• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.893-916
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• 2012

This research investigates gifted students' mothers' rearing stress based on the concept mapping method. For this, 12 gifted students' mothers solicited, gathered and analyzed related statements, and then did multidimensional scaling and hierarchical cluster analysis. The stress value was .273 which was appropriate for the two level concept mapping study. In addition 101 mothers of gifted students rated for the rearing stresses they experience. Results were as follows. First, 79 concrete statements were solicited and as a result of concept mapping were categorized as 'burden and conflict as mothers of the gifted', 'possible negative characteristics due to the giftedness', and 'self-esteem and pressure by the title of the gifted'. Especially following items showed relatively high average: worrying about how to give the child a specific help for his/her career(M=4.65); worrying that she might be intervening too much in their child's behaviors(M=4.60); getting pressured supporting the child to get involved in the gifted education system continually(M=4.46); worrying if her child is not developing his/her talent enough due to the lack of time and money(M=4.44); being concerned that her high expectations might be putting her child under too much pressure (M=4.43). Implications of the study related to gifted education practices were discussed.

• Korean Journal of Forensic Psychology
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• v.11 no.2
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• pp.211-239
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• 2020

This study examined characteristics and judges' judgments regarding sexual violence cases against individuals with intellectual disabilities by analyzing total 716 cases of court decision. Of 716 cases, 6.0% sentenced not guilty, 53.5% imprisonment, 36.7% suspended sentence. More than half of the victims had experienced sexual assault more than one time with the tendency of repeating being higher when the accused were relatives or acquaintances to the victims. In half of the total cases, the victims were not able to specify the time of incidents. Only in 20% of the cases, there was actual compulsion but in the remaining cases, there was no clear coercion used during the crimes. There are three issues regarding court's decision of sexual assault case against individuals with intellectually disabilities; (1) credibility of victims' statement, (2) inability of resist during the crimes, and (3) whether the accused were aware of the victims's disabilities. In the judgment of credibility of statement, consistency of statement was the criterion that was used most frequently, being followed by specificity of statement, motivation for false accusation, cognitive capacity of victim, and reports of statement validity analysis in the order. The most frequently used criterion of inability to resist was the victim's statement and attitude, followed by the statement and attitude of the accused, the victim's knowledge and understanding of sexuality in the order. Regarding to the awareness of disabilities on the part of the accused, the statement and attitude of the accused was most frequently used, the victims' communicative abilities, duration of relationship, and daily life competence in the order. There were no differences in the rulings and issues according to levels of disabilities and gender. When victims were under 13 credibility of statement became more argues but the awareness of disabilities less frequently than the cases of victims who were 13 or older.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.284-300
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• 2024

This study elucidates the achievement standards statements of the 2022 revised elementary school science curriculum to identify specific achievement standards for the upcoming curriculum. Therefore, the researcher analyzed the statements of the overall elementary school achievement standards based on Bloom's taxonomy of new educational objectives. The results are as follows. First, the achievement standards statements are biased toward certain knowledge and cognitive process dimensions; this aspect is not consistent with the goals of the 2022 revised curriculum and the teaching and learning directions of the science department. Thus, achievement standards that enable various types of activities and inquiry learning should be developed. Second, a need emerges for the hierarchization of knowledge and cognitive levels by grade level. The proportions of low levels of knowledge and cognitive process dimensions increased in the upper grades, such that a systematic hierarchy should be considered. Third, the need to diversify the use of the descriptors of achievement standards is also identified. Although the tendency to rely on specific descriptors decreased during the previous curriculum, approx imately half of the descriptors were only used once or twice. Therefore, balancing the use of various descriptors is necessary. To ensure that the results are reflected in the achievement standards for elementary school science textbooks under the revised science curriculum for elementary schools in 2022, a discussion is required on the design of achievement standards statements. As a follow-up study, the researcher proposes a comparative analysis of the achievement standards of science curricula for middle and high schools to explore the wording of achievement standards appropriate for elementary school science education considering its nature, goals, and contents and to analyze the hierarchy and continuity of the entire science curriculum.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.139-140
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• 2016

영화 스토리텔링에 있어서, 사건과 사건은 인과성을 연결되어야 한다. 본 연구에서는 영화 스토리텔링의 사건 진술 방식과 비트의 개념 분석을 조사하였다. 사건의 진술 방식에 따라 비트의 인과성의 강약이 달라진다. 비트의 개념을 설명하기 위해 영화 <대호>의 핵심 비트리스트를 연구대상으로 하였다. 연구 결과 영상 스토리텔링에서 비트의 개념을 정립하면, 제시되는 사건의 인과성이 강화된다.

• Journal of the Korean Chemical Society
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• v.61 no.3
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• pp.104-111
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• 2017

In this study, we analyzed verbal interactions in small group science learning using smart devices by the level of prior achievement. Four heterogeneous groups at a coed high school in Seoul participated. Verbal interactions during small group science learning were audio- and video-taped, transcribed, and analyzed. Verbal interactions were analyzed at the levels of a turn and an interaction unit. The results revealed that the frequencies of verbal interactions were high in task category, especially at information explanation, information question, and reflection on standards subcategories. Furthermore, the frequencies of high-level students at direction explanation, reflection on standards and progress subcategories were higher than those of low-level students, and the frequencies of low-level students at direction question and information explanation subcategories were higher than their counterpart. In the analyses of the interaction units, the frequencies in symmetric elaborated interaction were high, especially at cumulative and evaluative subcategories.

