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      • Characterization of the Selected Mammalian Cell Clone Producing High Level of Hepatitis B Surface Antigen from Recombinant Vector

        최경희 中央大學校 遺傳工學硏究所 1989 遺傳工學硏究論集 Vol.2 No.1

        고도의 생산성과 안전성의 잇점을 갖고 있는 HBsAg의 expression system을 개발하기 위하여 Hepatitis B Virus(HBV)의 항원을 metallothionein-bovine papilloma virus vector를 사용하여 mouse fibroblast cell line에서 발현시켰다. 세 가지의 다른 재조합 플라스미드를 사용하여 본 결과, expression level은 현저한 차이를 보였다. 이들 중의 하나는 매우 높은 expression level을 보였으며, 특성이 분석되었다. EM 관찰 결과, HBsAg이 particle로써 분비됨이 확인되었다. Western blot 실험을 하여, 이 항원이 Pre-s region을 갖고 있음을 알았다. HBsAg의 대량생산을 위해 HBsAg의 생산성에 영향을 미치는 여러 매개 변수를 시험하였다. 혈청의 농도 차이에 대한 HBsAg 생산성을 비교했고 배지 교체에 대한 필요조건을 조사하였다. In oder to develop an HBsAg expression system that would combine the advantage of high level production and stability, we have expressed the surface antigen of hepatitis B virus (HBV) in mouse fibroblast cell line using metallothionein-bovin papilloma virus vectors. We have used three different recombinant plasmids and find that the expression level varies significantly from one plasmid to the other. One of the constructs gave very high expression level and has been characterized further. It was confirmed by EM study that HBsAg produced by the BPV system was both secreted and correctly assembled. From Western blot studies we find that the antigen contains the Pre-s region. For large-scale production of HBsAg. We test the various parameters affecting the production of HBsAg we compared the HBsAg production in different serum concentration and examined the requirements for medium changes.

      • KCI등재

        The Effects of Using the Electric Circuit Model in Science Education: to facilitate learning electricity-related concepts

        최경희,장현숙 한국물리학회 2004 THE JOURNAL OF THE KOREAN PHYSICAL SOCIETY Vol.44 No.6

        Among many science topics taught in the middle school, students find electricity-related concepts most difficult to understand. Many studies show that there is a significant gap between the level of students' performance in the tests and the amount of content on the subject. This implies that students have difficulty understanding abstract concepts and that a revision of the current teaching strategies is needed in order to facilitate students' learning and understanding of the subject matter. This study, therefore, purported to examine students' ability to comprehend the content on electricity when a electric circuit model was applied and incorporated in teaching. Sixty eighth-graders were sampled from a middle school in Seoul, and they were divided into three groups: two experimental groups and one control group. In experimental group I, the electric circuit model developed for this study was used. In experimental group II, the electric circuit model, presented with a owing-water analogy in the science textbook, was used. In the control group, only the owing-water analogy in the textbook was used as teaching strategy. The results of this study show that there were statistically signicant dierences between the two experimental groups and the control group, which implies that the use of the electric circuit model as a concrete and tangible teaching aid was more eective in explaining electricity-related concepts than use of the owingwater analogy alone. There was, however, no signicant dierence between the rst experimental group, which used the electric circuit model alone, and the second experimental group, which used the model with the owing-water analogy. The study shows that utilizing more concrete visual aids and props such as the model, are eective in facilitating the learning process and in increasing comprehension of the material.

