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Microsoft Word - Poomsripanon20.docWorld Transactions on
Engineering and Technology Education © 2006 UICEE Vol.5, No.1,
2006
101
INTRODUCTION Scientific literacy comprises three constitutive
dimensions, namely: • The nature of science; • Science content
knowledge; • The impact of science and technology on society [1].
While an impressive body of content knowledge is associated with
science courses, there is more about the science that students
should learn. To be become a fully science-literate person, a
student should improve not only his/her science content knowledge,
but also other dimensions of scientific literacy. Students’
understanding of the nature of science has been studied for more
than 30 years [2]. However, these studies focused on middle and
high school grades [3]. Few studies have investigated undergraduate
students’ understanding of the nature of science. It has been
suggested that, in order to complete the science education
experience, instructors should give students the opportunity to
learn about the very nature of science, not just content knowledge
[4]. The National Research Council has also suggested that students
should develop an understanding of what science can and cannot do,
and how science contributes to culture [5]. The nature of science
reflects on how science tends to differ from other modes of
knowing. The nature of science has been laid out as three principal
subjects that incorporate: scientific world view, scientific
inquiry and scientific enterprise [6]. One challenge for teachers
is to transform the classroom from a traditional one wherein
students look for affirmation of the right answer from their
teacher, to one wherein the teacher empowers students to determine
for themselves whether they have offered an acceptable explanation
that is supported by
their evidence and through their inquiry, rather than by an
authority [7]. The inquiry process is a learning strategy that
fosters the scientific literacy [8]. One report affirmed that
laboratory experiences are considered as the primary mechanism for
providing first hand experience and, therefore, assumed to improve
students’ understanding of the nature of science [9]. Thus,
understanding the nature of science, which is one of the three
dimensions of scientific literacy, should also be improved by using
an appropriate learning topic with the inquiry instructional model
through the laboratory. The 5Es learning cycle is a model for
structuring a science lesson that is based upon constructivist
learning theory and research-based best practices in science
pedagogy and cognitive psychology. It is a recursive cycle of the
distinctive cognitive stages of learning that includes engagement,
exploration, explanation, elaboration and evaluation. Therefore,
the 5Es inquiry cycle was considered as the instructional activity
in this study. The topic, Diversity and Distribution, is one of the
most important topics in the ecology laboratory. Understanding
diversity and distribution is not only necessary for study in the
community and ecosystem, but also stimulates students’ awareness of
the importance of the diversity and distribution of organisms that
illustrates their bountiful community. An awareness of diversity
and distribution also leads to awareness of the importance of the
conservation of natural resources. The diversity and distribution
of organisms shows the complexity of the food web, and the richness
of natural resources in ecosystem that has caused community
stability. Generally, studies in biodiversity use three indices,
specifically the Shannon-Wiener index, species richness and species
evenness to measure a species’ diversity. These three indices have
been used as a measure of diversity in this study. In a traditional
laboratory, students are assigned to collect data in
A new instructional model using the integrated 5Es inquiry cycle
and Geographic Information System (GIS) to enhance students’
understanding of the nature of science
Joompot Poomsripanon & Yaowaluk Chitramvong
Mahidol University Bangkok, Thailand
ABSTRACT: The purpose of this study is to enhance undergraduate
students’ understanding of the nature of science by using an
appropriate instructional model. The new instructional model was
developed for ecology laboratory instruction and uses a Geographic
Information System (GIS) and the 5Es inquiry cycle on the study of
mollusc distribution and diversity. Two classes of undergraduate
students (n=60) were divided into two groups and participated in a
new instructional model group (n=30) and in a traditional
instructional group (n=30). After six weeks of participation, both
groups’ scores regarding their understanding of the nature of
science were analysed utilising statistical procedures of the
analysis of covariance. The results indicated that the new
instructional model enhanced students’ understanding of the nature
of science. The understanding of the nature of science score of
those students who participated in the new instructional group was
significantly higher than for the traditional group at the 0.05
level of significance. Moreover, those students who participated in
the new instructional model expressed that they were more fun to
participate in, and that the learning activities and concepts made
more sense in this form.