• Korean Journal of Forensic Psychology
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• v.12 no.2
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• pp.121-149
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• 2021

Statement Validity Analysis (SVA) is utilized in criminal investigations and the court to assess the credibility of given statements. During this procedure, the criteria for Criteria-Based Content Analysis (CBCA) are used to evaluate whether statements include the characteristics reflecting actual experiences about the event in question. Various studies had been conducted on the efficacy (classification rates) of CBCA criteria, yet the consistency of the findings was not investigated. In the current study, a meta-analysis was conducted with Korean CBCA studies reported from 2004 to 2020 (a total of fourteen studies). As a result, the total score of CBCA was found to successfully discriminate truth and fabrication. A significant positive (+) effect size was found with four criteria (3, 4, 10, and 12), all of which are classified as cognitive criteria. However, contrary to the underlying assumption for CBCA, criterion 18, classified as one of the motivational criteria, showed a significant negative (-) effect size. Meanwhile, moderator analyses were possible for eleven criteria (2~9, 12, 13, 15) and the results showed the significant effects of potential moderator variables such as the gender and status of the participants, study types and designs, number of raters, and publication status. The current results suggests that more careful attention is required to each criterion-especially the cognitive criteria-rather than the total CBCA score as well as the possible moderator effects in order to assess truthfulness of the statements. The implication, limitations, and suggestions for future studies were discussed.

• Korean Journal of School Psychology
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• v.16 no.1
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• pp.39-63
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• 2019

The purpose of this study was to explore how teachers perceive barriers to consultation with school counselors. For this purpose, the opinions of 16 teachers working in Seoul, Gyeonggi, Incheon, Chungcheong, and Daegu were collected through one-on-one interviews and qualitatively analyzed using the concept-mapping method. A second set of data was gathered to classify the similarity and importance of the teachers' statements through one-on-one interviews or the mail. The data was analyzed using multidimensional scaling and hierarchical cluster analyses. The results were as follows. The barriers to the consultation with school counselors as perceived by teachers were represented in 51 statements. Dimensional statement analysis revealed two dimensions: (a) 'School counseling's traits - School counselors' traits' and (b) 'Psychological difficulties - Environmental difficulties' Hierarchical cluster analysis identified 5 clusters: 'The responsibilities as homeroom teachers interfere with communication with counselors', 'Teachers lack of awareness of their ability to seek consultation with counselors', 'Teachers lack of trust in school counselors', 'Perceptions of the school counselors' role and lack of relevant experience with school counselors prevent teachers from seeking consultation', and 'School counselors are overworked due to the school counseling environment' The most important cluster was 'Teachers lack of trust in school counselors'.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.607-616
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• 2016

In the 2009 revised science curriculum, comprehensive verbs such as 'know (38%)' and 'understand (46%)' are used in more than 80% of the achievement standard. Many readers, such as teachers, textbook makers, etc. have difficulties in interpreting the meaning of achievement standard sentences with these comprehensive verbs. On the other hand, 'Trends in International Mathematics and Science Study (TIMSS)' uses more various and specific verbs to express the cognitive domain. In this study, we analyzed the 2009 revised science curriculum achievement standard focusing on the TIMSS cognitive domain assessment framework. We divided achievement standard to 228 sentences and three teachers analyzed the meaning of verbs in achievement standard. There were two main results of this study. First, the verb 'Know' was analyzed into different kinds of meanings, such as 'Describe (27%)', 'Recall/Recognize (25%)' and 'Relate (17%)', etc; and the verb 'Understand' was analyzed into 'Explain (37%)', 'Relate (27%)' and 'Describe (21%)', etc. Second, there appeared to have a disagreement among the three analysts during the process of interpreting the achievement standards when the level and scope of the contents of each grade is not clear. This study concludes that there's a need for continuous discussion on the use of verbs in achievement standard to promote clearer expressions for better understanding.

• Journal of the Korean Society of Child Welfare
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• no.55
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• pp.87-111
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• 2016

This study aimed to examine how video-recorded hearsay statements are taken in trial with regard to testimony of children less than the age of 13 in terms of children's rights, and to assess policy implications for the purpose of improving the current system. This study analyzed the precedents in accordance with their facts and contents. The analysis of the contents dealt with the main issues of trials concerning the sexual violence of children less than the age of 13. Specifically, This study selected precedents dealing with video-recorded hearsay statements, which are children's indirect statement, as core legal issues; examined the credibility(probative power) and admissibility of video-recorded statements; and prepared systemic alternatives in accordance with the United Nations Convention on the Rights of the Child, the international standards for the protection of children's rights. As a result, this study proposed creating and utilizing indicators to assess evidence admissibility and the credibility of video-recoded statements in trial, thus reducing judgement through judges' discretion. Also proposed are new regulations with regard to cross-examination coverage of the hearsay statement of a child in a sexual violence trial of concerning children less than the age of 13. This study suggests an improvement in legal policies, based given that children's rights are more vulnerable than those of adults in trial. Nevertheless, this study is limited in that it selected and reviewed only among precedents that are in the public record.

• Journal of Navigation and Port Research
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• v.26 no.3
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• pp.275-280
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• 2002

Vessel collision accidents have been investigated by means of questioning the persons involved and plotting manually the stated situation. But the repetitive plotting by hand can cause the investigator or to make some errors, and it can be connected to a wrong judgement. In this paper, we proposed a simulator for reconstructing and analyzing vessel collision accidents at sea, where the given situation is plotted automatically on it. We verified the validity of the system by applying it to some collision accidents.