• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.177-190
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• 2016

The purpose of this study is to validate learning progressions for Earth's motion and solar system from two different perspectives of validity. One is construct validity, that is whether a hypothetical pathway derived from our study of LPs is supported by empirical evidence of children's substantive development. The other is consequential validity, which refers to the impact of LP-based adaptive instruction on children's improved learning outcomes. For this purpose, 373 fifth-grade students and 17 teachers from six elementary schools in Seoul, Kangwon province, and Gwangju participated. We designed LP-based adaptive instruction modules delving into the unit of 'Solar system and stars.' We also employed 13 ordered multiple-choice items and analyzed the transitions of children's achievement levels based on the results of pre-test and post-test. For testing construct validity, 64 % of children in the experimental group showed improvement according to the hypothetical pathways. Rasch analysis also supports this results. For testing consequential validity, the analysis of covariance between experimental and control groups revealed that the improvement of experimental group is significantly higher than the control group (F=30.819, p=0.000), and positive transitions of children's achievement level in the experimental group are more dominant than in the control group. In addition, the findings of applying Rasch model reveal that the improvement of students' ability in the experimental group is significantly higher than that of the control group (F=11.632, p=0.001).

• Sleep Medicine and Psychophysiology
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• v.19 no.2
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• pp.68-76
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• 2012

Objectives: Sleep disorders cause changes of autonomic nervous system (ANS) which affect cardiovascular system. Primary insomnia (PI) makes acceleration of sympathetic nervous system (SNS) tone by sleep deficiency and arousal. Obstructive sleep apnea syndrome (OSAS) sets off SNS by frequent arousals and hypoxemias during sleep. We aimed to compare the changes of heart rate variability (HRV) indices induced by insomnia or sleep apnea to analyze for ANS how much to be affected by PI or OSAS. Methods: Total 315 subjects carried out nocturnal polysomnography (NPSG) were categorized into 4 groups - PI, mild, moderate and severe OSAS. Severity of OSAS was determined by apnea-hypopnea index (AHI). Then we selected 110 subjects considering age, sex and valance of each group's size [Group 1 : PI (mean age=$41.50{\pm}13.16$ yrs, AHI <5, n=20), Group 2 : mild OSAS (mean age=$43.67{\pm}12.11$ yrs, AHI 5-15, n=30), Group 3 : moderate OSAS (mean age $44.93{\pm}12.38$ yrs, AHI 16-30, n=30), Group 4 : severe OSAS (mean age=$45.87{\pm}12.44$ yrs, AHI >30, n=30)]. Comparison of HRV indices among the four groups was performed with ANCOVA (adjusted for age and body mass index) and Sidak post-hoc test. Results: We found statistically significant differences in HRV indices between severe OSAS group and the other groups (PI, mild OSAS and moderate OSAS). And there were no significant differences in HRV indices among PI, mild and moderate OSAS group. In HRV indices of PI and severe OSAS group showing the most prominent difference in the group comparisons, average RR interval were $991.1{\pm}27.1$ and $875.8{\pm}22.0$ ms (p=0.016), standard deviation of NN interval (SDNN) was $85.4{\pm}6.6$ and $112.8{\pm}5.4$ ms (p=0.022), SDNN index was $57.5{\pm}5.2$ and $87.6{\pm}4.2$ (p<0.001), total power was $11,893.5{\pm}1,359.9$ and $18,097.0{\pm}1,107.2ms^2$(p=0.008), very low frequency (VLF) was $7,534.8{\pm}1,120.1$ and $11,883.8{\pm}912.0ms^2$ (p=0.035), low frequency (LF) was $2,724.2{\pm}327.8$ and $4,351.6{\pm}266.9ms^2$(p=0.003). Conclusions: VLF and LF which were correlated with SNS tone showed more increased differences between severe OSAS group and PI group than other group comparisons. We could suggest that severe OSAS group was more influential to increased SNS activity than PI group.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.35-46
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• 2003

Problem solving ability, having been thought as one of the most important goals of science education is also a primary task for the current education. Indeed, the students' problem solving ability has shown almost no actual progress, despite our long accumulated science education. Under this circumstances, cooperative learning, a way to grow students' positive inter-dependence and problem solving ability in the basis of their active participation and discussion, was proposed as an effective teaching method. But, results have not consistently shown the advantage of cooperative learning over traditional learning for promoting academic achievement in science. Studies have consistently shown greater effectiveness on affective aspects. But, relatively few have focused on biology in Korea. The purpose of this study was to examine the effects of cooperative learning on the achievement and attitude of high school biology students. The pretest-posttest control group design was applied. The sample consisted of 50 11th-grade female students in experimental group(cooperative learning Student Team Achievement Division model) and 50 students in control group(traditional learning). Students in both groups recieved identical content instruction on the unit 'II. Methabolism'. These groups were treated for 13 hours during 5 weeks. Achievement data were collected using a 24-item multiple-choice test(content validity= .85). Science attitude was measured by an instrument which adapted by Kim In Hee(1994). The instrument(Cronbach $\alpha$=.89) included 40 items in four subscales: attitude toward science, social meaning of science, attitude toward science class, and scientific attitude. An analysis of covariance (ANCOVA) was used as the data analysis procedure. For the achievement data, no significant difference exists between the cooperative and traditional groups (p> .05). But, cooperative learning was effective in low-ability students(p < .05). For the science learning attitude data, cooperative learning was more effective than the traditional one(p< .05). Students in the cooperative group acheived better than those in traditional one especially in the subscale of attitude toward science class. There was no meaningful difference of the two methods in both high and average ability students, while cooperative learning was more effective than the traditional one in low ability students(p<.05).

