• Korean Journal of Childcare and Education
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• v.10 no.3
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• pp.137-158
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• 2014

The present study aimed to develop an instrument to assess young children's understanding of science inquiry skills. For the purposes of the study, based on analysis of literature and evaluation tools related to young children's science inquiry skills, five categories of understanding science inquiry skills including observing, classifying, predicting, measuring, and discussing were selected. Then 30 test items were developed and verified three times through opinions from science education and early childhood education professionals and teachers. Finally, a total of 19 test items within five categories were developed. The 19 items' item difficulty, item discrimination, and item internal consistency were verified statistically. In addition, concurrent validity and test-retest reliability of the items were verified by the significant correlation coefficients. The instrument developed in this study was administered to 300 children who were 3, 4, and 5 years old. The results showed that 5 year old children had better competence to understand science inquiry skills than 4 and 3 year old children, while there were no differences in the competence between boys and girls.

• Quality Improvement in Health Care
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• v.11 no.1
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• pp.32-45
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• 2004

Objective : The aim of this study were to measure quality of life(QOL) in liver transplant recipients, to compare QOL between living donor liver transplant recipients and cadaveric liver transplant recipients and to investigate whether SF-36 may be used as a disease-specific instrument in liver transplant recipients. Methods : We conducted a single-center cross-sectional study of 133 LT recipients ages 13 to 65 years, all of whom had had Liver Transplantation(LT) at least 1 months previously. QOL was assessed using a self-completion questionnaire consisting of the Bang Whal Ran(1991) instruments and the 36-Item Short-Form Health Survey(SF-36) health status profile measure. We investigated whether the SF-36 instrument may be used as a disease-specific instrument in LT recipients. Individual scale scores range from 0 to 100, with higher score reflecting better health. Data on demographics, clinical status at pre transplantation 1 day, post transplantation clinical status, and graft function were collected to identify predictors of post transplantation QOL. Results : Standard measures for test-retest reliability, internal consistency, and discriminant and concurrent validity were examined. The reliability of the SF-36, as measured by test-retest correlation(Pearson coefficients: 0.729, p=0.002) and by internal consistency(Cronbach's alpha: 0.9431) exceeded conventional acceptability criteria. The correlation between domain scores of SF-36 and the Bang Whal Ran(l991) was clear and logical in that the clinical characteristics of SF-36 strongly correlated with the clinical component summary score of the Bang Whal Ran(l991)(r = 0.8155, P<.01). SF-36 scale scores were compared between Cadaveric Liver Transplant recipients and Living Donor Liver Transplant recipients. Donor types of post LT did not influence HRQOL(p>0.05). 87% of the liver transplant recipients were satisfied to get LT. Satisfaction of post LT showed significantly greater HRQOL(p<0.001). Conclusion : SF-36 is found reliable and valid. This study indicates thet Donor Type did not influence HRQOL after LT. The information gained from this study will help us to better define expectations and the clinical course after liver transplantation to patients and their families.

• Structural Engineering and Mechanics
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• v.83 no.4
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• pp.495-513
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• 2022

This paper aims to study the fracture mechanism of rocks under the 'u'shape cutters considering the effects of crack (pre-existing crack) distances, crack spacing and crack inclination angles. The effects of loading rates on the rock fragmentation underneath these cutters have been also studied. For this purpose, nine experimental samples with dimensions of 5 cm×10 cm×10 cm consisting of the non-persistent cracks were prepared. The first three specimens' sets had one non-persistent crack (pre-existing crack) with a length of 2 cm and angularity of 0°, 45°, and 90°. The spacing between the crack and the "u" shape cutter was 2 cm. The second three specimens" set had one non-persistent crack with a length of 2 cm and angularity of 0°, 45°, and 90° but the spacing between pre-existing crack and the "u" shape cutter was 4 cm. The third three specimens'set has two non-persistent cracks with lengths of 2 cm and angularity of 0°, 45° and 90°. The spacing between the upper crack and the "u" shape cutter was 2 cm and the spacing between the lower crack and the upper crack was 2 cm. The samples were tested under a loading rate of 0.005 mm/s. concurrent with the experimental investigation. The numerical simulations were performed on the modeled samples with non-persistent cracks using PFC2D. These models were tested under three different loading rates of 0.005 mm/s, 0.01 mm/sec and 0.02 mm/sec. These results show that the crack number, crack spacing, crack angularity, and loading rate has important effects on the crack growth mechanism in the rocks underneath the "u" shape cutters. In addition, the failure modes and the fracture patterns in the experimental tests and numerical simulations are similar to one another showing the validity and accuracy of the current study.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1367-1384
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• 2013

