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하민수 ( Min Su Ha ),김병훈 ( Byung Hoon Kim ),최병호 ( Byong Ho Choi ),정우경 ( Wook Yung Chung ),김세중 ( Se Joong Kim ) 전북대학교 의과학연구소 2011 全北醫大論文集 Vol.35 No.1
본 저자들은 발열 및 피부 발진, 다발성관절통 등의 증상으로 내원하여 성인형 스틸병으로 진단된 뒤 치료받았고 이 과정에서 새롭게 발견된 림프절 종대 소견으로 조직 검사 시행 이후 성인형 스틸병에 동반된Kikuchi 병으로 진단된 증례를 경험하여 문헌 고찰과 함께 보고하는 바이다. Histiocytic necrotizing lymphadenitis (HNL), first described in 1972 by Kikuchi &Fujimoto, is a benign, self-limiting disease developing typically young women. Clinically, many patients show fever, arthralgia, lymph node enlargement especially cervical lymph node, elevated erythrocyte sedimentation rate (ESR), leukocytopenia and hepatomegaly. because of these clinical presentation, HNL is confused with systemic autoimmune disease. Ohta A, Matsumoto Y proposed a hypothesis that there may be some association in pathomechanism among HNL and autoimmune disease such as Still`s disease and systemic lupus erythematosus (SLE).Here, we describe a case of 25-year-old woman, diagnosed as adult onset Still``s disease, who subsequently developed HNL.
생태개념과 유전개념에 따른 예비과학교사의 진화개념 발달 탐색
하민수 ( Min Su Ha ) 韓國生物敎育學會 2016 생물교육 Vol.44 No.2
Natural selection is the central principle of evolution and composed of many different biological concepts such as genetics and ecology. This study explored pre-service biology and non-biology pre-service teachers’ understanding of ecological and genetic components of natural selection. This study used the Conceptual Inventory of Natural Selection (CINS) that has been widely used in evolution education research and recruited more than 700 pre-service science teachers including biology majors and non-biology majors. The two dimensional-dichotomous Rasch analysis to evaluate the dimensionality and the validity of items. The finding illustrated that both biology and non-biology pre-service teachers developed the understanding of natural selection significantly across academic year but its effect size was smaller in ecology than genetics. Our participants did not show the significant conceptual development in ecological concepts. The natural selection concept is multi-dimensional concepts including ecology and genetics. The special teacher education program should be designed for the balanced understanding of natural selection concept.
AAAS 유전 개념 문항을 활용한 고등학생들의 유전 개념 확인 및 국제 비교
하민수 ( Min Su Ha ),이준기 ( Jun Ki Lee ) 韓國生物敎育學會 2015 생물교육 Vol.43 No.3
This study aimed to identify the level and progress of high school students’ genetic concepts compared to the science curriculum and to compare the level to the American secondary school students. The 80-item AAAS genetic concept assessment was translated by the biology education experts and experienced biology teachers, and the assessment items was given to years 1 and 2 high school students. Findings revealed that translated AAAS genetic assessment was valid and reliable enough to evaluate Korean high school students’ genetic concepts. The progress and difficulty of students’ genetic concepts were identified. The significant difference of genetic concept scores was identified between different years but not between genders. The level of Korean high school students’ genetic concept was significantly higher than the level of American secondary school students.
과학교사들의 2009 개정 교육과정 융합형 “과학” 수용에 관한 인과 모델 연구
하민수 ( Min Su Ha ),신세인 ( Se In Shin ),이준기 ( Jun Ki Lee ),박현주 ( Hyun Ju Park ),정덕호 ( Duk Ho Chung ),임재근 ( Jae Keun Lim ) 한국과학교육학회 2014 한국과학교육학회지 Vol.34 No.3
This study aims to explore how in-service science teachers adopt newly developed ‘Science`` focusing on the fusion of science based on ‘the diffusion of innovation`` model. For this study, we have explored five variables (i.e. perception of need, perception of support, innovativeness, perceived usefulness, to measure the level of five variables that in-service science teachers perceive. In addition, the path model of six variables explaining how in-service teachers adopt an innovation was hypothesized by the literature review. A total of 349 in-service teachers have not significantly associated with in-service science teachers` teaching experiences, participation in professional development programs on ‘Science`` curriculum, and majors, In addition, the statistically acceptable model fit indices have illustrated that path model has been statistically valid to explain how in-service science teachers adopt newly developed ‘Science`` focusing on the fusion of science. The results have also illusteated that ‘perception of support`` , perceived usefulness`, and ‘self-efficacy of teaching`` exhibited strong mediating effects between other variables, For the successful estabiishment of newly development of new science teacher professional development programs to promote the level of teachers` intention to adopt innovations.
