• Journal of Families and Better Life
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• v.12 no.2
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• pp.80-89
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• 1994

본 연구에서는 "가족교육의 부재"를 경험하고 있는 현시점에서 가정교육의 정상성을 회복하고자 하는 노력의 일환으로 가정교육에 대한 기본태도와 가치성향을 규명할 수 있는 척도를 개발하는 것을 목적으로 하고 있다 본연구의 목적을 위하여 써스톤척도(Thurstone scale)에 근거하여 여러 가지 문항 탐색과정과 평가자 선별과정 및 통？거 절차를 거쳤으며 그 결과로서 24문항으로 구성된 척도가 마련되었다 본 척도는 가정교육에 대한 태도의 비교 연구 및 가정교육의 내용 방법론 등의 연구에 활용될 수 있을것이다.

• Journal of The Korean Association of Information Education
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• v.11 no.3
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• pp.371-378
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• 2007

Since 2001, we have taught computer in elementary school to become the advanced country of IT in the 21C. However, people criticized that ICT education which is consisted mainly of the computer skills is not appropriate for information literacy education. In 2005, "ICT Education Guide Rev." is published. Thereafter, information literacy education has systematic frame. The experts emphasize the importance of performance assessment. Computer education can become the problem solving education if the performance assessment carried out. However, it is not successful without the good rubrics for performance assessment In this paper, we developed the rubrics for performance assessment for "presentation document writing".

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.111-120
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• 2014

Information and knowledge society in the 21st century computer education is very important. Until now, much research on computer applications in education and training in computer literacy are a lot of self-efficacy scales have been developed. However, the development of students' creativity and reasoning to computer literacy education is more important than education is a computer programming language. And self-efficacy for teaching computer programming language developed measures insufficient. Therefore, in this study, self-efficacy for teaching computer programming language developed scale. This measure is a computer that can be programmed to target elementary school students were investigated. The results of computer programming education for elementary school children who are higher in the self-efficacy. The results of this study are that elementary school students when teaching computer programming that is very reasonable results.

• Korean Journal of Psychosomatic Medicine
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• v.13 no.2
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• pp.102-111
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• 2005

Objective : The purpose of this study was to investigate the quality of life and it's related factors in caregivers of attention deficit hyperactivity disorder patients. Methods : The subjects were 38 attention deficit hyperactivity disorder patients' caregivers(mean age : $37.5{\pm}6.5$, 38 women). Patients were diagnosed with DSM-IV-TR ADHD criteria. Korean version of WHOQOL-BREF(World Health Organization Quality of Life assessment instrument Abbreviated Version) was used for assessment. Results : 1) No significant differences were found in the score of WHOQOL-BREF, overall QOL, physical health domain, psychological domain, social relationships domain and environmental domain between caregiver and control group. 2) The score of Activity of daily living facet$(3.0{\pm}0.7\;vs.\;3.6{\pm}0.7)(p=0.008)$ and self-esteem facet $(2.8{\pm}0.7\;vs.\;3.3{\pm}0.7)(p=0.049)$ were significantly decreased in caregivers of ADHD. 3) Total score of WHOQOL-BREF(r=0.437, p=0.007) and physical health domain(r=0.370, p=0.024) were correlated with caregiver's educational age. 4) In the psychological domain, the score of self-esteem facet(r=-0.337, p=0.039) and thinking, learning, memory & concentration facet(r=-.341, p=0.036) were decreased with caregiver's age. 5) The score of environmental domain were significantly increased with caregiver's educational age (r=0.482, p=0.003), but decreased with patient's age(r=0.328, p=0.044). Conclusion : Although the quality of life in caregivers of ADHD patient had not significantly decreased than control, the quality of lift were positively correlated with educational age of caregives, and negatively correlated with chronological age of caregivers and children. Above results suggest that physicians should consider integrated approaches for caregiver's subjective quality of life in the management of ADHD.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.135-157
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• 2023

Double scale models have been introduced in elementary mathematics textbooks under the 2015 revised mathematics curriculum. However, few studies have examined in detail how students understand or utilize such models. In this study, we analyzed how 154 sixth-grade students who had learned the division of fractions from textbooks containing double scale models understood such models. The results showed that the students tended to identify the components of the model relatively well, but had difficulties exploring the unit or the meaning of the bottom number line of a model. They also had a lot of difficulties using the double scale model to complete the computation process and explain the computation principle. Based on these findings, we discuss the implications of teaching double scale models.

• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.81-96
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• 2011

The purpose of this study was to develop a multicultural education practice scale for preschool teachers and to examine the reliability and validity of the scale. Participants for this study were 310 preschool teachers from Seoul and Gyeonggi. The multicultural education practice scale for preschool teachers was consisted of 3 factors, 'multicultural national to understand', 'interactions with multicultural children' and 'multicultural culturally to understand' with 13 items. Cronbach's ${\alpha}$ was ranged from .74 to .82. The confirmatory factor analysis revealed that RMSEA=.08, SRMR=.06, NNF=.90, and CFI=.92. All these results show that the multicultural education practice scale for preschool teachers is quite reliable and valid.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.385-391
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• 2014

We use a scale mainly for quantification when we study the psychological characteristics that we cannot observe. The utilization of a scale is frequent in scientific educational studies. The convenience offered by Likert scale, which is among the most frequently used, enable us to grasp characteristic attitude or recognition in students, and evaluate them against an affective domain. But a lot of errors occur, and has been noted as well in the case of utilizing Likert scale in the process. A central tendency in the utilization of Likert scale appears in this study, and the trend analyzes according to study objects and study contents, but we intend to find a way to utilize Likert scale. The results of study made on our countryside students show that the answers tend to get concentrated and a central tendency appears. Our countryside students were aware of the eyes surroundings them, have respect for elders through social experiences, and have had troubles with differentiated expression or personality in the group and cultural environments. According to the object of study, the central tendency appears more among older students than younger students, more among general students than gifted students. In the contents of study, the central tendency has been given more appearance in scope and their exposure has relatively been in large domain. Therefore when utilizing Likert scale in scientific education study, an error of central tendency appears as if they are results of the study. So, when applying the Likert scale to scientific study, we need to consider sociocultural environment, characteristics of an object and contexts of study. This enables avoiding dependence on numerical value of the utilization results, and interpret them correctly.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.29-48
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• 2019

Previous studies on double scale models, visual models with two different scales (Chong, 2015), have focused on double number line and little research has been conducted on how to employ double scale models in the elementary mathematics textbooks series. Given this, we analyzed the characteristics of double scale models in the Japanese elementary mathematics textbooks in the following aspects: (a) the contents of units where double scale models were used; (b) the purposes of using such models; (c) the types of such models tailored to the contents and grade levels; and (d) the characteristics of problem contexts dealing with the models. The results of this study showed that double scale models were effectively used to connect the contents related to multiplication, specifically for the contexts of ratio. Such models were addressed for students in a systematic and gradual way as the grade levels went up. Based on these results, this paper describes implications on how to use double scale models in mathematics textbooks.

• Journal of Digital Convergence
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• v.13 no.11
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• pp.481-491
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• 2015

This research has verified the efficacy of character education course in Liberal Art Curriculum in accordance with the objective of K Women's University of which is the 'mind sharing through mindfulness, SMART human resources development'. Most of the content of character education is organized aiming to promote values of "appreciation". The subjects are experimental group and control group, of which are 229. Research methods were t-test of between groups. The effects of the course have shown that the experimental group students were higher on the level of connectedness sub-scale in Gestalt Contact Boundary Scale than those of the control group students(t=2.323, p = .021). Although the 'character education' course increased connectedness, but it no positive effect on mindfulness skill and self-esteem. This results showed that character education course is effective to promote mind sharing and connectedness in part. It was discussed about a way of further refining course contents and the need to reflect educational philosophy of the K Women's University.

• The Mathematical Education
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• v.52 no.2
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• pp.231-245
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• 2013

MTEBI는 미국에서 초등 예비 교사들의 수학 교수 효능감을 측정하는데 자주 이용되는 척도이다. 이 연구의 목적은 MTEBI를 한국의 중등 예비 교사들에게 사용하는 것이 적합한지를 탐색하는 것이었다. 이를 위하여, 미국에 있는 대학원에 다니며 영어와 국어 둘 다 말할 수 있는 박사 학생 두 명이 MTEBI를 브리슬린의 이론대로 국문으로 번역하였고, 그 뒤에 한국에 있는 다수의 수학 교사 교육자들이 번역된 척도를 면밀하게 검토하였다. 한글판 척도를 먼저 작은 표본에서 초벌 실험하였는데, 두 개 문항이 도구의 신뢰도와 타당도를 현저하게 떨어뜨렸다. 본 연구에서는 이 두 개의 유용하지 못한 문항을 대신할 두 개 문항을 더한 23개 문항으로 구성된 척도에 대하여 정규성, 신뢰도, 요인 타당도 등을 658명의 표본에서 검사하였다. 초벌 연구에서 발견된 두 개의 유효하지 않는 문항은 본 연구에서도 역시 그와 같아서, 그 두 문항은 척도에서 제거되었다. 최종적으로 얻어진 21 문항 척도는 한국의 예비 수학 교사들의 수학 교수 효능감을 측정하는데 적합한 척도이다. 앞으로, MTEBI 한글판을 이용하여 한국에서 교사 효능감에 대한 연구가 활발하게 일어나기를 기대한다.