X線回折에 依한 Sodium chloride 및 Potassium Sodium tartrate의 結晶構造에 關한 硏究 : X선회절에 의한 Sodium chloride 및 Potassium Sodium tartrate의 결정구조에 관한 연구

박재호 釜山大學校 1970 論文集 Vol.11 No.1

최면과 심리상담

박재호 한국예술치료학회 2003 월례학술발표회 Vol.10 No.-

제5차 고등학교 물리교과서의 분석적 연구

박재호,김학수,이영주,조환옥 부산대학교 사범대학 과학교육연구소 1990 科學敎育硏究報 Vol.17 No.-

The rivised physics textbook is going to used in class starting 1991. the content of Unit Ⅰ, which is introduced in the physics test book for the first time, and the formats of the text books of 7 publishers and studied. The contents of the newly introduced Unit Ⅰ shows varieties among the publishers, while other Units of the texts in 7 different text book show no much differences form each other.

운동부하검사 시 혈압 및 심박수의 상승과 좌심방 용적지수 및 맥파전달속도의 연관성

박재호,진선아,이영달,성석우,이현석,김미주,박광인,오진경,박수진,안계택,김준형,박재형,이재환,최시완,성인환,정진옥 대한고혈압학회 2013 Clinical Hypertension Vol.19 No.2

Background: Exaggerated blood pressure (BP) response to exercise can be an independent risk factor for cardiovascular mortality and morbidity. The purpose of this study was to define the factor that effect on early systolic BP response to exercise. Methods: We examined echocardiographic data, BP, heart rate from graded exercise test and brachial ankle pulse wave velocity (PWV) of 205 patients (137 men and 68 women; mean age 58 ± 11 years; range, 19 to 83 years). Graded exercise test was conducted in BRUCE protocol. We define delta systolic blood pressure (SBP) as systolic BRUCE stage “n” BP minus baseline BP. Results: Resting BP (127 ± 16 mm Hg) was elevated to 171 ± 26 mm Hg after peak graded exercise test. Resting heart rate (80 ± 15 bpm) was increased to 146 ± 27 bpm after peak graded exercise test. Stepwise regression test between baseline SBP, delta SBP, maximal SBP and left atrial volume index (LAVI) was done. Supine SBP,delta SBP, maximal SBP was not associated with LAVI (p > 0.5). But increased LAVI was significantly associated with delta SBP1 in woman (R2 = 0.192, p = 0.002). PWV was significantly associated with base line (R2 = 0.311, p < 0.01) and maximal SBP (R2 = 0.051, p < 0.01). However, PWV was not associated with delta SBP. Conclusions: LAVI and PWV were not associated with early SBP response to exercise. But in women, elevation of early SBP during exercise is associated with LAVI.

IRS Graph 의 구성법과 적용에 관한 연구

박재호 부산대학교 사범대학 과학교육연구소 1996 科學敎育硏究報 Vol.23 No.-

이 연구는 등속원운동, 구심력, 관성력에 관한 실험 data를 처리하여 학생들의 이해과정을 조사하고, 그 결과 이 단원에 대한 수업구조를 설계하였다. 연구의 방법으로는 중요한 용어의 정의, 기초적이고 기본적인 개념형성, data 처리에 대한 법칙성의 발견 등을 상, 하위 요소로 세분화하고 이것의 단계적 구조를 조사하여 평가 문항으로 하였다. 학습내용에 대한 이해순서의 구성은 학생의 평가결과를 S-P 표^[1-5]로 작성하고, 이 중 신뢰성이 없는 학생의 data는 삭제하고 다시 처리된 S-P 표를 가지고 IRS(Item Relational Structure) Matrix와 IRS Graph를 Computer에 의해 출력시켰다. 학생들의 평가결과에서 얻어진 IRS Graph와 연구자가 교과지도 순서에 따라 구성한 IRS Graph와는 약간의 차이가 있으나 좋은 일치를 보였다. Course Outline은 연구자가 추정한 IRS Graph와 학습결과에서 얻어진 IRS Graph와 비교하여 결정하였다. In this research, through processing exam data on uniform velocity circular motion, centripetal force and inertial force, we investigated comprehension process of students, and as a result desined lesson structure in these chapters. As a method of research, we subdivided fefinition of important terms, fundamental and basic concept formation, discovery of regularity of data process, etc, into upper and lower elements, and made them evaluation item by investigating the step structure of elements. Formation of comprehension sequence about learning content is as follows; first of all, we made S-P table basis on the evaluation results for students, and then canceled the untrustworthy data. Finally we output IRS(Item Relational Structure) Matrix and IRS Graph through computer with new processed S-P table. The IRS Graph that was acquired by evalution result and that of curriculum formerly done by us came into reduced to a good agreement except a little difference. Course Outliner was determined in comparison with IRS Graph estimated by us and that which was acquired by studing results.