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.181-197
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• 2011

The purpose of this study was to look into students' understandings of environmental issues, especially issues on global warming in South Korea and Singapore. We surveyed students (n=2,389, from 6 to 10 years) from 12 schools in South Korea and 5 schools in Singapore on how useful students believe various actions might be in reducing global warming, and their willingness to undertake such actions. We employed questionnaires developed by Boyes, Skamp, & Stanisstreet (2009), which consists of 44 questions on 16 pro-environmental actions. We analyzed the degree of students' beliefs, willingness to act, and the relationship between the believed usefulness of action and willingness to act. Differences between the two countries were determined by Analysis of Covariance (ANCOVA) using the ordinal data and the potential effectiveness of education was explored by plotting the measures of the degree of willingness to act for a particular action against the value of the believed usefulness of action and fitting the regression line. The degree of willingness to act and their beliefs in the usefulness of action was different from question to question between the two countries, however, the overall relationship between willingness to take action and beliefs in the action has shown to be stronger among Singaporean students than those of South Korean students. Based on the findings, we attempted to discuss about how environmental education needs to take into account the complexity of beliefs, willingness to act, and action taking.

• Korean Journal of Psychosomatic Medicine
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• v.29 no.2
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• pp.153-161
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• 2021

Objectives : The purpose of this study is to compare bleeding tendency of selective serotonin reuptake inhibitor (SSRI) and serotonin norepinephrine reuptake inhibitors (SNRI) using platelet function analyzer (PFA-100) in patients with major depressive disorder. Methods : This study is a prospective open-label study conducted by a single institution. A total of 41 subjects diagnosed with major depressive disorder under the DSM-5 diagnostic criteria participated in this study. The subjects were classified into SSRI (escitalopram) groups and SNRI (duloxetine) groups, respectively, according to random assignments. The closure time (CT) was measured using a platelet function analyzer (PFA-100) before each antidepressant was administered and after 6 weeks. Paired-sample t-test was conducted within each group to determine whether a specific antidepressant had an effect on closure time. In order to confirm the relative change in platelet function between the two groups, an independent sample t-test was conducted to compare and analyze the change in closure time between the two groups. Results : There was no significant changes in closure time (CEPI-CT, CADP-CT) before and 6 weeks after drug administration in the SSRI and SNRI groups, and there was no difference in the amount of changes in closure time between the two groups. Conclusions : Our results showed no difference in bleeding tendency between SSRI and SNRI. This study suggests that further large-scale studies on bleeding tendency for various antidepressants are needed in the future.

• Journal of Science Education
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• v.35 no.1
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• pp.1-12
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• 2011

The purpose of this study was to examine the effects of science class using the multimedia materials on high school students' attitude toward science. The subjects were 222 high school students. For this study, 11th graders at a high school were assigned to a comparison group and an experimental group. The experimental group was received science class using multimedia materials for 3 months. The research design was pretest-posttest control group design, the data were analyzed using PASW statistics 18.0 program. The types of multimedia materials used in experimental group were science fiction movies, science documentaries, TV programs, and Power Point presentations created by students. Before and after treatment, the attitude toward science tests were administered. Pre-tests and post-test score differences between 2 groups were analyzed by ANCOVA. The differences of attitude toward science based on gender were compared by analysis of covariance. And the perception on science class with multimedia materials were also investigated. The results of this study were as follows: First, the attitude toward science was improved significantly after applying science classes using multimedia materials. Especially, there were significant difference between pre-test and post-test in the score of attitude toward science class and attitude toward science content which were sub-area of attitude toward science. Second, there was no significant difference between female and male students in total score of attitude toward science. However, the attitude toward science, scientists and society, which was a sub-area of attitude toward science, female students scored significantly higher than male students. Third, 84% student showed a positive perception that the science class enhanced their interest in science. 69% the students responded that we had thought about Science-Technology-Society. Multimedia material types which the students prefered were science fiction movie, science documentaries, science TV programs, respectively.