102
the study area, and then count and identify organisms they have
collected. Students then have to calculate the ecological values
(diversity, richness and evenness) and interpret those values based
on ecological theory. Common questions raised are: What organism is
appropriate to be used as a subject? and What is an appropriate
innovation to improve the diversity and distribution laboratory? It
has been suggested that the mollusc is an appropriate freshwater
fauna to be studied in various topics of ecology. Molluscs are
abundant in many types of freshwater environments, and are
relatively easy to collect and identify [10]. As a major biota,
molluscs form an important link between the primary detritus at the
base of the food web and consumers at the higher trophic levels
[11]. Moreover, their large abundance and biomass indirectly play a
significant role in nutrient cycling [12]. In addition, in the
ordinarily study area, there are many freshwater reservoirs that
are used for agriculture, irrigation and household consumption.
Therefore, molluscs are appropriate organisms to be used in the
diversity and distribution laboratory instructional model. A
Geographic Information System (GIS) that uses a coordinate system
or geo-reference has proved useful in data collection, data
analysis and data presentation. Nowadays, a GIS has become an
increasingly useful tool in many natural resource disciplines. A
GIS is able to be used for many purposes. Based on the same
coordinates, the presentation may be through pictures, symbols or
characters. GIS technology can also explain geographic reality,
such as the location of the object or place by exact
geo-coordinates, the shape of the object or place, and display the
spatial data of the object or place so that it can be located on
all sides. Because of a GIS’ attributes, the data analysis and
imitation model can be displayed in various ways; these can provide
various answers so that the best one can be selected. A GIS helps
the ecologist to avert any damage that can result from using
traditional field study techniques. So, it will not harm nor damage
the real area [13]. GIS attributes can be utilised as tools for
various purposes, such as for an ecology laboratory on diversity
and distribution, so that almost all laboratory studies are field
studies. So a GIS is an appropriate tool to use in the laboratory.
By integrating the instructional topic, Diversity and distribution
of freshwater molluscs, the 5Es inquiry learning model and a GIS, a
new instructional model was constructed on The Study of Molluscs
Distribution and Diversity by Using Geographic Information System.
The new instructional model will be used as a tool to improve
students’ scientific literacy in the dimension of the understanding
of the nature of science in this study. METHODOLOGY Research Sample
Students were randomly selected and divided into traditional and
new instructional model groups, with 30 students in each group. The
traditional group attended a traditional ecology laboratory on
distribution and diversity, whereas the new instructional model
group attended a laboratory that emphasised the 5Es learning cycle
that incorporated a GIS as a study tool in a diversity and
distribution laboratory. Both groups were pre-tested and
post-tested using a scientific literacy test in the dimension of
understanding of the nature of science. Students’ post-test scores
of understanding of the nature of science were analysed and
compared between the two groups. The data were analysed using SPSS
software for
Windows 11.5, with the significance level at 0.05 for an analysis
of covariance using pre-test scores as the covariance. Research
Tool The tool used to assess students’ understanding of the nature
of science was the scientific literacy test in the dimension of
understanding of the nature of science. The test was modified from
the test of basic scientific literacy on the nature of science in
the part of the nature of science [14]. The test contained three
parts: scientific world view (nine items); scientific inquiry (18
items); and scientific enterprise (15 items). The Item Objective
Congruent (IOC) technique was utilised to validate the test; all
items’ average scores from three experts were ≥0.5. The test was
tried out by 230 undergraduate students. The internal consistency
of the test items was analysed using Cronbach’s alpha coefficient
(internal consistency), which was found to be from 0.80-0.86. The
reliability overall of the 42 test items was determined as 0.92.
Instructional Model The GIS, 5Es learning cycle and describing the
nature of science as found in the National Science Education
Standards were integrated into the new instructional model [5].
Figure 1 illustrates the instructional model of this study.
Figure 1: The instructional model of the study. *Note: Concepts of
the nature of science for the fully scientific literate person are:
scientific explanations are based on empirical observations or
experiments; scientific explanations are tentative; scientific
explanations are historical (past explanations are the basis for
contemporary explanations; scientific explanations are
probabilistic; scientific explanations assume cause-effect
relationships; scientific explanations are made public; scientific
explanations are limited; and scientific ethics (ie system of
morals) is concerned with, among other things, the possible harm
that could result from scientific experiments. ACTIVITIES Basic
Concepts Study After the pre-test, both groups were instructed
about the diversity and distribution of organisms, the calculation
of
Pre-test
Group presentation and reflection
Post-test
103
diversity using the Shannon-Weiner diversity index, species
richness and evenness, and the interpretation of these values.
