• Journal of Science Education
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• v.34 no.2
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• pp.237-245
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• 2010

The purpose of this study was to analyze hierarchy for high school students' concepts about genetics. The assessment of genetics related concept was conducted for 10th and 11th grade students and a hierarchy map was schematized based on the evaluation result using Knowledge State Analysis Method. Some differences were found when comparing the result of whole students' hierarchy with hierarchy on 7th national science education curriculum. In analyzing hierarchy by grade, concepts of highest and lowest level turned out same but some concepts of middle level changed. In case of analysis of hierarchy for concepts about genetics by score, as score was higher, the number of concept in lower level became larger and the relationship among concepts became more structurized. Following studies are required to develop specific teaching strategies for having effective genetics concept and conduct case study of applying the concept hierarchy through this method to class in the field.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.346-353
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• 2007

In order to be efficient in teaching, a teacher should understand the current learner's level through diagnostic evaluation. This study has examined the major issues arising from the noble diagnostic assessment tool based on the theory of knowledge space. The knowledge state analysis method is actualizing the theory of knowledge space for practical use. The knowledge state analysis method is very advantageous when a certain group or individual student's knowledge structure is analyzed especially for strong hierarchical subjects such as mathematics, physics, chemistry, etc. Students' knowledge state helps design an efficient teaching plan by referring their hierarchical knowledge structure. The knowledge state analysis method can be enhanced by computer due to fast data processing. In addition, each student's knowledge can be improved effectively through individualistic feedback depending on individualized knowledge structure. In this study, we have developed a diagnostic assessment test for measuring student's learning outcome which is unattainable from the conventional examination. The diagnostic assessment test was administered to middle school students and analyzed by the knowledge state analysis method. The analyzed results show that students' knowledge structure after learning found to be more structured and well-defined than the knowledge structure before the learning.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.857-870
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• 2015

Concerning elementary school science subject electric circuit units, which are regarded as difficult by teachers and students, this study aims to use the knowledge state analysis method along with interviews to analyze the knowledge state and hierarchy of inquiry abilities. Before and after applying the electric circuit inquiry abilities module, the question items aimed at assessing the basic inquiry abilities and integrative inquiry abilities for electric circuits were presented to students, and their knowledge state was analyzed along with interviews. Through analysis of the knowledge structure and hierarchy of inquiry abilities about electric circuits, the way of thinking of teachers who taught inquiry abilities, and the way of thinking of students were found to be visually different from each other, and this is an important factor that should not be neglected in the process of teaching and learning about inquiry abilities and should be considered. In addition, the presentation of the knowledge state of and hierarchical relations between inquiry abilities factors can offer implications for guidance on students' learning about inquiry abilities.

• Journal of Science Education
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• v.35 no.2
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• pp.230-239
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• 2011

This study developed examination test tools for concepts of weather changes of middle school students, analyzed the hierarchy of concepts associated with weather changes by means of knowledge state analysis method, and examined the knowledge state and lesson effects of each individual learner. The hierarchy of the knowledge state of concepts of middle school students associated with weather changes followed the steps of 'humidity ${\rightarrow}$ air mass ${\rightarrow}$ cloud ${\rightarrow}$ precipitation ${\rightarrow}$ front ${\rightarrow}$ weather'. Cases were identified where the knowledge state of students that was thought to be similar to each other among the group of students who have scored almost the same points and thus were thought to have almost the same learning ability, have turned out different in the knowledge state from each other. Namely, the level of knowledge state structuralized differed, suggesting that differing prescriptions should be made according to the knowledge state of each student concerned. Analysis of the knowledge state of learners helps prepare learning prescriptions for each student and appraise prior learning. To examine effects of teaching-learning that has taken into consideration the hierarchy of knowledge state and concepts, lessons were conducted in comparison with the order in which syllabuses are presented in the textbooks, with the result that when knowledge state of learners have been taken into consideration, students made scores significantly higher (p < .05) than otherwise. This indicates that in introducing the unit of weather changes better teaching and learning can be achieved by reordering the contents of subject matters of the textbook by grasping the knowledge state of learners.

• Journal of the Korean Chemical Society
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• v.59 no.6
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• pp.499-507
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• 2015

The purpose of this study is to investigate middle school students’ understanding of ionic equation. Two hundreds and nineteen middle school students were participated in the study. After six class hours of learning ‘electrolyte and ion’ unit, instrument was implemented to evaluate students’ understanding of ionic process and ability to write ionic equation. We analyzed the influence of characteristics of ionic compounds on correct answer rate. In addition, knowledge state of students required for writing ionic equation was analyzed. The results were as follows: First, ionic compounds tested were categorized into six groups. The correct answer rate was different depending on the characteristics of each group. Second, knowledge state required for writing ionic equation was structured. Based on results some suggestion were made to develope effective learning strategy for understanding ionic equation.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.902-912
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• 2011

The purpose of this study was to investigate the effects of teaching based on analysis of a hierarchy of the concepts associated with astronomical observation as well as each learner's status of knowledge through analytical methods of the knowledge state. A test instrument was developed to measure high school students' concepts associated with astronomical observation before instruction. The learners' psychological hierarchy associated with astronomical observation that the participants possessed showed the order of 'motion of the earth${\rightarrow}$coordinate system${\rightarrow}$astronomical observation (mechanism of the telescope${\rightarrow}$installation of the telescope${\rightarrow}$observation through the telescope)', and so was the hierarchy of teaching (70.6%). The learners' knowledge state that is supposed to be similar each other in the ability of observing celestial bodies was different even through they scored the same on the concept test. There were cases with the knowledge state well-structured and not well-structured, which suggests that differentiated instruction with appropriate teaching-learning prescriptions be prepared. An analysis of the knowledge state can play the role of both preparing individualized learning prescriptions and formative evaluation. In the unit dealing with astronomical observation of Earth ScienceI, teaching according to the psychological hierarchy of learners rather than the order in which the textbook syllabi were presented scored significantly higher (p<0.05) on the level of concept achievements. This result suggests that the teacher can help students achieve more efficient in learning by analyzing the learner's knowledge state and reordering the syllabi of the textbook in teaching the concepts associated with astronomical observation.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 1998.11a
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• pp.50-58
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• 1998

