19 research outputs found

    The Roles and Features of Everyday Experience in Elementary School Students Understanding of Thermal Phenomena

    Get PDF
    ν•™μœ„λ…Όλ¬Έ (박사)-- μ„œμšΈλŒ€ν•™κ΅ λŒ€ν•™μ› : κ³Όν•™κ΅μœ‘κ³Ό(물리전곡), 2014. 2. 솑진웅.학생듀은 ν•™κ΅μ—μ„œ 과학을 배우고 또 μΌμƒμ˜ κ²½ν—˜ μ†μ—μ„œ 그것을 ν™•μΈν•˜κ±°λ‚˜ μ μš©ν•œλ‹€. λ°˜λŒ€λ‘œ μΌμƒμ˜ κ²½ν—˜ μ†μ—μ„œ μ²΄λ“ν•œ 것을 ν•™κ΅λ‘œ κ°€μ Έμ˜€κΈ°λ„ ν•œλ‹€. 선언적 μˆ˜μ€€μ—μ„œ ν•™μƒμ˜ μΌμƒκ²½ν—˜μ΄ κ³Όν•™ν•™μŠ΅μ— 영ν–₯을 λ―ΈμΉœλ‹€λŠ” μ˜κ²¬μ„ μ œμ‹œν•œ 연ꡬ물은 많이 μžˆμ—ˆλ‹€. κ·ΈλŸ¬λ‚˜ μΌμƒκ²½ν—˜κ³Ό κ³Όν•™ν•™μŠ΅μ„ μ—°κ²° 짓고, ꡬ체적으둜 이 λ‘˜μ΄ μ–΄λ–»κ²Œ 관계λ₯Ό λ§ΊλŠ”μ§€μ— λŒ€ν•œ μ‹€μ œμ μΈ μ—°κ΅¬λŠ” 거의 이루어지지 μ•Šμ•˜λ‹€. 이에 λ³Έ μ—°κ΅¬λŠ” 학생 섀문쑰사 및 λ‹΄ν™”κ΄€μ°°, κ΅κ³Όμš©λ„μ„œ 뢄석을 톡해 μ΄ˆλ“±ν•™μƒμ˜ μ—΄ ν˜„μƒ 이해에 λŒ€ν•œ μΌμƒκ²½ν—˜μ˜ μ—­ν• κ³Ό κ·Έ νŠΉμ§•μ„ λ°νžˆλŠ” 것을 λͺ©μ μœΌλ‘œ μ„€μ •ν•˜μ˜€λ‹€. λ³Έ μ—°κ΅¬λŠ” 총 3 개의 ν•˜μœ„ μ—°κ΅¬λ“€λ‘œ κ΅¬μ„±λ˜μ–΄ μžˆλ‹€. 연ꡬ 1μ—μ„œλŠ” μ „κ΅­ 4개 μ§€μ—­μ˜ μ΄ˆλ“±ν•™κ΅ 4ν•™λ…„ 298λͺ…을 λŒ€μƒμœΌλ‘œ 학생 개인이 μ—΄ ν˜„μƒμ„ μ΄ν•΄ν•˜λŠ” 데 μžˆμ–΄μ„œ μΌμƒκ²½ν—˜μ˜ μ—­ν• κ³Ό νŠΉμ§•μ„ 탐색해보고, κ³Όν•™μˆ˜μ—…μ—μ„œ μΌμƒκ²½ν—˜μ„ λ„μž…ν•˜λŠ” 것에 λŒ€ν•œ ν•™μƒλ“€μ˜ 생각을 μ‘°μ‚¬ν•˜μ˜€λ‹€. 연ꡬ 2μ—μ„œλŠ” μ΄ˆλ“±ν•™μƒμ˜ μ—΄ ν˜„μƒ μ΄ν•΄μ—μ„œ μΌμƒκ²½ν—˜μ˜ 역할을 개인의 ν•™μŠ΅μ΄ μ•„λ‹Œ μ‚¬νšŒλ¬Έν™”μ  κ΄€μ μ—μ„œ μ‚΄νŽ΄λ³΄κΈ° μœ„ν•΄ μ΄ˆλ“±ν•™κ΅ 4ν•™λ…„ 학생 6λͺ…이 μ‹€μ‹œν•˜λŠ” κ³Όν•™λ‹΄ν™”λ₯Ό κ΄€μ°°ν•˜μ˜€λ‹€. 6λͺ…μ˜ 학생이 λ™λ£Œμ™€ μ‚¬νšŒμ  μƒν˜Έμž‘μš©μ„ ν•˜λ©΄μ„œ μΌμƒκ²½ν—˜μ„ μ–΄λ–»κ²Œ μ‚¬μš©ν•˜κ³  μ„œλ‘œ μ–΄λ– ν•œ 영ν–₯을 μ£Όκ³  λ°›λŠ”μ§€ μ‘°μ‚¬ν•˜μ˜€λ‹€. 그리고 연ꡬ 1κ³Ό 2의 뢄석결과λ₯Ό Dewey의 κ²½ν—˜λ‘  μΈ‘λ©΄μ—μ„œ λ…Όμ˜ν•˜μ˜€λ‹€. 연ꡬ 3은 μ—΄κ°œλ… ν•™μŠ΅μ— λŒ€ν•œ 보닀 ꡬ체적 μ‹œμ‚¬μ μ„ μ–»κΈ° μœ„ν•΄ μ΄ˆλ“±ν•™κ΅ κ³Όν•™κ³Ό κ΅κ³Όμš©λ„μ„œ(4ν•™λ…„, 3단원 열전달과 우리 μƒν™œ)에 λ‹΄κΈ΄ μΌμƒκ²½ν—˜μ— λŒ€ν•œ λ‚΄μš©μ„ λΆ„μ„ν•˜μ˜€λ‹€. 연ꡬ 1의 κ²°κ³Όλ₯Ό μ‚΄νŽ΄λ³΄λ©΄, μΌμƒκ²½ν—˜μ€ κ³Όν•™ ν˜„μƒμ„ μ΄ν•΄ν•˜λŠ” κ·Όκ±°λ‘œμ„œμ˜ 역할을 μˆ˜ν–‰ν•˜λ©° μ΄λŠ” λ‹€λ₯Έ κ²½ν—˜λ“€λ³΄λ‹€ 비쀑이 있고, 긍정적일 뿐만 μ•„λ‹ˆλΌ 뢀정적 역할도 μˆ˜ν–‰ν•˜μ˜€λ‹€. 