Identification Practice Both traditional and new instructional
model groups were taught about the use of the mollusc
identification key following Brandt, Chitramvong, Kaewjam and
Upatham et al [15-18]. The study emphasised using the mollusc shell
to identify the mollusc species. Students were educated over one
week in the use of the mollusc identification key until they could
identify molluscs species from the mollusc shell shape, shell size,
and/or other shell properties based on the identification key. GIS
Study Students were required to study the basic techniques of a
Geographic Information System (GIS) using a Global Positioning
System (GPS) to record the coordinates of each sampling point;
transferring the data to the GIS software program, and for data
analysis and presentation. They were required to spend two weeks
practicing with a GIS until they were able to utilise a GIS as a
tool for their data collection and presentation of this data as a
GIS map. Traditional and New Instructional Model Group Students in
the traditional group attended a traditional ecology class of
diversity and distribution, whereas students in the new
instructional model group were divided into smaller groups with
three students in each group; they then engaged the new
instructional model that contained the activities described below.
NEW INSTRUCTIONAL MODEL ACTIVITIES 5Es Learning Cycle Engagement:
Pre-Laboratory Discussion The teacher showed an example of GIS maps
of mollusc distribution in the various study areas to students.
They were then asked the following question: Q1: From your basic
GIS knowledge, can you explain how to create this GIS map? The
teacher gave students’ time to consider, discuss and share their
ideas about the GIS map examples. Students were then encouraged to
explain the following questions: Q2: Can you explain the process of
GIS map creation from the result of your group discussion? Each
group then presented their own group discussion idea of the process
of creating a GIS map. During the presentation of each group, other
groups were able to ask any questions they had. All groups
participated in the discussion, with all allowed to present and
discuss until the last group. Q3: From all groups’ presentations,
can we determine which is the most appropriate process to create a
GIS map? You have to support your determination with the basic GIS
knowledge you studied before. Students discussed determining the
most appropriate process to create a GIS map, based on their basic
GIS knowledge. The teacher acted as a consultant to the student
group discussion. Through activities, students started to develop
an interest in problems using their prior knowledge.
Exploration Students determined the most appropriate process to
create a GIS map and presented it. The teacher then encouraged them
to design their study on freshwater mollusc diversity and
distribution by using this question: Q4: Now you have chosen the
most appropriate process to create a GIS map, can you use it to
design the study on freshwater mollusc diversity and distribution
in freshwater reservoirs in our campus? Students were given time to
discuss their study design. Students were also encouraged to plan
the field study and data collection, and to present their study
design before their field study. Student groups were then divided
into smaller groups that consisted of three students each. Students
in each group conducted their group field study by utilising the
GIS process as their own study design at the freshwater reservoirs
in the study areas as follows: • Data collection: Natural
freshwater reservoirs were
randomly selected as sampling areas. The sampling points were
decided in each sampling area. Each sampling point was decided in a
1 m2 quadrant. The distance between each quadrant was about 25-30 m
apart along the bank and transectional line. The collected molluscs
were specified for geographical coordinates, counted and
identified. Water pH, water temperature, dissolved oxygen (DO) and
types of water plants were also recorded. The collected data were
recorded in the database to use them in the GIS process;
• Data to GIS: data files were then organised into the GIS process.
All files were saved as a table that consisted of sampling points
coordinates, sampling date and time, number and species of molluscs
from each quadrant of the sampling area. This table was then
transferred to the GIS program to be the layer of the GIS. This
layer was overlaid on the digital map of the study area. Thus, the
GIS map consisted of two layers of presentation that was able to
present all the sampling areas in the study area.
Through this activity, students had the opportunity to investigate
the materials or data regarding the topic they were studying. If
there were some students who had prior knowledge about the topic,
the exploration time provided them with time to become familiar
with materials and data. Explanation Each group calculated and
presented the ecological values (Shannon-Weiner diversity index,
species richness, and species evenness) for use in their
interpretations. Students’ calculated values are listed in Table 1.
Data from the GIS The GIS map contained a study area digital map
that was overlaid with all the sampling points shown as dots. Using
PC Arc View 3.2a for GIS maps, each selected dot presents an
identifiable results table that shows the numbers, types, shell
size of molluscs, types of water plants, plus values for water pH,
water temperature and DO of each sampling point, as shown in Figure
2. From the GIS map, students were able to see where their sampling
points were located in the study area. They were also able to
identify the environmental features around their sampling points,
such as households, construction sites or other factors that might
affect mollusc diversity and distribution.
104
Table 1: Students’ calculated ecological values.
