Su-Yin Kan,Poh Wai Chia 대한화학회 2018 대한화학회지 Vol.62 No.2
For the first time, the spot the differences (STD) game was employed in the teaching of basic organic chemistry course. Three sets of paired pictures associated with selected topics in organic chemistry were presented to the students and they were required to spot the differences between the two pictures. Based on the students’ pre and post self-assessment, the STD game resulted in several positive learning outcomes as indicated in the students’ reflective writing, including knowledge recall, deeper understanding of a subject, enhanced analytical skill, motivation and fun-filled learning, learning from peers and self-empowerment in learning. The STD game is a desirable teaching and learning tool, as learning in an entertaining and interactive way is highly sought after in today’s classroom, especially to novice students. In the future, the STD game can be modified and implemented to cater the needs of different courses and topics.