학생듀이 μ—΄ ν˜„μƒκ³Ό 관련이 μžˆλ‹€κ³  λ– μ˜¬λ¦° κ²½ν—˜μ€ μΌμƒμ§μ ‘κ²½ν—˜(λΉ„μ˜λ„μ  μ²΄ν—˜, μ˜λ„μ  μ²΄ν—˜), νƒ€μΈμ΄λ‚˜ μ˜μƒλ§€μ²΄β€’μ±…β€’μΈν„°λ„· 등에 μ˜ν•œ μΌμƒκ°„μ ‘κ²½ν—˜, ν•™κ΅κ³Όν•™μˆ˜μ—…μ— μ˜ν•œ ν˜•μ‹κ΅μœ‘κ²½ν—˜, λ°©κ³Όν›„ κ΅μœ‘ν™œλ™μ— μ˜ν•œ λΉ„ν˜•μ‹κ΅μœ‘κ²½ν—˜μœΌλ‘œ λ‚˜λˆŒ 수 μžˆμ—ˆλ‹€. ν•΄λ‹Ή κ³Όν•™λ‚΄μš©μ΄ ν˜•μ‹κ΅μœ‘μ—μ„œ κ²½ν—˜ν•œ 것일지라도 μžμ‹ μ΄ κ²½ν—˜ν•œ μΌμƒμ§μ ‘κ²½ν—˜μ„ λ°”νƒ•μœΌλ‘œ 문제λ₯Ό ν•΄κ²°ν•˜λ €λŠ” κ²½ν–₯이 μžˆμ—ˆλ‹€. 학생듀이 μΌμƒκ²½ν—˜κ³Ό κ³Όν•™ ν˜„μƒμ„ μ—°κ²° 지을 λ•Œ, 이 λ‘˜μ„ μ—°κ²°ν•˜λŠ” μ†Œμž¬, 감각, ν˜„μƒ, 물리적 쑰건, κ³Όν•™μš©μ–΄μ™€ 같은 직접연결고리와 μœ μ‚¬μ†Œμž¬, μœ μ‚¬ν˜„μƒ, μœ μ‚¬ 물리적 쑰건과 같은 간접연결고리가 μžˆμŒμ„ λ°œκ²¬ν•˜μ˜€λ‹€. λ˜ν•œ 이 연결고리듀을 ν•™μƒμ˜ 사고 단계에 따라 즉각적 연결고리와 해석적 μ—°κ²°κ³ λ¦¬λ‘œ ꡬ뢄할 수 μžˆμ—ˆλ‹€. 학생듀이 μ—΄ ν˜„μƒκ³Ό κ΄€λ ¨μ§“λŠ” μ „ν˜•μ μΈ μΌμƒκ²½ν—˜λ“€μ„ 확인할 수 μžˆμ—ˆλŠ”λ°, μš”λ¦¬λ‚˜ μ£Όλ°©μ—μ„œ μ΄λ£¨μ–΄μ§€λŠ” κ²½ν—˜μ΄ μ£Όλ₯Ό μ΄λ£¨μ—ˆλ‹€. 학생듀은 κ³Όν•™μ‹œκ°„μ— μΌμƒκ²½ν—˜μ„ λ„μž…ν•˜λŠ” 것에 긍정적 λ°˜μ‘μ„ λ³΄μ˜€μœΌλ©° μžμ‹ μ˜ 직접 κ²½ν—˜μ„ κ°€μž₯ μ‹ λ’°ν•  수 μžˆλŠ” 근거둜 κΌ½μ•˜λ‹€. 연ꡬ 2에 λ”°λ₯΄λ©΄, μΌμƒκ²½ν—˜μ€ 학생듀이 κ³Όν•™λ‹΄ν™”μ—μ„œ μžμ‹ μ˜ μ˜κ²¬μ„ λ°”κΎΈλŠ” 데 영ν–₯을 λ―ΈμΉ˜λŠ” κ²ƒμœΌλ‘œ λ‚˜νƒ€λ‚¬λ‹€. λ˜ν•œ μΌμƒκ²½ν—˜μ€ κ³Όν•™λ‹΄ν™”μ—μ„œ λ™λ£Œλ₯Ό λ°˜λ°•ν•˜κ±°λ‚˜, λ’·λ°›μΉ¨ν•  λ•Œ μ‚¬μš©ν•˜μ˜€μœΌλ©°, λ™λ£Œμ˜ κ²½ν—˜μ„ μƒκΈ°μ‹œν‚€κ³  μžμ‹ μ˜ μ˜κ²¬μ„ ν™•μ‹ ν•˜κ±°λ‚˜ λ³€ν™”μ‹œν‚€λŠ” κ·Όκ±°λ‘œμ„œμ˜ 역할을 μˆ˜ν–‰ν•˜μ˜€λ‹€. μ΄λŸ¬ν•œ 과정을 톡해 학생듀은 μ—΄ ν˜„μƒμ— λŒ€ν•œ 잘λͺ»λœ 이해λ₯Ό λ°”λ₯΄κ²Œ μˆ˜μ •ν•˜κ±°λ‚˜ 잘λͺ»λœ 좔둠에 이λ₯΄κΈ°λ„ ν•˜μ˜€λ‹€. λ˜ν•œ 학생듀은 연결고리λ₯Ό ν™•μž₯ν•˜κΈ°λ„ ν•˜κ³  연결고리λ₯Ό λ°”νƒ•μœΌλ‘œ μƒˆλ‘œμš΄ μΌμƒκ²½ν—˜μ„ μ œμ‹œν•˜κΈ°λ„ ν•˜μ˜€λ‹€. 이 λ‹΄ν™” 사둀듀은 Dewey의 계속성과 κ΅λ³€μž‘μš©μ˜ ν™•μž₯된 예λ₯Ό λ³΄μ—¬μ£Όμ—ˆλ‹€. 이것이 Deweyκ°€ λ§ν•œ ꡐ윑적 κ²½ν—˜μœΌλ‘œ κ°€λŠ” μ‹œλ°œμ μ„ 보여쀀닀고 ν•  수 μžˆλ‹€. 