Pond Diversity Index Richness Evenness 1 0.478 4 0.390 2 0.367 5
0.228 3 0.041 3 0.038 4 1.305 5 0.811 5 0.195 4 0.141 6 0.088 4
0.064 7 1.026 7 0.527 8 1.025 6 0.572 9 1.087 6 0.607
10 0.492 6 0.275 11 1.360 5 0.845
Figure 2: The GIS map showing all sampling points as dots (eg the
dot at the arrow) in the study area. Data from each sampling point
is shown as an identifiable tabled result (as in Table 1), where
each dot was selected. Students had the opportunity to explain the
results of their exploration, and the teacher had opportunities to
explain the scientific background of the topic. For example,
students could be instructed on the interpretation of variance to
mean ratio values and the Shannon-Wiener index values that were
useful for their discussion and conclusion. Elaboration Students
then summarised the analysis of the data that had been gathered.
The teacher encouraged students to use their knowledge in order to
explain more about the phenomena by using the following questions:
• Q5: Which pond is most diverse? You have to support your
conclusions with your analysed data and data from the GIS.
• Q6: Did any species dominate in either pond? If so,
explain.
• Q7: From your GIS data, do you think any environmental factor,
such as household pollution, affected mollusc distribution and
diversity?
• Q8: What kind of distribution pattern of molluscs found in this
study? Can you explain why molluscs had distribution pattern like
this?
• Q9: Were there opportunities for errors in your process or
conclusion? If so, explain in detail.
Students examined their analysed data and GIS data to answer the
questions. They had to use various ways in order to find the
answer. The GIS data were necessary – especially for Q7. Using
their analysed data and GIS data through the inquiry process,
students were able to answer the questions. Therefore, their
inquiry skills were improved. Students also expanded their
understanding about the topic through individual group activities
and discussions. In addition, they participated in science process
skill that leaded them to the understanding of the nature of
science. Evaluation In the evaluation phase, students’ answers,
final project report and presentation were considered in the
assessment. Students were assessed by both the teacher and through
self-assessment. Students were then encouraged to solve a problem
in the new situation by answering the following question: Q10: Can
you create another project using GIS as a tool for your project?
During the 5Es inquiry cycle, the concepts describing the nature of
science were taught, insert in every step. Post-Test Both the
traditional and new instructional model groups were administered a
post-test using the scientific literacy test in the dimension of
understanding the nature of science so as to measure students’
understanding of the nature of science. The post-test score of the
traditional group and the new instructional model group were
analysed utilising the analysis of covariance (ANCOVA) at the 0.05
significance level. The pre-test scores of both groups were used as
the covariance for the data analysis. RESULTS The results from the
ANCOVA statistical analyses for students from the traditional group
and the new instructional model group in their understanding of the
nature of science are presented in Figure 3.
Figure 3: A comparison of students’ scores concerning their
understanding of the nature of science between the traditional and
new instructional model groups. The comparison between the
traditional group and the new instructional model group focused on
the post-test scores of their understanding of the nature of
science. The new instructional model group average score was 34.67,
whereas the traditional group averaged 25.93 (see Table 2).
105
Table 2: Means and standard deviations from the post-test.
Group n Mean Standard Deviation 1.00 30 25.93 3.18 2.00 30 34.67
1.62 Total 60 30.30 5.07
Through an analysis of covariance, the post-test scores of both
groups were compared; the results are shown in Tables 3 to 6.
Overall understanding of the nature of science post-test score is
shown in Table 3, whereas Tables 4, 5 and 6 present the mean (Χ ),
F-values and p-values of each part of the understanding of the
nature of science scores concerning a scientific world view,
scientific inquiry and scientific enterprise. Table 3: ANCOVA
results of the post-test scores on the understanding the nature of
science (overall score).
Group n Χ SS MS F P 1 t 30 25.93 49.79 49.79 20.44 0.00* 2 n 30
34.67 Total 60 30.30
t= traditional group; n= new instructional model group; *
Significant difference at the 0.05 level. Table 4: ANCOVA results
of the post-test scores on the understanding of the nature of
science concerning a scientific world view.
Group n Χ SS MS F P 1 t 30 4.67 37.31 37.31 66.41 0.00* 2 n 30 7.20
Total 60
t= traditional group; n= new instructional model group; *
Significant difference at the 0.05 level. Table 5: ANCOVA results
of the post-test scores on understanding of the nature of science
regarding scientific inquiry.
Group n Χ SS MS F P 1 t 30 10.57 42.69 42.69 32.68 0.00* 2n 30
16.27 Total 60 13.42
t= traditional group; n= new instructional model group; *
Significant difference at the 0.05 level. Table 6: ANCOVA results
of the post-test score on understanding the nature of science for
scientific enterprise.