      • KCI등재후보

        중학교 과학 물리영역에 과학사를 도입한 효과 -힘과운동 단원을 중심으로-

        최경희,김은선 한국물리학회 2002 New Physics: Sae Mulli Vol.45 No.2

        The purpose of this study was to examine the effects of using the history of science in science classes. The chapter used for our research was the unit `Force and Motion' in the middle-school `Science 1' textbook. The subjects of this study were from a middle school in seoul, Forty-one(41) first-year students were in the experimental group, and 40 first-year students were in the control group. For eight weeks, lessons with materials and methods related to the history of science were used in the experimental group while lessons with the usual textbook and a lecture-centered pedagogy were conducted in the control group. The results indicated that students in the experimental group showed a significantly more positive attitude toward science learning than those in the control group. However, there were no differences in attitude regarding the value of science and scientists between the experimental group and the control group. 이 연구에서는 중학교 과학 `힘과 운동' 단원에 과학사를 도입한 수업을 실시한 후 과학자와 과학수업에 대한 학생들의 태도를 알아보았다. 수업의 전$\cdot$후에 설문조사를 통하여 태도변화를 조사한 결과, 과학학습에 대한 태도 영역에서는 과학사 관련 자료를 도입한 수업의 학생들이 교과서 중심의 전통적 수업의 학생들보다 긍정적인 반응을 나타내었다. 그 외의 영역에서도 긍정적인 태도를 보였으나 통계적으로 유의미한 변화는 아니었다.

      • KCI등재

        전기 관련 개념에 대한 학생들의 비유 개발 수업의 효과

        최경희 한국물리학회 2004 New Physics: Sae Mulli Vol.48 No.5

        Analogies convey abstract concepts by concretely and overtly present- ing the concepts. This has been one of the essential media for teaching strategies in science. Among the many purposes of using analogies, One is to help the students understand microscopic concepts by visualizing the phenomenon. Often the students are asked to develop their own analogies based on their personal experiences; however, not many studies on this have been done in Korean science classes. Therefore, the purpose of this study is to examine the effective-ness of students' self-developed analogies on current, voltage, resistance, batteries, {\it etc.} in learning science-related concepts and further to examine the interaction between the teacher and the students. 비유는 추상적이고 미시적인 개념을 가시화시켜주기 때문에 과학과목에서 유용하게 사용될 수 있는 교수-학습 도구로 관심을 받아왔다. 비유를 수업에 사용할 수 있는 방법 중 학생들 스스로 목표 개념에 대한 비유를 개발하도록 하는 방법은 학생들로 하여금 이미 가지고 있는 지식을 드러내게 하고, 자신의 경험에 비추어 개념을 이해하는데 도움이 된다고 알려져 있으나 지금까지 국내에서 거의 연구되지 않았다. 따라서 본 연구에서는 학생들로 하여금 전기관련 개념인 전류, 전압, 저항, 건전지 등에 대한 비유를 개발하도록 하는 과정에서 교사-학생 상호작용을 관찰하고, 학생들이 개발한 비유의 평가를 통해 학생들의 오개념을 파악하고, 학생들로 하여금 비유를 개발하게 하는 수업의 효과를 알아보았다.

      • KCI등재

        전쟁드라마 『헨리 5세』에 나타난 계층갈등과 이데올로기의 균열

        최경희 한국중세근세영문학회 2012 고전·르네상스 영문학 Vol.21 No.2

        At a time of national crises when a play is needed to stir up the patriotic passion and uphold the national policy, Henry V was written as a sequel to the previous popular play, Henry IV. Henry V is a play on a preeminent monarch in English history, performed at a time ideally suited to its subject, but the play was not a great success possibly because of its ambiguous standpoint of King Henry and his war. The starting point of this study is to pose a question about the reason why Shakespeare wrote his play in such a way that made the first audience disquieted and the later ones puzzled. This study investigates the above issue focusing on the historical background of the play which is the last stage of the English war of conquest against Ireland. Henry V implicitly represents the miserable situation of war in Ireland at the time through the depiction of King Henry’s French expedition a century ago. By this imaginative displacement of national category, the play articulates important political problems from the play’s context. This drama, which was written in the critical phase of England’s crises in Ireland, effectively suggests ambiguously different perspectives through the inconsistency between the narrative of Chorus which praises the heroic and militaristic perspective and the dramatic representations which interrupt, parody, and subvert these aspects. Especially the presence of the soldiers who doubt the justice of the war and speak directly to the concerns of potential conscripts for the war registers Shakespeare’s increasingly equivocal attitude toward English policy in Ireland. Finally, in Henry V, Shakespeare’s misgivings about Essex’s Irish campaign together with an awareness of public anxiety over the war in Ireland produce a skeptical counter-discourse about English expansionism. At a time of national crises when a play is needed to stir up the patriotic passion and uphold the national policy, Henry V was written as a sequel to the previous popular play, Henry IV. Henry V is a play on a preeminent monarch in English history, performed at a time ideally suited to its subject, but the play was not a great success possibly because of its ambiguous standpoint of King Henry and his war. The starting point of this study is to pose a question about the reason why Shakespeare wrote his play in such a way that made the first audience disquieted and the later ones puzzled. This study investigates the above issue focusing on the historical background of the play which is the last stage of the English war of conquest against Ireland. Henry V implicitly represents the miserable situation of war in Ireland at the time through the depiction of King Henry’s French expedition a century ago. By this imaginative displacement of national category, the play articulates important political problems from the play’s context. This drama, which was written in the critical phase of England’s crises in Ireland, effectively suggests ambiguously different perspectives through the inconsistency between the narrative of Chorus which praises the heroic and militaristic perspective and the dramatic representations which interrupt, parody, and subvert these aspects. Especially the presence of the soldiers who doubt the justice of the war and speak directly to the concerns of potential conscripts for the war registers Shakespeare’s increasingly equivocal attitude toward English policy in Ireland. Finally, in Henry V, Shakespeare’s misgivings about Essex’s Irish campaign together with an awareness of public anxiety over the war in Ireland produce a skeptical counter-discourse about English expansionism.

