• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.23-32
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• 2018

This study is about in-service training structure combined digital competence and pedagogical knowledge in order to improve digital tools skill of a teacher in the school. Meanwhile domestic teacher training has been revealed low-level of applying into a teaching in the k12 school. Thus this study proposed teacher training system with focus on TPK sub-categories of TPACK. The core contents of TPK is to select appropriate digital tool for its teaching & learning. Additionally it is to select elements of teaching & learning associated with an attribute of digital tool. And this study presented modularize of 3 step such as teaching objective, teaching contents, assessment. Also we proposed that this training system should be operated with problem solving method which trainee itself compose TPK elements. And we committed quality investigation about picking up Strategies of TPK elements and the teacher training frame. The Participants concluded having a validity about TPK strategies, teacher training framework.

• The Korean Journal of Food And Nutrition
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• v.35 no.5
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• pp.359-368
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• 2022

In this study, the quality characteristics of kimchi, such as its salinity, pH, and acidity, were measured and compared, and the HT-29 human colon cancer cells were used to show the anticancer effects of kimchi. The kimchi samples used herein included standard kimchi (SK), turnip kimchi (TK), and turnip-powder-added kimchi (TPK). The measured pH and acidity of TK and TPK showed no significant differences with those of SK. Compared to SK and TK, TPK had higher DPPH scavenging activity and higher total flavonoid content, confirming its antioxidant activity. The cancer cell growth inhibition rates of TK and TPK were significantly higher than that of SK. In HT-29 cells treated with TPK, the mRNA expression of Bcl-xL, an anti-apoptosis-related gene, was lower, and the mRNA expressions of the apoptosis-related genes Bax, Bad, and caspase-9 were higher. TPK showed significantly higher levels of mRNA expressions for the cell-cycle-related genes p53 and p21 than the other samples, in addition to suppression effects on cancer cell proliferation. Compared to SK, TK and TPK suppressed the growth of colon cancer cells and showed higher anticancer effects. Therefore, it is shown that kimchi with added turnip powder had high anticancer effects.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.325-338
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• 2021

In this study, we developed a 15-week educational program for TPACK(Technological Pedagogical Content Knowledge) development of 40 pre-service teachers in a university for teacher training. We also developed a TPACK evaluation framework to evaluate the practical competency of TPACK of pre-service teachers. The developed evaluation framework consisted of 5 levels, from 0 to 4, TPK(Technological Pedagogical Knowledge), TCK(Technological Content Knowledge), and TPACK, respectively. As a result of the evlauation, the levels of TPK, TCK, and TPACK development stages of most pre-service teachers were consistent, but some pre-service teachers' TPK and TCK did not match. It was found that the TPACK stages follow the lower level between TPK and TCK. In addition, as a result of an investigation into the hindrance factors of the TPACK development of pre-service teachers with low TPACK stages in the use of technology, they have distrust of students' ability to learn with self-regulation, distrust of students' ability to interact, and recognition of practical limitations in the school field. Based on these findings, we argued that it was necessary to provide an educational program to help pre-service teachers develop balanced TPK and TCK and eliminate the hindrance factors of the TPACK development of pre-service teachers about technology-using classes.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.437-449
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• 2020

The purpose of this study was to compare the results of the developed questionnaire and performance assessment for measuring TPACK competency of pre-service teachers. For this purpose, we developed the TPACK questionnaire for pre-service teachers. Then, through the performance assessment task and interview data related to the 'change of the moon and the celestial bodies', the TPACK competency of the pre-service teachers was analyzed and compared with the questionnaire results. The results of the questionnaire showed that PCK and TPK of the pre-service teachers were high, and the TCK and TPACK were relatively low. However, as a result of analyzing the performance assessment of pre-service teachers who showed low TPK in the questionnaire, it was found that the TPK was high. Conversely, as a result of analyzing the performance assessment of pre-service teachers who showed high TPK in the questionnaire, it was found that the TPK was low. In addition, as a result of analyzing the performance assessment of pre-service teachers who showed low TCK in the questionnaire, it was found that the TCK was very high. Conversely, as a result of analyzing the performance assessment of pre-service teachers who showed high TCK in the questionnaire, the actual TCK competency was found to be low. Although TPCK was high in the questionnaire, TPCK was found to be low through actual results of performance assessment. Through these results, it was confirmed that TPACK measurement tools measure self-efficacy rather than actual capability.