한국과 미국 대학생들의 종교성, 진화 흥미, 진화 개념, 진화 수용의 수준과 구조 비교
하민수 ( Min Su Ha ),차희영 ( Hee Young Cha ),구슬애 ( Seu Lae Ku ) 한국과학교육학회 2012 한국과학교육학회지 Vol.32 No.10
이 연구 목적은 한국과 미국 대학생들을 대상으로 진화 개념과 관련된 변인-종교성, 진화 흥미, 진화 개 념, 진화 수용-에 관한 수준과 구조적 차이를 비교 분 석하는 것이다. 이 연구를 위하여 한국과 미국 대학생 1,015 학생이 참여하였으며 그 중 무작위로 추출된 516명의 자료가 분석에 활용되었다. 연구 결과 한국 의 대학생들은 미국의 대학생들에 비하여 낮은 종교 성을 보이는 반면 진화 흥미 역시 낮았다. 경로 분석 결과 종교성이 진화 수용에 미치는 인과관계에서 진화 개념과 진화 흥미가 매개함을 알 수 있었다. 한국 대학생들은 미국 대학생들에 비하여 진화 흥미가 종 교성, 진화 수용, 진화 개념과 상대적으로 낮은 수준 의 관련성을 보였다. 한국의 생물 전공자들의 진화 수 용은 미국 생물 전공자들의 비하여 진화 개념에 대한 영향력이 적었고, 한국 생물 비전공자들의 진화 수용 은 미국 생물 비전공자들에 비하여 종교성에 더 큰 영 향을 받았다. 이 연구 결과는 한국 학생들을 위한 진 화 교육이 진화론에 대한 흥미를 더 높이며, 진화론을 수용함에 있어 개인의 종교적 신념에 근거하지 않고 과학적 이론으로 수용할 수 있어야 함을 보여준다. 또 한 우리나라 대학생들이 과학적 판단에 의하여 과학 이론을 수용하는 태도를 함양시킬 수 있는 과학교육 이 필요하다. This study aims to explore the differences between Korean and United States college students regarding their degree of religiosity, interest in, understanding and acceptance of evolution, and the effects of their interaction on these variables. A total of one thousand and fifteen Korean and US biology majors and non-majors college students participated in this study and a sub sample of 516 students were randomly selected for statistical tests. The results illustrated that Korean college students harbored significantly lower degrees of religiosity and interest in evolution but significantly higher degrees of knowledge and acceptance of evolution than US college students. The path analysis uncovered that the knowledge of and interest in evolution played a mediating role between religiosity and acceptance of evolution. Korean college students` interest in evolution was less correlated to other variables than US college students` interest. The acceptance of evolution was less predicted by knowledge of evolution in the Korean biology major sample than in the US biology major sample. The acceptance of evolution was predicted more by religiosity in the Korean non-major sample than in US non-major sample. This study suggests that future Korean science curriculum for evolution needs to enhance the degree of students` interest in evolution. In addition, future Korean science curriculum needs an instructional strategy in developing students` ability to make scientific decisions, such as the acceptance of evolution, without interference from their personal religious belief.
하민수 ( Min Su Ha ) 韓國生物敎育學會 2016 생물교육 Vol.44 No.2
Evolution theory has played a crucial role in unifying biological concepts and leading to reach in biological disciplines as a fundamental principle. The teaching of evolution, hence, should be emphasized so biology teachers should have the scientific and sound understanding of evolution. This study focuses on two research questions: (1) if pre- and in-service biology teachers maintain their evolution conceptions in accordance with items and (2) if they accept both scientific concept (natural selection) and misconceptions (teleology and use/disuse). Participants included 46 preservice and 32 in-service biology teachers. A questionnaire includes six items (cheetah, mole, polar fox, rice insect, human brain, and rose) in which three explanations for evolutionary phenomena (teleology, use/disuse, and natural selection) are. Each option utilizes six steps Thurstone scale regarding intelligibility and plausibility of the explanation. The results indicate that both pre- and in-service biology teachers showed different level of understanding and acceptance of three explanations according to six items. Pre-biology teachers accepted all three explanations as a scientific explanation in 1.83 items(out of 6 items) and in-service biology teachers accepted all three explanation as a scientific explanations in 1.97. The results of this study demonstrate the need for improvement of biology teachers’ expertise. This study suggests a teaching evolution program for biology teachers which could be designed to utilize various evolutionary examples and treat not only scientific knowledge but also teachers’ misconceptions.