Group n Χ SS MS F P 1 t 30 10.70 2.38 2.38 2.39 0.13ns 2 n 30 11.20
Total 60 10.95
t = traditional group; n = new instructional model group; ns =
non-significant.
Concerning the new instructional model group, the overall score of
the understanding of the nature of science was significantly higher
than the traditional group at the 0.05 level (Table 3). Regarding
students’ understanding of the nature of science in the scientific
world view and scientific inquiry scores, the new instructional
model group scored significantly higher than the traditional group
did at the 0.05 level (Tables 4 and 5, respectively). However,
there was no significant difference detected in the scores between
the traditional and new instructional model groups concerning the
scientific enterprise aspect (Table 6). DISCUSSION The new
instructional model facilitated enhanced scientific literacy in
ecology students in the dimension of their understanding of the
nature of science. The new instructional model can be utilised as a
tool to help students to become fully scientifically literate
persons. This study has shown that the new instructional model
helped improve students’ overall understanding of the nature of
science. However, it was also noticed that students enhanced their
understanding of the nature of science only in two parts,
specifically scientific world view and scientific inquiry. There
was no significant difference found between the scores of the
traditional group and the new instructional model group in the area
of scientific enterprise. This may be because scientific enterprise
focused on the awareness of the impact of science and technology on
society, but students concentrated more in their problem solving
activities than in developing awareness of social impact. Although
both groups’ average scores of scientific enterprise were higher
than 10, the instructional model should add some activities that
emphasise more on scientific enterprise. There are various topics
in science that are appropriate to construct an instructional model
that can help students to enhance their scientific literacy levels.
This study is an example of the use of the instructional model to
enhance students’ scientific literacy in the dimension other than
content knowledge. There are several ways that a new instructional
model can be modified or expanded so as to fit the aims of
individual instructors. Other instructional topics should be
constructed to enhance students’ scientific literacy in other
dimensions. Students should learn not just a body of knowledge, but
should also develop new ways of thinking and investigating, and
should have an understanding of how science interacts with
technology and society. The new instructional model could be
utilised as a tool to enhance students’ scientific literacy along
the dimension of understanding the nature of science in other
instructional topics. Applying the new instructional model into an
ecology class not only enhanced students’ scientific literacy in
the dimension of understanding of the nature of science, but also
helped shy and quiet students to fit in with the rest of the
students in the laboratory. These students showed that they conduct
their best work in their groups and they studied together in order
to solve various problems. These students also expressed that the
ecology laboratory was more fun to engage in and that the
ecological concepts made more sense. They enjoyed the laboratory
and wanted to incorporate the new instructional model into other
ecology laboratories.
106
CONCLUSIONS Students’ overall scores in their understanding of the
nature of the science for the new instructional model group was
significantly higher than for the traditionally taught group of
students. Further, students in the new instructional model group
also showed higher understanding of the nature of science with
regard to scientific world view and scientific inquiry. There was
no significant difference detected with regard to the scientific
enterprise scores between the traditional group and the new
instructional model group. However, both groups’ mean scores were
higher than 10 out of 15. This shows that the use of new a
instructional model that integrates GIS techniques and the 5Es
inquiry cycle was able to enhance students’ understanding of the
nature of science. Moreover, the results of the field study also
helped students to specify the appropriate water reservoirs that
they were able to sample molluscs from in the species that they
wanted to study. The students involved also developed their inquiry
learning skills, which would be very useful for their life-long
learning skills in the future. ACKNOWLEDGEMENTS The authors would
like to express thanks to the following individuals: Dr Pramuan
Siripankaew, Dr Prasong Mateapinitkul, Prof. Kanoksak thongtang,
the Institute for Promotion of Teaching Science and Technology
(IPST), Thailand, for their valuable advice concerning scientific