연ꡬ 3에 λ”°λ₯΄λ©΄, κ΅κ³Όμš©λ„μ„œλŠ” μΌμƒμƒν™œκ³Ό κ³Όν•™ν•™μŠ΅μ„ μ—°κ³„μ‹œν‚€κΈ° μœ„ν•΄ ν•™μƒμ˜ μΌμƒκ²½ν—˜ κ΄€λ ¨ λ‚΄μš©μ„ μ œμ‹œν•˜κ³  μžˆμœΌλ‚˜, 학생 간에 μΌμƒκ²½ν—˜μ„ κ³΅μœ ν•˜κ³  κ΅ν™˜ν•  수 μžˆλŠ” μ‹œκ°„μ΄λ‚˜ 지도 방법은 μ œμ‹œλ˜μ§€ μ•Šμ•˜λ‹€. μΌμƒμƒν™œμ—μ„œ κ²ͺ을 λ§Œν•œ 사둀듀을 κ΅κ³Όμ„œμ— λ„μž…ν•˜μ˜€μœΌλ‚˜ 학생이 μ‚¬μš©ν•˜λŠ” 연결고리가 κ΅κ³Όμ„œ μ˜ˆμ—μ„œλŠ” ν™œλ°œν•˜κ²Œ ν™•μΈλ˜μ§€ μ•Šμ•˜μœΌλ©°, ν•™μƒμ˜ μ „ν˜•μ  μΌμƒκ²½ν—˜κ³Ό κ΅κ³Όμ„œμ˜ 예 간에 차이가 μžˆμ—ˆλ‹€. 이것은 κ΅κ³Όμ„œ μ§‘ν•„μžμ˜ κ΄€μ μ—μ„œ κ°œλ… μ€‘μ‹¬μ˜ 연결을 톡해 예λ₯Ό μ„ μ •ν•˜κ³  μ œμ‹œν•˜μ˜€κΈ° λ•Œλ¬Έμ΄λ‹€. 쒅합해보면, λ³Έ 연ꡬλ₯Ό 톡해 학생듀이 μΌμƒκ²½ν—˜μ„ μ‹ λ’°ν•˜κ³  κ³Όν•™ ν˜„μƒμ— λŒ€ν•œ μžμ‹ μ˜ 이해λ₯Ό λ’·λ°›μΉ¨ν•˜λŠ” 근거둜 μ‚¬μš©ν•˜κ³  μžˆμŒμ„ μ•Œ 수 μžˆμ—ˆλ‹€. 학생듀은 κ³Όν•™λ‹΄ν™” 쀑에 μΌμƒκ²½ν—˜μ„ κ³΅μœ ν•˜κ³ , μ„œλ‘œ κ΅ν™˜ν•˜λ©°, μΌμƒκ²½ν—˜μ„ 톡해 λ™λ£Œμ˜ μ˜κ²¬μ„ ν‰κ°€ν•˜κ³  이λ₯Ό 톡해 μƒν˜Έ μ†Œν†΅ν•˜λ©΄μ„œ κ³Όν•™ ν˜„μƒμ„ μ΄ν•΄ν•˜κ³  κ³Όν•™ κ°œλ…μ„ ν˜•μ„±ν•΄κ°”λ‹€. λ˜ν•œ μ—΄ ν˜„μƒκ³Ό μΌμƒκ²½ν—˜μ„ μ—°κ²°μ‹œν‚€λŠ” 연결고리와 ν•™μƒμ˜ μ „ν˜•μ  μΌμƒκ²½ν—˜μ„ ν™•μΈν•˜μ˜€λ‹€. λ³Έ μ—°κ΅¬λŠ” Dewey의 κ²½ν—˜λ‘ κ³Ό 관련지어 ν•™μƒμ˜ μΌμƒκ²½ν—˜μ— λŒ€ν•΄ λ…Όμ˜ν•˜μ˜€μœΌλ©°, μΌμƒκ²½ν—˜κ³Ό μ—΄ ν˜„μƒ κ°„μ˜ 연결고리λ₯Ό 밝힘으둜써 ꡐ사와 κ΅κ³Όμš©λ„μ„œ κ°œλ°œμžλ“€μ΄ κ³Όν•™κ΅μœ‘μ— μΌμƒκ²½ν—˜μ„ λ„μž…ν•  수 μžˆλŠ” μ‹€λ§ˆλ¦¬λ₯Ό μ œμ‹œν•œ κ²ƒμ—μ„œ λ³Έ μ—°κ΅¬μ˜ 의의λ₯Ό 찾을 수 μžˆκ² λ‹€.μ°¨ λ‘€ 초 둝 I μ°¨ λ‘€ IV ν‘œ μ°¨λ‘€ VII κ·Έλ¦Ό μ°¨λ‘€ X 1. μ„œ λ‘  1 1.1. μ—°κ΅¬μ˜ 동기와 λͺ©μ  1 1.2. 연ꡬ 문제 5 1.3. 연ꡬ κ³Όμ •μ˜ κ°œμš” 6 1.4. μš©μ–΄μ˜ μ •μ˜ 10 1.5. μ—°κ΅¬μ˜ ν•œκ³„ 13 2. 선행연ꡬ와 이둠적 λ…Όμ˜ 15 2.1. κ³Όν•™ν•™μŠ΅κ³Ό μΌμƒκ²½ν—˜μ˜ 관계 15 2.1.1. κ³Όν•™κ°œλ… ν˜•μ„±μ— λŒ€ν•œ μΌμƒκ²½ν—˜μ˜ 영ν–₯ 15 2.1.2. 과학적 κ°œλ… λ°œλ‹¬κ³Ό μΌμƒκ²½ν—˜μ˜ 관계에 κ΄€ν•œ λ…Όμ˜ 17 2.1.3. κ²½ν—˜κ³Ό κ΅μœ‘μ— κ΄€ν•œ λ…Όμ˜ 18 2.1.4. κ³Όν•™ ν˜„μƒκ³Ό κ²½ν—˜μ˜ μ—°κ²°: κ·€μΆ”, μœ μΆ”, λΉ„μœ  24 2.2. μΌμƒκ²½ν—˜κ³Ό κ΄€λ ¨λœ κ³Όν•™κ΅μœ‘ 선행연ꡬ 28 2.2.1. μΌμƒμƒν™œκ³Ό κ³Όν•™ν•™μŠ΅μ— λŒ€ν•œ 선행연ꡬ 28 2.2.2. Vygotsky의 과학적 κ°œλ… λ°œλ‹¬κ³Ό κ΄€λ ¨λœ κ³Όν•™κ΅μœ‘ 선행연ꡬ 36 2.2.3. Dewey의 κ²½ν—˜λ‘ κ³Ό κ΄€λ ¨λœ κ³Όν•™κ΅μœ‘ 선행연ꡬ 36 2.3. κ΅μœ‘κ³Όμ •μ— λ‚˜νƒ€λ‚œ μΌμƒμƒν™œκ³Όμ˜ 연계 및 μ—΄κ°œλ… 지도 38 2.4. 