The purpose of this study was to develop a Science Academic Emotion Scale for Elementary Students. To make a scale, authors extract a core of 14 emotions related to science learning situations from Kim & Kim (2013) and literature review. Items on the scale consisted of 14 emotions and science learning situations. The first preliminary scale had 174 items on it. The number of 174 items was reduced and elaborated on by three science educators. Authors verified the scale using exploratory factor analysis, confirmatory factor analysis, inter-item consistency and concurrent validity. The second preliminary scale consisted of 141 items. The preliminary scale was reduced to seven factors and 56 items by applying exploratory factor analysis twice. The seven factors include: enjoyment contentment interest, boredom, shame, discontent, anger, anxiety, and laziness. The 56 items were elaborated on by five science educators. The scale with 56 items was fixed with seven factors and 35 items to get the final scale by applying confirmatory factor analysis twice. Except for Chi-square and GFI (Goodness of Fit Index), other various goodness of fit characteristics of the seven factors and 35 items model showed good estimated figures. The Cronbach of the scale was 0.85. The Cronbach of seven factors are 0.95 in enjoyment contentment interest, 0.81 in boredom, 0.87 in shame, 0.82 in discontent, 0.87 in anger, 0.77 in anxiety, 0.81 in laziness. The correlation coefficient was 0.59 in enjoyment contentment interest, 0.54 in anxiety, 0.42 in shame, and 0.28 in boredom, which were estimated using the Science Academic Emotion Scale and National Assessment System of Science-Related Affective Domain (Kim et al., 1998). Based on the results, authors judged that the Science Academic Emotion Scale for Elementary Students achieved an acceptable validity and reliability.

• Korean Journal of School Psychology
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• v.17 no.3
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• pp.401-419
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• 2020

The purpose of this study was to validate the Korean Implementation Fidelity Checklist of Tier 1 School-Wide Positive Behavior Support (KIFC-T1) for use in the Korean educational system. Tier 1 support, which is universal supports, within a multi-tiered, school-wide positive behavior support (SWPBS) model, aims to provide support to and prevent problem behaviors among all students in a school. The initial KIFC-T1 consisted of 48 items and 11 factors and was developed based on a literature review. Its content was validated by experts. The validated KIFC-T1 was introduced to 185 special school teachers who had experience implementing SWPBS and who used the instrument to assess the degree to which their schools had implemented Tier 1 support. Based on their responses, the construct validity of the KIFC-T1 was examined using factor, item, and internal consistency reliability analyses. The concurrent validity of the tool was examined using the PBS Evaluation Tool, School Climate Questionnaire, School Discipline Practice Scale, and PBS Effectiveness Scale. The analyses revealed that KIFC-T1 had a stable five-factor structure with 35 items, had good reliability (Cronbach's α=.956, each factor's Cronbach's α=.834-.951), and its results were statistically significantly correlated with those of the PBS Evaluation Tool, School Discipline Practice Scale, and the PBS Effectiveness Scale. However the KIFC-T1's results were not statistically significantly correlated with the results of the School Climate Questionnaire. These results suggest that KIFC-T1 is a reliable and valid tool for assessing the fidelity of universal support implementations.