• Journal of the Korean earth science society
• /
• v.23 no.6
• /
• pp.461-473
• /
• 2002

Concept mapping is a device for representing the conceptual structure of a subject discipline in a two dimensional form which is analogous to a road map. In the teaching and learning of earth science, each concept depends on its relationships to many others for meaning. Using concept mapping in teaching helps teachers and students to be more aware of the key concepts and relationships among them. The purpose of this study is to investigate the effect of the use of concept mapping on science achievement and the scientific attitude in ocean units of earth science. The results of this study are as follows; first, the science achievement of a group of concept mapping teaching is significantly higher than that of the group of traditional teaching. Also, when the achievement levels are compared among different cognitive ability groups, the effect is more significant in mid or lower level student groups than in high level groups. The use of concept mapping is more effective when the concepts have a distinct concept hierarchy. Second, the scores of the test of ‘attitude toward scientific inquiry’ and ‘application of scientific attitude’ of the group of concept mapping teaching are significantly higher than those of the group of traditional teaching, whereas the scores of the test of ‘interest in science learning’ of concept mapping teaching is not different from those of group of traditional teaching. Third, the survey on the use of concept mapping shows a positive response across the tested groups. The use of concept mapping is more beneficial in fostering the comprehension of the topic. A concept map of student's own construction facilitates the assessment of learning, thus promising the usefulness of concept mapping as a means of evaluation. In regard to retention aspect, concept mapping is considered to be more effective in confirming and remembering the topic, while less effective in the aspects of activity and interest. In conclusion, the use of concept maps makes learning an active meaningful process and improves student's academic achievement and scientific attitude. If the concept mapping is more effectively as an active teaching strategy, more meaningful learning will be attained.

• Journal of The Korean Association For Science Education
• /
• v.22 no.1
• /
• pp.122-131
• /
• 2002

Recently, performance assessment that makes growing use of free response items in a large scale assessment has been emphasized. This study is an empirical examination of the effectiveness of free response items in comparison with multiple choice items. Using the information function in Item Response Theory (IRT) framework, item information of free response items and multiple-choice items from the Third International Mathematics and Science Study-Repeat (TlMSS-R) were obtained. Test information of the whole science area as well as each area of science contents was computed. On average, free response items yielded more information than multiple choice items, especially in earth science, physics, chemistry, and life science. This study also showed that free response items were appropriate for students in high science ability. Also, free response items estimated students' science ability more accurately than multiple choice items with smaller number of free response items.

• Journal of Korean Society of Forest Science
• /
• v.77 no.4
• /
• pp.389-400
• /
• 1988

The recent trend in multiple-use land management planning is using Model I and Model II formulations designed for timber activity scheduling problems. Numerous models hate been developed, with MUSYC(Johnson and Jones, 1979) being the first to incorporate both model structures. Currently the most popular computer program using both Model I and Model II is FORPLAN(Johnson and others, 1986). A Model I formulation requires fewer rows and provides more direct information on what happens to an acre from rotation to rotation. In some problems, Model II provides a much more compact problem matrix with much fewer columns and only a moderate increase in row number. In this paper we examined and evaluated their usefulness in comprehensive multiresource forest management planning.

• The Journal of the Korea Contents Association
• /
• v.17 no.11
• /
• pp.331-341
• /
• 2017

As increasing the importance of the R&D strategy planning based on S&T evidence, the S&T DB was conducted to develop appropriate basic research support strategies by collecting 49 multiple-nations' statistics and information, extracting 6446 raw data, categorizing 877 indicators including 208 core indicators. An statistical and knowledge map analysis using the highly cited publication-related indicators was conducted to examine the expansion of DB utilization by demonstrating effectiveness of Korea's basic research. As a result, basic research investment have a strong influence on creating outstanding R&D outcomes and on producing a foundation of various S&T based-growth engines.

• Journal of the Korean School Mathematics Society
• /
• v.8 no.3
• /
• pp.357-366
• /
• 2005

This Study suggests some ideas how we develop a network of content structure based on informal context and method how we decide a sequence of mathematical syllabus from those Structures. 10th grade students in the process conceptual development was observed and interviewed in 2 hour teaching and learning experiment. Three related characteristics of student's thought in structuring math. Content and sequencing it were investigated as follows : (a) the reasoning that they do reflective abstraction well(or do not well) in acquisition of conceptual knowledge. (b) the method that teacher can use resuits in (a) to organize the content structure. (c) the ways that teacher find the process knowledge in informal content structure. That is, this study investigated the way we, curriculum designer, can create well defined content structure and instructional sequence strongly based on the learners' understanding.