• Journal of the Korean School Mathematics Society
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• v.26 no.1
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• pp.49-70
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• 2023

This study aimed to design a robot programming lecture for pre-service mathematics teachers to improve their TPACK-P (TPACK-Programming) and analyze its effectiveness. The lecture design involved stages of analysis, exploration, primary micro-teaching, and secondary micro-teaching, with each stage including design, application, and evaluation. The TPACK-P survey was conducted before and after the lecture, and the results indicated a statistically significant difference in TCK at the 1% significance level and TPK, TRACK, and TRACK(P) at the 5% significance level. Further analysis using dependent sample t-tests showed that the post-test mean was significantly higher than the pre-test mean in categories such as TCK, TPK, TPACK, and TPACK(P). These findings suggest that the designed lecture positively affected the growth of pre-service mathematics teachers' TPACK-P.

• The Mathematical Education
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• v.57 no.1
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• pp.1-36
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• 2018

The purpose of this study is to examine the relationship between utilization of technology and TPACK in mathematics teachers, and to analyze needs and retentions, difference between needs and retentions, and educational needs of TPACK in mathematics teachers. Furthermore, we will prioritize TPACK items that mathematics teachers want to change, and provide implications for teacher education related to TPACK in the future. To do this, we analyzed 328 mathematics teachers nationwide by using survey on the utilization of technology, averages of TPACK's needs and retentions, t-test of two averages, Borich's educational needs analysis, and the Locus for Focus model. The results are as follows. Firstly, the actual utilization rate was lower than the positive recognition of utilization of technology by mathematics teachers, and many mathematics teachers mentioned the lack of knowledge related to TPACK. Secondly, the characteristics of in-service mathematics teacher's needs and retentions for TPACK were clear, and TPACK's starting line of in-service mathematics teacher can be different from pre-mathematics teacher's. The retentions was high in the order of CK, PCK and PK, and the needs was higher in the order of TPACK, TCK, TK and TPK. All of the higher retentions were knowledge related to PCK, and the value of CK was extremely high among them. In addition, mathematics teachers recognized needs for integrated knowledge related to technology, and they needed more TCK than TPK. The difference between needs and retentions showed that all items except two items in the PK were significant. Retentions of all items in CK was higher than needs, needs of all items in TK, TCK, TPK and TPACK was higher than retentions, PK and PCK were mixed. Thirdly, based on the analysis of Borich's educational needs and the Locus for Focus model, teacher education on TPACK for mathematics teachers needs to focus on TPACK, TK, TCK, and TPK. Specifically, TPACK needs to combine technology in terms of creativity-convergence, mathematical connections, communication, improvement of evaluation quality, and TK needs to new technology acquisition, function of utilizing technology, troubleshoot problems with technology, TCK needs to mathematical value(esthetic, practical) with technology, and TPK needs to consider technology in terms of evaluation methods, teaching and learning methods, improvement of pedagogy. Therefore, when determining the direction of teacher education related to TPACK in the future, if they try to reflect these items in detail, the teachers could participate more actively and receive practical help.

• The Mathematical Education
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• v.56 no.4
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• pp.407-434
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• 2017

The purpose of this study is to develop and verify the TPACK measurement tool for middle and high school mathematics teachers in the Korean context. Also, by clarifying the relationship between subordinate factors of Mathematics teachers' TPACK, an attempt was made to provide suggestions on the designs and directions for the in-service and pre-service teacher education and the programs for improving mathematics teachers' TPACK in the future. In order to achieve this goal, TPACK factors of mathematics teachers were extracted by reviewing literature on PCK, MKT, and TPACK. Then, content validity, basic statistical survey, reliability verification, exploratory factor analysis, confirmatory factor analysis, and structural equation model verification were conducted sequentially. At first, preliminary analysis was carried out on 79 mathematics teachers, and 76 items excluding the items with extreme value and reliability were included in the basic statistical analysis. And secondly, an exploratory factor analysis was conducted on 376 mathematics teachers, and this instrument consisted of 7 subordinate factors(CK, PK, TK, PCK, TCK, TPK, TPACK) and 61 items. Also by conducting confirmatory factor analysis and structural equation model test with 254 mathematics teachers, the measurement tool was confirmed the validity and reliability through statistically significant analysis. Then, the importance of integrated knowledge was confirmed by looking at the relationship between the TPACK factors of in-service mathematics teachers. The integrated knowledge(PCK, TCK, TPK) has played a crucial role in the formation of TPACK rather than the knowledge of CK, PK, and TK alone. Finally, the validity of TCK was confirmed through the structural equation modeling of TPACK. TCK not only directly affected TPACK, but also indirectly through TPK. According to these affirmative results, this measurement tool is claimed to be suitable for measuring the factors of Mathematics teachers' TPACK, and also the structural equation model can be regarded as a suitable model for analyzing the structural relationship of mathematics teachers' TPACK.