EEG 생리신호의 분석은_ 국내에서도 최근에 활발한 연구가 진행되고 있으나, 시계열을 이용한 분석법은 많은 전문적인 지식을 요구하고 있기 때문에 시계열을 전문적으로 연구하지 않은 사람들에게는 많은 어려움을 내포하고 있다. 그러므로 시계열분석에 대한 지식이 혀는 분석자라도 보다 쉽게 이해하고 분석이 가능한 모형구축 및 판별분류에 대한 신호분석용 시계열분신 Tool의 개발이 미진한 상태이기 때문에 시계열분석에 의한 뇌파 신호의 분류에 대한 시스템을 개발하였다.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.37-48
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• 2005

Comparing to the other subject, the relationship among physics contents is strong from the perspective of knowledge order as grades go up. That is, The things already that students learned, are learning and will learn are closed related from grade to grade. We expect students to be proactive and creative in studying physics, which is the goal of 21th century, analyzing their knowledge structure based on the knowledge order through assessment. Especially, using computer system, we provide students with substantial feedback for the assessment as well as objective validity is increased along with speedy and exact process in a bid to help students' mathematical understanding grow. This paper seeks to analyze the data from assessment applying knowledge spaces of the scientifical gifted in selective examination and to applicate on development of evaluation method.

• Korea journal of population studies
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• v.14 no.2
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• pp.45-70
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• 1991

1. 문제점(Setting of Problems) 산업의 급진적인 진보는 고도의 기술사회(high-tech societies)를 창출해 내었고, 이로 인해 생산양식뿐만 아니라, 가치체계 및 생활양식이 급진적으로 변화하였다. 동시에, 산업화 및 생활수준의 향상은 인구통계학적 변천(demographic transition)을 가져와, 인구의 노령화가 이루어졌다. 산업화에 의해 발생된 이러한 현상들, 즉 가치체계의 변화와 인구의 노령화가 바로 문제의 핵심인 것이다. 산업화는 효율(efficiency)에 높은 가치를 부여함으로써, 정신적인 인간관계측면의 중요성을 무시하고, 노령화란 다차원적(multi-dimensional) 문제를 일으켰다. 이러한 문제들의 해결책으로서 서구적인 가치개념은 노인들의 생활의 질(quality of life)를 향상시키지 못한 것으로 생각된다. 따라서, 물질적인 면 이외에 정신적인 면의 접근법을 필요로 하게 되는 것이다. 2. 연구의 목적(Objective of the Study) 이 연구의 목적은 한국에 있어서의 인구의 노령화의 원인과 결과에 대한 연구를 하는데 있다. 이러한 연구에 의해 노령화라는 다차원적 문제에 대한 지식을 얻으므로써, 사회, 공동체 및 가족 수준에서의 노령화 문제를 다루는데 있어 비서구적 접근법 및 정책적 전략에 관한 방안을 제시하게 되기를 희망한다. 3. 방법론(Methodology) 1) 자료 수집(Data Collection) 자료는 다음 세가지 원천으로 부터 얻어졌다. 첫째, 출판된 자료 및 회의서류 둘째, 한국보건사회연구원과의 협조로 행해진 설문지 조사 셋째, 자체 연구팀에 의해 행해진 면담 2) 자료분석(Data Analysis) 인과분석(cause-effect types of analysis)은 probit, logit, path analyses에 의해 행해졌다. 이 연구논문에는 trend analysis의 결과는 제시되지 않았는데, 이는 다양한 정부기관에 의해 출간된 분석들과 유사하기 때문이다. 4. 연구분석의 결과 첫째, 경제적 요인은 노인들의 생활상태를 결정하는데 가장 중요한 요인이라는 것을 알 수 있다. 둘째, 노인의 사회적인 통합이 강할수록 보다 행복한 생활을 영위하는 것으로 나타났다. 셋째, 성(sex), 교육정도, 주거지역 등이 노인의 고용상태 및 소득수준과 큰 관계가 있다. 넷째, 교육정도, 사회적 결합(social integration) 등이 건강상태와 밀접한 관계가 있다. 다섯째, 사회적 통합, 건강상태, 독립심 등이 노인의 정서적 상태에 큰 영향을 미친다.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.746-753
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• 2005

In order to be efficient teachers should understand the current level of leaners through diagnostic evaluation. However, it is arduous to administer a diagnostic examination in every class because of various limitations. This study examined, the major issues arising from the development of a new science diagnostic evaluation system by incorporating the using knowledge state analysis method. The proposed evaluation system was based on the knowledge state analysis method. Knowledge state analysis is a method where by a distinguished collection of knowledge uses the theory of knowledge space. The theory of knowledge space is very advantageous when analyzing knowledge in strong hierarchies like mathematics and science. It helps teaching plan through methodically analyzing a hierarchy viewpoint for students' knowledge structure. The theory can also enhance objective validity as well as support a considerable amount of data fast by using the computer. In addition, student understanding is improved through individualistic feedback. In this study, an evaluation instrument was developed that measured student learning outcome, which is unattainable from the existing method. The instrument was administered to pre-service physics teachers, and the results of student evaluation was analyzed using the theory of knowledge space. Following this, a revised diagnostic evaluation system for facilitating student individualized learning was constructed.