• Korean Journal of Comparative Education
• /
• v.26 no.4
• /
• pp.1-30
• /
• 2016

The purposes of this study are to analyze the higher education admission policy of France and to draw policy implications for Korea. For this study, literature reviews and interviews (face-to-face, email, telephone) were adopted for main research methods. The major findings were as follows: First, baccalaur?at diploma is necessary for higher education admission in France but each higher education has different admission policy according to their legal status. University has open enrollment policy and has no student selection process. Other higher institutions such as grands ?coles select students based on students' academic achievements. Second, baccalaur?at is national diploma which shows successful conclusion of the upper secondary education and gives right of access to higher education. This diploma is awarded to candidates who have passed a series of standardized written and oral tests drawn up at national level (10/20points). Third, students' academic achievements in high schools are major criteria for admission for higher institutions which has student selection process. Fourth, entrance exams implemented at college level are various according to higher institution. Last, 'Admission Post-bac-APB' site is used to support and facilitate the whole admission process. Based on these findings, several policy implications were suggested.

• Journal of the Korean earth science society
• /
• v.22 no.6
• /
• pp.469-479
• /
• 2001

This study investigated the trends in the number of applicants and mean score and applicants’ responses on the test items of Earth Science in the College Scholastic Ability Test (CSAT) implemented for 3 years (1999-2001). The percentage of applicants of science track were 43.14% in 1995, but reduced through 29.5% in 2001 to 26.92% in 2002 CSAT For elective subject, about 22% of science track students applied to Earth Science II which ranked third to Biology II and Chemistry II. In 1999, test items were developed to have the expected difficulty 40 ${\sim}$ 59% (6 items) to 60 ${\sim}$ 79% (10 items). But in 2001 every 16 items were developed to have difficulty 60 ${\sim}$ 79%, which was caused by the policy of so called ‘easy CSAT’. Thus the mean score of ‘Earth Science II’ was increased from 50.26 in 1999 through 64.47 in 2000, to 67.58 in 2001. Applicants were generally very good at solving test items focusing on process skills only and familar items but poor at solving test items related to the motion of the earth and planets and sea wave, especially items calling two or more concepts. Thus special measures to cope with the decrease in applicants of science track should be provided. And it is recommended to develop test items with wider range of difficulty and to reduce test items calling process skills only. And special consideration should be given to teaching the content area with poor achievement and high actual difficulty compared to the expected.

• Proceedings of the Korea Water Resources Association Conference
• /
• 2009.05a
• /
• pp.2058-2062
• /
• 2009