어린이λ₯Ό μœ„ν•œ κ³Όν•™κ΅μœ‘ 42 2.4.1. κ³Όν•™ν•™μŠ΅κ³Ό κ΄€λ ¨λœ μ–΄λ¦°μ΄μ˜ νŠΉμ§• 42 2.4.2. μ΄ˆλ“±ν•™μƒμ˜ μ—΄κ°œλ…μ— λŒ€ν•œ 선행연ꡬ 45 3. 연ꡬ 1: (개인적 μΈ‘λ©΄) μ΄ˆλ“±ν•™μƒμ˜ μ—΄ ν˜„μƒ 이해에 λŒ€ν•œ μ²΄ν—˜λœ μΌμƒκ²½ν—˜μ˜ μ—­ν• κ³Ό νŠΉμ§• 49 3.1. μ—°κ΅¬μ˜ ν•„μš”μ„± 및 λͺ©μ  49 3.2. 연ꡬ 방법 50 3.2.1. 연ꡬ λŒ€μƒ 50 3.2.2. μ„€λ¬Έ λ¬Έν•­ μ œμž‘ 52 3.2.3. μ„€λ¬Έ 쑰사 및 뢄석 방법 58 3.3. 학생 응닡 뢄석 60 3.3.1. μ—΄ ν˜„μƒμ— λŒ€ν•œ ν•™μƒμ˜ 이해와 μΌμƒκ²½ν—˜ κ°„μ˜ μ—°κ²° νŠΉμ§• 60 3.3.2. κ³Όν•™ν•™μŠ΅κ³Ό κ΄€λ ¨ν•˜μ—¬ μΌμƒκ²½ν—˜μ— λŒ€ν•œ ν•™μƒμ˜ 생각 95 3.4. κ²°λ‘  및 μ‹œμ‚¬μ  99 4. 연ꡬ 2: (μ‚¬νšŒμ  μΈ‘λ©΄) μ΄ˆλ“±ν•™μƒμ˜ μ—΄ ν˜„μƒ 이해에 λŒ€ν•œ κ΅ν™˜λœ μΌμƒκ²½ν—˜μ˜ μ—­ν• κ³Ό νŠΉμ§• 104 4.1. μ—°κ΅¬μ˜ ν•„μš”μ„± 및 λͺ©μ  104 4.2. 연ꡬ μ°Έμ—¬μž 및 자료 μˆ˜μ§‘ 106 4.3. 자료 해석 110 4.4. 학생 응닡 뢄석 113 4.4.1. λ™λ£Œμ™€μ˜ μ‚¬νšŒμ  μƒν˜Έμž‘μš© 쀑 ν•™μƒμ˜ 의견 λ³€ν™” 이유 113 4.4.2. μ‚¬νšŒμ  μƒν˜Έμž‘μš© 쀑 κ΅ν™˜λœ μΌμƒκ²½ν—˜μ˜ λ“±μž₯ μœ ν˜• 및 μ—°κ²° νŠΉμ§• 117 4.5. κ²°λ‘  및 μ‹œμ‚¬μ  133 5. 연ꡬ 3: μ΄ˆλ“±ν•™κ΅ κ³Όν•™κ³Ό κ΅κ³Όμš©λ„μ„œ 열단원에 μ œμ‹œλœ μΌμƒκ²½ν—˜ λ„μž…μ˜ νŠΉμ§• 137 5.1. μ—°κ΅¬μ˜ ν•„μš”μ„± 및 λͺ©μ  137 5.2. 연ꡬ λŒ€μƒ 및 쑰사 λ‚΄μš© 138 5.3. 연ꡬ κ²°κ³Ό 및 λ…Όμ˜ 141 5.3.1. κ΅κ³Όμ„œμ— λ‚˜νƒ€λ‚œ μΌμƒκ²½ν—˜ κ΄€λ ¨ μ„œμˆ  141 5.3.2. κ΅μ‚¬μš©μ§€λ„μ„œμ— λ‚˜νƒ€λ‚œ μΌμƒκ²½ν—˜ κ΄€λ ¨ 지도 ν˜„ν™© 150 5.4. κ²°λ‘  및 μ‹œμ‚¬μ  152 6. κ²°λ‘  및 μ œμ–Έ 155 6.1. μš”μ•½ 155 6.2. κ²°λ‘  및 μ‹œμ‚¬μ  158 6.3. 후속 연ꡬ 과제 160 μ°Έκ³ λ¬Έν—Œ 162 [뢀둝1: 연ꡬ 1] μ΄ˆλ“±ν•™μƒμ˜ μ—΄ ν˜„μƒ 이해에 λŒ€ν•œ μΌμƒκ²½ν—˜μ˜ μ—­ν•  쑰사 섀문지 175 [뢀둝2: 연ꡬ 1] μΌμƒκ²½ν—˜μ˜ μ—­ν•  μ„€λ¬Έ ν›„ 학생 λ©΄λ‹΄ 전사본(일뢀) 182 [뢀둝3: 연ꡬ 1] 연ꡬ μ°Έμ—¬ λ™μ˜μ„œ 186 [뢀둝4: 연ꡬ 1] μ΄ˆλ“±ν•™μƒμ˜ μ—΄ ν˜„μƒ 이해에 λŒ€ν•œ μΌμƒκ²½ν—˜μ˜ μ—­ν•  쑰사 μ„€λ¬Έμ§€μ˜ 타당도 점검 μ˜λ’°μ„œ 187 [뢀둝5: 연ꡬ 1] μ—΄ ν˜„μƒμ— λŒ€ν•œ μ΄ˆλ“±ν•™μƒμ˜ 응닡 이유 뢄석 κ²°κ³Ό 190 [뢀둝6: 연ꡬ 2] μ΄ˆλ“±ν•™μƒμ˜ κ³Όν•™λ‹΄ν™” μ§ˆλ¬Έμ§€ 195 [뢀둝7: 연ꡬ 2] κ³Όν•™λ‹΄ν™” 전사본(일뢀) 202 ABSTRACT 208Docto