      • KCI등재후보

        사회감정전략을 이용한 영어독해수업 모형제시를 위한 이론 및 사례연구 분석

        최경희 한국영어어문교육학회 2003 영어어문교육 Vol.9 No.S

        '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

      • KCI등재

        장애인복지관 종사자와 일반인의 정신지체인에 대한 인식유형의 비교

        최경희 국립특수교육원 2002 특수교육연구 Vol.9 No.2

        본 연구는 정신지체인에 대한 장애인복지관 종사자와 일반인의 주관성을 Q방법론을 통해 비교·분석 유형화하여 인식개선을 위한 기초자료를 마련하는데 목적을 두었다. 연구결과 장애인복지관 종사자는 정신지체인에 대해 재활-동등형과 재활-평가형 2가지의 인식유형을 가지고 있었고, 두 유형 모두 긍정적이었으며, 유형간 유사성이 높게 나타났다. 일반인의 인식유형은 재활-동등형, 이해부족형, 무시무관심형 3가지로 나타났으며, 장애인복지관 종사자와는 달리 3가지 중 1가지 유형만이 긍정적인 인식을 가진 것으로 나타났고 유형간 유사성도 적은 것으로 나타났다. 두집단의 인식유형 특성 비교·분석 결과 개인이 처한 환경이나 상황과의 상호작용이 인식유형을 변화시킬 수 있음을 시사하였다. This study was designed to find the characteristics and patterns of employees working at the rehabilitation center for the disabled and general public people toward persons with mental retardation. Q-methodology was used as research design. The two type of employees working at the rehabilitation center were named as follows; 1. The first type agreed about the rights and the occupational possibility towards mentally retarded persons; 2. The second type agree about the equal rights and the objective assessment for the occupational possibility towards mentally retarded persons. The three types of the general public people were named as follows; 1. The first type agreed about the equal rights and the occupational possibility towards mentally retarded persons; 2. The second type had little understanding for mentally retarded persons. 3. The third type was indifferent to persons with mental retardation and ignored them. Generally, employees working at the rehabilitation center were positive towards persons with mental retardation than general public people. By identifying the nature of each these types, the study can be useful to develop efficient basic material for improvement of social understanding and attitude toward the persons with mental retardation.

      • 과학의 윤리적 특성 교수-학습이 중학생들의 과학의 본성에 대한 인식에 미친 영향

        최경희,조희형 韓國生物敎育學會 2002 생물교육 Vol.30 No.2

        Science is organized with such various aspects as epistemological, economic, social, political, and ethical sides. Therefore the ethical aspect should be included in teaching/learning materials for school science. The aim of this study was to investigate the validness and usefulness of the teaching/learning methods and materials which the authors developed in order to enhance the understanding of the ethical nature of science. Two middle schools, one in Seoul and the other in local small city, were selected for this study. And this study used discussion and role play as the teaching/learning strategies and social issues as the teaching/learning materials. The results show that students actively involved in learning of ethical aspects of science, and there is no significant relationship between the teaching/learning materials and the students' attitude towards science.

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