1992년 한강수계법이 제정되면서 우리나라에 도입된 오염총량관리제는 현재 2차총량관리 시행계획수립 단계에 이르렀다. 오염총량제에서 수질모델은 수계구간별로 설정된 기준유량과 목표수질 조건을 달성하는 지를 판단할 수 있는 도구로 사용되며, 다양한 모델들이 사용되고 있다. 그 중 하천수질모형으로는 주로 QUAL2E, QUALKO, QUALKO2 모형으로 압축할 수 있다. QUAL2E 모형은 1980년대에 개발되어 국내외로 널리 이용하고 있으나 SOD를 0차나 일정량으로 처리하였고, 부착조류에 의한 용존산소 변화와 부유 조류 사멸시 발생하는 유기물이 고려되지 않았다. 또한 용존산소가 부족한 상태에서 반응이 활발한 탈질화과정이 포함되지 않아 이들 반응에 의해 수질이 영향을 받는 하천에 적용하기에는 한계가 있었다. 그리고 QUAL2E 모델은 여러 개의 지류를 가진 대형 하천에는 적용하기 어려운 단점이 있다. 국내에서는 1999년 QUAL2E 모델에 WASP5의 장점을 접목시켜 QUALKO 모델을 개발하였다. 이 모델은 QUAL2E에 부유성 조류의 사멸로 인한 유기물의 내부증가, 탈질화 반응 및 부착식물의 광합성 호흡 과정을 추가한 것이다. 또한 QUAL2E 모델에서 BOD는 CBOD로 입력되고 모의되므로 bottle BOD의 개념이 결여되어 있으므로 이러한 문제점을 보완하고, 조류의 생산 및 사멸에 의한 내부생산 유기물 증가와 탈질화 반응 과정을 추가한 것이다. 우리나라에서 진행되고 있는 총량관리 대상물질은 2010년까지는 $BOD_5$이며, 2011년부터는 일부 지역에 총인이 포함될 예정이다. 2007년에 실험실에서 측정하는 BOD5나 유기성 질소 또는 유기성 인을 그대로 입력하여 계산되고 출력할 수 있으며, 향후 오염총량제의 관리대상항목으로 논의되고 있는 TOC를 모의할 수 있는 QUALKO2가 개발되었다. 이에 본 연구에서는 향후 활용도가 클 것으로 기대되는 QUALKO2 모형에 기존 QUAL2E-UNCAS 모형에 서 수행할 수 있는 불확실성 해석 기법인 Monte Carlo 모의를 가능하도록 모형을 수정하고자 한다. 실제 하천에서의 수질해석에 대한 단순한 표현인 수학적 모형은 불확실성을 내포하고 있으며, Monte Carlo 해석을 사용하여 모형의 불확실도 정량화와 매개변수의 불확실성을 통계학적으로 기술할 수 있다. 또한 각 지점에 대한 계산결과치들에 대해 빈도 및 누가빈도분포 값을 제시함으로서 모형 예측치들의 전반적인 분포경향을 평가할 수 있으며, 하천수질에 대해서 환경기준치를 위배할 가능성을 산정하는데 활용할 수 있다. 우리나라 실정에 맞는 QUALKO2 모형에 Monte Carlo 모의를 통해 신뢰도 기반의 수질해석을 수행하게 된다면 수질정책의 기초자료 제공에 기여할 것으로 판단된다.

• Journal of Radiation Protection and Research
• /
• v.17 no.1
• /
• pp.57-70
• /
• 1992

An excess risk of lung cancer mortality among Koreans, attributable to indoor $^{222}Rn$ daughters exposure, were quantitatively evaluated by applying a stochastic health risk projection model on the radiation exposure. The lung cancer rate in Korean males and females, based on the 1989 demographic data, were estimated to be $22.4/10^5-y\;and\;9.5/10^5-y$, respectively The lifetime baseline lung cancer risks, deduced from these rates, appeared to be 0.047 and 0.019 for males and females, respectively, and were lower than the corresponding 1984 values of 0.067 and 0.025 in the U.S.A. The excess risk coefficients, derived by modified relative risk projection model of the BEIR-IV Committee under the US National Academy of Science, per annual 1.0 WLM of exposure to indoor radon daughters were estimated to be 0.022/WLM for males, 0.009/WLM for females, and 0.017/WLM for both sexes. The resulting annual frequency of excess lung cancer mortality for the life expectancy in the Korean population appeared to be 230/10^6-WLM, which was an approximate median of $120{\sim}450/10^6-WLM$ reported so far in the world.

• Journal of The Korean Association For Science Education
• /
• v.43 no.2
• /
• pp.87-98
• /
• 2023

In this study, we investigated the change in science core competency perception of high school students and the reason for change when science inquiry classes were conducted using eight 'skills' of the 2015 revised science curriculum. Fifteen first-year high school students in Jeollanam-do participated in the science inquiry class of this study, and the class was conducted for 20 hours (5 hours a day for four days). The inquiry activities used in the class consisted of four activity stages (research problems, research methods, research results, and conclusions) and each stage was constructed to include at least one 'skill (Problem Recognition, Model Development and Use, Inquiry Design and Performance, Data Collection, Analysis and Interpretation, Mathematical Thinking and Computer Application, Conclusion and Evaluation, Evidence-based Discussion and Demonstration, and Communication)'. As a result of the study, students' perception of the five science core competencies increased statistically significantly at the significance level of 0.01 through inquiry classes and more than 93% of students recognized that their science core competencies improved through the classes. However, since the class of this study was conducted for a small number of students, it is difficult to generalize the effect of the class, and so it is necessary to conduct a quantitative study for many students.