    Risk factors of osteonecrosis of the jaw after tooth extraction in osteoporotic patients on oral bisphosphonates

    Get PDF
    PURPOSE: The aim of this study was to investigate the incidence of bisphosphonate-related osteonecrosis of the jaw (BRONJ) after tooth extraction in patients with osteoporosis on oral bisphosphonates in Korea and to evaluate local factors affecting the development of BRONJ. MATERIALS AND METHODS: The clinical records of 320 patients who underwent dental extraction while receiving oral bisphosphonates were reviewed. All patients had a healing period of more than 6 months following the extractions. Each patient's clinical record was used to assess the incidence of BRONJ; if BRONJ occurred, a further radiographic investigation was carried out to obtain a more definitive diagnosis. Various local factors including age, gender, extraction site, drug type, duration of administration, and C-terminal telopeptide (CTx) level were retrieved from the patients' clinical records for evaluating their effect on the incidence of BRONJ. RESULTS: Among the 320 osteoporotic patients who underwent tooth extraction, 11 developed BRONJ, reflecting an incidence rate of 3.44%. Out of the local factors that may affect the incidence of BRONJ, gender, drug type, and CTx level showed no statistically significant effects, while statistically significant associations were found for age, extraction site, and duration of administration. The incidence of BRONJ increased with age, was greater in the mandible than the maxilla, and was associated with a duration of administration of more than 3 years. CONCLUSION: Tooth extraction in patients on oral bisphosphonates requires careful consideration of their age, the extraction site, and the duration of administration, and close postoperative follow-up should be carried out to facilitate effective early management.ope