• Journal of Veterinary Clinics
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• v.26 no.1
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• pp.8-16
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• 2009

The production of reactive oxygen species (ROS) and nitric oxide (NO) by anticancer agents in rat polymorphonuclear leukocytes (PMN) was examined. PMN treated for short term (< or = 4 h) with cyclophosphamide, cisplatin, tamoxifen and doxifluridine, respectively, exhibited an enhanced respiratory burst upon formylmethionylleucy1-phenylalanine (FMLP) stimulation. In the long term (> 4h), the production of ROS was suppressed in a concentration-dependent manner. The production of superoxide anion (${O_2}^-$) from the FMLP-stimulated PMN was enhanced by the treatment (for 1 hr) of cyclophosphamide, cisplatin, tamoxifen and doxifluridine, respectively. While 1 hr-treatment with cyclophosphamide, cisplatin, tamoxifen, and doxifluridine, respectively, suppressed the production of NO from the FMLP-stimulated PMN, while 8 hr-treatment enhanced the production of NO. Neomycin suppressed chemiluminescence in cisplatin-, tamoxifen- and doxifluridine-pretreated PMN, however near suppression of chemiluminescence by ethanol and genistein was observed in PMN pretreated with these agents. Staurosporine and bisindolylmaleimide suppressed chemiluminescence in cisplatin- and doxifluridine- pretreated PMN. Wortmannin has shown a slight suppression in cyclophosphamide-, cisplatin- and tamoxifen-pretreated PMN, but a strong suppression in doxifluridine-pretreated PMN. Methionine strongly suppressed in cyclophosphamide and cisplatin-pretreated PMN. In conclusion, these results indicate that long term treatment of PMN with cisplatin and doxifluridine inhibit respiratory burst through protein kinase C (PKC) translocation, phospholipase C (PLC), D (PLD) and tyrosine phosphorylation kinase (TPK) activation. Tamoxifen inhibits respiratory burst through PLC, PLD, TPK. Cyclophosphamide inhibits respiratory burst through myeloperoxidase (MPO) activity.

• Clinical and Experimental Reproductive Medicine
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• v.22 no.2
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• pp.191-201
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• 1995

Transcriptional activation of the embryonic genome initiates at 2-cell stage in mouse embryo and is characterized by the synthesis of TRC which is restricted to 2-cell stage. To investigate the roles of various protein kinases on the embryonic gene activation, the effects of protein kinase inhibitors on in vitro development and protein synthetic profiles of the early mouse embryos were examinded. None of ${\alpna}-amanitin$ which is a mRNA synthetic inhibitor, H8 which is a PKA inhibitor, and H7 which is a PKC inhibitor, affected on first cleavage of mouse 1-cell embryos in vitro. However, all of these drugs inhibited the second cleavage. When the drugs were removed following treatment for 6 hours, H8 or H7 treatment showed little inhibition on subsequent development of 1-cell embryos to 2-cell stage or further. In contrast, ${\alpna}-amanitin$ irreversibly inhibited the development of 1-cell embryos to 2-cell stage following removal of the drug. Genistein, a TPK inhibitor, inhibited both the first cleavage of 1-cell embryos and the second cleavage of 2-cell embryos, suggesting that TPK activity may be important during the early cleavages. All of the above four drugs inhibited TRC synthesis as shown by the fluorographic analysis of $[^{35}S]-Met$ labeled protein profiles. When late 1-cell embryos were treated with H7 and analyzed synthetic patterns of $[^{35}S]-Met$ labeled protein, the quantitative differences of protein synthesis on SDS-PAGE appeared on 77 kD and 33 kD region at $32{\sim}38$ hours post hCG. From these studies, transcriptional activation of embryonic genome is not essenting to the mouse 1-cell embryos to develop to 2-cell stage. Hawever, TPK activity is reguisite for both the first cleavage and second cleavage. Similarly, both PKC and PKA activities are required for the second cleavage of mouse embryos, but not for the first cleavage.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.597-606
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• 2016

By utilizing the TPCK model, this research analyzed the present state of pre-service elementary teachers' competencies related to the use of technology. It also conducted the Importance-Performance Analysis to prioritize remedial issues to improve curriculum related to the use of technology. A survey was conducted to 165 pre-service teachers who are senior students at a University. A questionnaire was used to investigate pre-service teachers' perception on the importance and performance related to Technology Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge and Technological Pedagogical Content Knowledge. As the result of the t-test, significant differences between importance scores and performance scores were found in all the competencies and 17 sub-competencies. In addition, as the results of the importance-performance analysis, 5 sub-competencies were found to be concentrated for the improvement, and 4 sub-competencies were found to be kept up because of their good work. Also 5 sub-competencies were turned out to have low priority, and 3 sub-competencies were turned out to be possible overkill.