白花現象에 關한 고찰

박재호 三陟大學校 1996 論文集 Vol.29 No.2

Even in the best building there are always some elements which disturn our viewing pleasure. These are resulted from the lack of care before or after execution, incompetence to predict the effect of natural phenomenia. In this article I aimed to study the method to preserve and extend the life of beautiful buildings, by analyzing the cause of efflorescence developmenton the wall. I also aimed to consider a method to improve this ill-concition.

問項分析에 의한 學習者의 理解過程 調査 : 힘과 運動의 記述 Description of Force and Motion

박재호,김학수 부산대학교 사범대학 과학교육연구소 1996 科學敎育硏究報 Vol.23 No.-

고등학교에서 두 학생군(116명)을 선택하여 힘과 운동의 기술단원을 가르치고, 다음에 이들 두 군의 성취도를 지필검사로 측정하였다. 이들 두 군에 제시한 문항의 순서는 각기 달랐다. 즉 일 군에 대해서는 사고순으로 배열 하였고, 다른군에 대해서는 무작위로 배열 하였다. 그 결과 정답율은 문항배열에 크게 관계되는 것이 확인되었다. 두 군의 반응은 최근 일본에서 개발된 S-P표에 의해 분석 되었다. Two groups of senior highschool students were selected, and materials from 'the description of force and motion' were taughted to them. The achievements of the two groups were measured by paper test. The orders of problem presentations were different for the two groups: order for a group was logically designed and arrayed, and that for the other group was completely randomized. The results showed that the correct answers were significantly dependent upon problem presentation orders. The students' responses were analyzed by S-P (Student-Problem) table method which was recently developed in Japan.

물리교과 중 고난도 영역에 대한 연구

朴載昊,李銀蘭 부산대학교 사범대학 과학교육연구소 1992 科學敎育硏究報 Vol.19 No.-

The following are the results of present study which is about the degree of hardness in the teaching and learning materials of the high school's physics. 1. Among 193 teaching and learning elements, 10% and 20 of them are hard and easy, respectively, for the teachers while 30% and 10%, hard and easy, respectively, for students. 2. The hardest elements are the centrifugal and inertial force and motion chapter. the reason for the hardness is believed to stem from the definitions and introduction of the abstract elements. 3. It seems desirable to switch the yeaching technique from deduction to induction in defining and introducing the centrifugal and centripetal forces.

STS요소를 도입한 중학교 과학교육과정 개발 연구 : 물리 영역을 중심으로

박재호,김학수,박은미,백남권 釜山大學校 師範大學 1996 교사교육연구 Vol.33 No.-

The purpose of this study was to develop an STS curriculum and a sample of STS contents. The materials of daily affairs, social experiment and the interaction of Science-Technology-Society were considered. This study investigated the middle school students' science-related attitude and acknowledgement of STS education. The subjects were 191 students of middle school in Pusan. The results of this investigation can be summarized as following : 1. The science-related attitude investigation showed that many students weren't interested in the science classes, felt tiresome of new scientific introductions and didn't like the science-related works. 2. The acknowledgement-investigation of STS education showed that many students thought science should be related to technology and society, and desired daily affairs to be ralated to materials of the science class.

훈련 받은 집단과 받지않은 집단간의 과학적 창의성 비교 연구 : 국민학교 4·5학년 중심으로

박재호,김학수,김현아,백남권 釜山大學校 師範大學 1996 교사교육연구 Vol.33 No.-

This study examined the possibility of development of scientific creativity by training, and put on an emphasis if there is any difference in scientific creativity depending on the gender and the grade. The subjects of study are 40 students who trained scientific creativity and 80 students of K elementary school in Pusan : insincerely answered students were excluded and the rest was random sampling according to the gender and the grade. As result of verification of average difference between the trained group of S.C and untrained, the trained group bring out meaningful difference about the flexibility, the fluency, and the originality in some of lower parts of scientific creativity. This proves that scientific creativity can be developed by training. There are no statistically significant difference between the trained group of scientific creativity and the untrained group each other about the distinction of the gender. It proves that scientific creativity is not based on the distinction of the gender. According to the grade, the average of scientific creativity shows that the 5th grade students in the trained group, and the same meaningful difference on the whole. But there is no difference depending on the grade.