    Comparative Accuracy of STL Conversion Digital Model of DICOM Files according to CBCT Scanning Protocols

    Get PDF
    Objectives: The purpose of this study is to evaluate the accuracy of the digital models from Cone beam computed tomography (CBCT) scans of orthodontic diagnostic models by comparing the Digital Imaging & Communication in Medicine (DICOM) file to Stereolithography (STL) conversion data obtained by various voxel sized CBCT machines with the digital model obtained by a 3D optical extraoral scanner. Materials and Methods: Three orthodontic diagnostic models were scanned with a 3D optical scanner and stored as STL file data. The three models were scanned with the 5 modes which were Object scan (100 ΞΌm), 300, 400 ΞΌm of RAYSCAN Ξ±+ and 300, 390 ΞΌm of Alphard 3030. The DICOM files were converted to STL file data. For each orthodontic model, two digital models obtained by CBCT and optical scanner were paired, and GOM inspect software was used to superimpose and obtain the deviation between two digital models. One way ANOVA test was performed to determine whether there is a statistical difference in the mean value of deviations between digital models by the 5 protocols. Results: In three diagnostic models, the mean values of the deviations between the digital model of the Object scan (100 ΞΌm) and the digital model of 3D optical scanner were the smallest in comparison with other image protocols and there was a statistically significant difference (p<0.001). The mean values of the deviations were in the range of 0.0967 ~0.1022 mm. On the other hand, deviations