literacy in the dimension of the nature of science; Dr Bhinyo
Panijpan, Dr Pintip Ruenwongsa, Institute for Innovation and
Development of Learning Process, Mahidol University, for their
valuable suggestions, equipment and laboratory support; Dr Sumalee
Chanchalor at King Mongkut’s University of Technology, Thonburi,
for valuable suggestions. The authors also wish to thank the
Geo-informatics and Space Technology Agency (public organisation),
Thailand, for satellite data support, as well as Rajamangala
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/GrayImageDownsampleType /Bicubic /GrayImageResolution 2400
/GrayImageDepth -1 /GrayImageMinDownsampleDepth 2
/GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true
/GrayImageFilter /JPXEncode /AutoFilterGrayImages false
/GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict <<
/QFactor 0.15 /HSamples [1 1 1 1] /VSamples [1 1 1 1] >>
/GrayImageDict << /QFactor 0.15 /HSamples [1 1 1 1] /VSamples
[1 1 1 1] >> /JPEG2000GrayACSImageDict << /TileWidth
256 /TileHeight 256 /Quality 30 >> /JPEG2000GrayImageDict
<< /TileWidth 2000 /TileHeight 2000 /Quality 100 >>
/AntiAliasMonoImages false /CropMonoImages true
/MonoImageMinResolution 1200 /MonoImageMinResolutionPolicy /OK
/DownsampleMonoImages true /MonoImageDownsampleType /Bicubic
/MonoImageResolution 2400 /MonoImageDepth -1
/MonoImageDownsampleThreshold 1.50000 /EncodeMonoImages true
/MonoImageFilter /FlateEncode /MonoImageDict << /K -1
>> /AllowPSXObjects false /CheckCompliance [ /None ]
/PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false
/PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000
0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true
/PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ]
/PDFXOutputIntentProfile (None) /PDFXOutputConditionIdentifier ()
/PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False
/Description << /CHS
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/CHT
<FEFF4f7f752890194e9b8a2d7f6e5efa7acb7684002000410064006f006200650020005000440046002065874ef653ef5728684c9762537088686a5f548c002000700072006f006f00660065007200204e0a73725f979ad854c18cea7684521753706548679c300260a853ef4ee54f7f75280020004100630072006f0062006100740020548c002000410064006f00620065002000520065006100640065007200200035002e003000204ee553ca66f49ad87248672c4f86958b555f5df25efa7acb76840020005000440046002065874ef63002>
/DAN
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/DEU
<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>
/ESP
<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>
/FRA
<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>
/ITA
<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>
/JPN
<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>
/KOR
<FEFFc7740020c124c815c7440020c0acc6a9d558c5ec0020b370c2a4d06cd0d10020d504b9b0d1300020bc0f0020ad50c815ae30c5d0c11c0020ace0d488c9c8b85c0020c778c1c4d560002000410064006f0062006500200050004400460020bb38c11cb97c0020c791c131d569b2c8b2e4002e0020c774b807ac8c0020c791c131b41c00200050004400460020bb38c11cb2940020004100630072006f0062006100740020bc0f002000410064006f00620065002000520065006100640065007200200035002e00300020c774c0c1c5d0c11c0020c5f40020c2180020c788c2b5b2c8b2e4002e>
/NLD (Gebruik deze instellingen om Adobe PDF-documenten te maken
voor kwaliteitsafdrukken op desktopprinters en proofers. De
gemaakte PDF-documenten kunnen worden geopend met Acrobat en Adobe
Reader 5.0 en hoger.) /NOR
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/PTB
<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>
/SUO
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/SVE
<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>
/ENU (Use these settings to create Adobe PDF documents for quality
printing on desktop printers and proofers. Created PDF documents
can be opened with Acrobat and Adobe Reader 5.0 and later.)
>> /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [
<< /AsReaderSpreads false /CropImagesToFrames true
/ErrorControl /WarnAndContinue /FlattenerIgnoreSpreadOverrides
false /IncludeGuidesGrids false /IncludeNonPrinting false
/IncludeSlug false /Namespace [ (Adobe) (InDesign) (4.0) ]
/OmitPlacedBitmaps false /OmitPlacedEPS false /OmitPlacedPDF false
/SimulateOverprint /Legacy >> << /AddBleedMarks false
/AddColorBars false /AddCropMarks false /AddPageInfo false
/AddRegMarks false /ConvertColors /NoConversion
/DestinationProfileName () /DestinationProfileSelector /NA
/Downsample16BitImages true /FlattenerPreset <<
/PresetSelector /MediumResolution >> /FormElements false
/GenerateStructure true /IncludeBookmarks false /IncludeHyperlinks
false /IncludeInteractive false /IncludeLayers false
/IncludeProfiles true /MultimediaHandling /UseObjectSettings
/Namespace [ (Adobe) (CreativeSuite) (2.0) ]
/PDFXOutputIntentProfileSelector /NA /PreserveEditing true
/UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling
/LeaveUntagged /UseDocumentBleed false >> ] >>
setdistillerparams << /HWResolution [4000 4000] /PageSize
[612.000 792.000] >> setpagedevice