• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.509-517
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• 2016

Previous studies have investigated the similarity between the development of evolutionary explanations and students' conceptual developments on evolution. However, the validity and reliability of the assessment method reflecting the similarity have not been quantitatively examined yet. In addition, no study has examined the conceptual progressions of evolution concept based on contexts although literature has addressed the contextual difference of evolutionary explanation in the history of science. This study examined the validity and reliability of history-of-science-based evolution concept assessment using ordered multiple choice (OMC) methods and Rasch analysis and explored conceptual progression by three contexts (e.g., human, animal, and plant). The evolution concept assessment developed by Ha (2007) was used to examine 1711 elementary, middle, and high school students, and pre- and in-service science teachers' (biology majors and non-majors) evolution concepts. Internal consistency reliability and item response fitness of the OMC method that provide 0- to 4-point scores to creationism, teleology, intentionality, use/disuse, and natural selection respectively met the benchmark based on the Cronbach alpha and MNSQ indices of Rasch analysis. The level of elementary and middle school students' evolution concepts were located between intentionality and use/disuse while the level of high school and non-biology science teachers' evolution concepts were located between use/disuse and natural selection. The conceptual progressions of evolution concepts were differentiated according to three contexts. This study provided the quantitative evidence for the similarity between the development of evolutionary explanations and students' conceptual developments on evolution and suggest new analysis methods (i.e., OMC) of evolution concept assessment.

• Tuberculosis and Respiratory Diseases
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• v.61 no.1
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• pp.41-45
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• 2006

Background; Several clinical scoring systems are currently being used to predict the outcome of sepsis, but they all have certain limitations. Therefore, we sought to identify the proteomic biomarkers, with wsing proteomic tools, that differed according to the outcome of sepsis patients. Methods; Upon admission to the ICU, blood samples were obtained from the 16 patients with sepsis who were enrolled in this study. Surface-enhanced laser desorption/ionization time-of-flight mass spectrometry (SELDI -TOF MS) was used to identify the markers that could predict the outcome of sepsis. Results; We found six peaks, by using cation and anion chips, that statistically differed between those patients who died and those who survived. Conclusion; The biomarkers we found by using proteomic tools may help predict the prognosis and also plan the treatment of sepsis.

• Journal of Science Education
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• v.46 no.1
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• pp.1-16
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• 2022

The purpose of this study is to explore learning progressions for global warming at middle school level. For this purpose, we conducted a construct modeling approach that specifies constructs, item designs, outcome spaces, and measurement model steps from April to October, 2021. In order to develop student assessment items, we analyzed the 2015 revised curriculum and textbooks of middle school and categorized a concept hierarchy for each construct to create a construct map. The assessment items were developed into multiple-choice, short answer, and essay questions according to the selected constructs to strengthen the linkage between the constructs and the items. Based on the three-step grading criteria for each item, an online assessment of 21 minor items developed for middle school students show that many students met 'high' level, but none met 'low' level. In this manner, the initial set lower anchor was reset to level 0, the original set upper anchor was lowered from level 4 to level 3, and the hypothetical learning progression for global warming was presented in the following order: phenomenal, conceptual, and mechanical understandings. The results of the research have raised implications for reorganizing the next science curriculum and improving the assessment system.

• Journal of Christian Education in Korea
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• v.77
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• pp.171-201
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• 2024

Purpose of Research : Since ChatGPT's 2022 release, the educational sector faces mixed reactions to generative AI, sparking innovation but raising concerns about student cognition and communication. While Christian colleges employ AI reflecting their values, secular institutions stress ethical usage. This study explores ethical AI use in these settings, aiming to integrate findings into educational practices. Research content and method : Analyzing AI use and ethics guidelines from 50 domestic and international universities, differences between Christian and secular institutions were explored. Data was categorized, conceptualized via open coding, and components were identified through axial coding. The importance of components for Christian colleges' AI guides was assessed based on the initial data and previous research, leading to the development of tailored AI utilization components for Christian universities. Conclusion : Studies revealed secular institutions have six AI guide components, while Christian colleges found seven in both utilization and ethics guides, focusing on truthfulness, responsibility, and diversity. Emphasizing the need for ethical AI use in Christian colleges, the findings advocate developing AI ethics guidelines to aid marginalized groups and establish a new educational paradigm through further research.