of STL data from 400 ΞΌm of RAYSCAN Ξ±+ showed the largest mean value from 0.4007 to 0.4534 mm. Conclusions: The STL file data of the Object scan (100 ΞΌm) of RAYSCAN Ξ±+ is more accurate than those of large voxel sized protocols of CBCT. It shows the availability as an orthodontic digital model.ope

    The Design of Design-thinking-based Chinese Culture Class

    No full text

    μΉ˜μ£Όμ§ˆν™˜μœΌλ‘œ 였인될 수 μžˆλŠ” 상악동에 생긴 νŽΈν‰μƒν”Όμ„Έν¬μ•”μ’…

    No full text
    Maxillary sinus squamous cell carcinoma is a relatively rare disease, comprising only 3% of malignant diseases of head and neck. As the growth rate is high and its prognosis is poor compared to others, the 5-year survival rate of maxillary sinus squamous cell carcinoma(MSSCC) is 23.4-49%. We introduce two rare clinical cases of squamous cell carcinoma originated from maxillary sinus of which symptoms include toothache and gingival swelling. On clinical examinations of both patients, deep periodontal pockets on upper right posterior teeth were detected. On panoramic images, the bony destruction of the maxillary sinus and its surrounding structures were not obvious and only alveolar bone loss was noted. It is difficult to diagnose MSSCC at an early stage due to symptoms of tooth pain and gingival swelling that are similar to that of periodontal diseases. However, if the symptoms do not improve after routine treatment of upper teeth, dentists should bear in mind of underlying malignant mass as differential diagnosis, thus early detection of the lethal disease. The aim of this study is to caution dental practitioners that malignancies have a potential to mimic periodontal diseases by introducing two cases of maxillary sinus squamous cell carcinoma presented as periodontitis.ope

    Morphological analysis of the lower second premolar for age estimation of Korean adults

    No full text
    OBJECTIVES: This study aimed to examine the applicability of the pulp/tooth area ratio in the lower premolar teeth using panoramic radiography in age estimation of Korean adults. METHODS: 402 digital panoramic images of Korean adults between 20 and 78 years were analyzed. Following Cameriere et al.'s method, two observers measured the pulp and tooth areas of the lower second premolar on digital panoramic images, and the ratio of pulp to tooth area in the whole tooth (PTR) was calculated. In addition, the whole tooth was divided into coronal and root parts at the cementoenamel junction, and the ratios in the coronal part (PcCR) and root part (PrRR) were also calculated separately. Independent t-test, Analysis of covariance, linear regression, and the standard error of the estimate (SEE) were computed using statistical software. To justify the use of linear regression models for purposes of prediction, diagnostic tests of principal assumptions were also performed. RESULTS: Independent t-test revealed significant differences in genders. PrRR produced the best age correlation (male, SEE=10.8; female, SEE=9.8; total, SEE=10.4 years), followed closely by PTR (male, SEE=11.1; female, SEE=10.3; total, SEE=10.7 years) and a relatively lower accuracy for PcCR (male, SEE=14.7; female, SEE=14.4; total, SEE=14.6 years). Model assumptions and accuracy for purposes of prediction in PTR and PrRR were satisfied. CONCLUSIONS: The pulp/tooth area ratio using panoramic radiography has the potential as an effective tool for age estimation in the Korean adult population, and the pulp/tooth area ratio in the root part is more accurate than that of the whole tooth. Notably, female has shown higher accuracy compare to male subject.restrictio
    corecore