• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.419-430
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• 2018

The purpose of this study is to develop an assessment tool to evaluate student character competence in applying a Collaborative Problem-Solving Instruction Model in science education. Through the literature analysis, nine elements of character are extracted. They are: openness, empathy, tolerance, caring, integrity, self-regulation, honesty, responsibility, and cooperation. Based on these existing measures of character competence, experts discussed and developed items for evaluation of a student's character competence based on the Collaborative Problem-Solving Instruction Model. The first 88 preliminary items were investigated, corrected, and supplemented based on the results of the first survey. A second validity survey was conducted on 71 middle- and high school science teachers to determine the content validity of the items. Inter-rater reliability was calculated for the assessors to verify the reliability of the items. Overall, the inter-rater reliability and content validity of the assessment items are good with 53 items ultimately being selected based on the analysis results. The assessment tool developed in this study could be used to explore changes in student character competence through a Collaborative Problem-Solving Instruction Model, as well as to evaluate student character competence in science education.

• Journal of KIISE:Software and Applications
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• v.35 no.3
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• pp.197-206
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• 2008

In the mobile Internet environment, frequent communications between a mobile device and a content server are required for searching or downloading learning materials. In this paper, we propose an efficient prefetching technique to reduce the network cost and to improve the communication efficiency in the mobile dictionary. Our prefetching-based approach can be explained as follows. First, we propose an overall framework for the prefetching-based mobile dictionary. Second, we present a systematic way of determining the amount of prefetching data for each of packet-based and flat-rate billing cases. Third, by focusing on the English-Korean mobile dictionary for middle or high school students, we propose an intuitive method of determining the words to be prefetched in advance. Fourth, based on these determination methods, we propose an efficient prefetching algorithm. Fifth, through experiments, we show the superiority of our prefetching-based method. From this approach, we can summarize major contributions as follows. First, to our best knowledge, this is the first attempt to exploit prefetching techniques in mobile applications. Second, we propose a systematic way of applying prefetching techniques to a mobile dictionary. Third, using prefetching techniques we improve the overall performance of a network-based mobile dictionary. Experimental results show that, compared with the traditional on-demand approach, our prefetching based approach improves the average performance by $9.8%{\sim}33.2%$. These results indicate that our framework can be widely used not only in the mobile dictionary but also in other mobile Internet applications that require the prefetching technique.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.667-680
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• 2018

The purpose of this study is to investigate 1) the types of knowledge students ask for in their reading comprehension of science textbooks using an online annotation system, 2) the accuracy of the knowledge provided by the students to their peers, 3) the frequency of knowledge sharing behaviors, 4) the evaluation of the effect of collaborative reading, and 5) the trust among peers as knowledge sharers. Questions made by 241 students in the second grade of middle school using an online annotation system in two chapters of the science textbook were analyzed using Bloom's revised taxonomy and their answers were grouped according to five accuracy categories. Also, questionnaires for the evaluation of the effectiveness of collaborative reading comprehension and of trust among the students were used. The students asked their peers 'understanding questions' which comprised almost 80% of the total questions they made and were similar with individual metacognitive strategies for reading comprehension. Of the total threads, 71% has scientifically correct threads shared by the students. The frequency of the knowledge sharing behaviors was high but this was affected by the rewards (point system). Students evaluated that collaborative reading comprehension conducted through an online annotation system were helpful in their learning. In addition, the ratio of students trusting their peers who did the knowledge sharing is over 80%. This study shows that when students use an online annotation system, they can fill one another's cognitive gaps in the reading process by sharing knowledge. Also, collaborative reading using an online annotation system has proved that cognitive individualization is possible through sharing knowledge interactively and dynamically, unlike reading hard copies of textbooks which are a one way information transfer.

• Journal of the Korean earth science society
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• v.42 no.2
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• pp.221-244
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• 2021

To examine the limitations of the the Blosser's (1973) 'Question Category System for Science', which is mainly applied to research in science education in Korea, we analyzed 30 hours of class conversation in a small group program (for first-year middle school students) with a researcher participating as a teacher. When classified according to Blosser's (1973) classification system, distinguishing between 'open and closed questions' was difficult. Questions with the same content were classified into different types depending on their context, whereas some questions could not be classified appropriately. Additionally, higher-level questions (open questions) were not more effective than lower-level questions (closed questions) in improving students' thinking ability or participation in class. The questionnaire's effect differed depending on the information provided by the teacher before questioning, and in many cases, previous question influenced the next questions. However, in the science education questionnaire research based on Blosser's (1973) classification, which is mainly conducted in Korea, each individual question is classified according to the cognitive level, disregarding the influence of context and prior and subsequent questions and the quality of instructions is evaluated by the frequency of higher level questioning. The results of this study indicate that the method of evaluating instruction quality based on the frequency of high-level questioning, which is currently conducted in domestic science education inquiry research, should be avoided.

• Journal of Nutrition and Health
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• v.41 no.6
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• pp.550-560
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• 2008

The purpose of this study is to investigate the relationship of nutritional knowledge, dietary self-efficacy and dietary behavior of nutritionist. Total 190 dieticians of middle and high schools in Daejeon metropolitan city(44.2%) and Chungnam area(55.8%) were surveyed by questionnaires. The change of dietary intakes was used as an index of dietary behavioral change, and dietary self-efficacy are categorized into 4 sub groups of general dietary habit, choice of food, environmental stimulus and emotional conditions. Overall nutritionl knowledge of school dieticians was relatively high as 80.3 score, but specific and detail knowledge about food and nutrition yet have to be strengthened. Dietary self-efficacy of 'choice of food' was the highest with 85.4 and self-efficacy of 'environmental stimulus' was the lowest with 69.7 in the subjects. There was no influence between nutrition knowledge and dietary self-efficacy of school dieticians. According to the level of dietary self-efficacy, the intake of desirable food showed no significant difference, but the intake of undesirable foods decreased as dietary self-efficacy increased(p<0.001). In the analysis of correlation of change in intake of desirable and undesirable foods with nutrition knowledge and 4 different variables of dietary self-efficacy, a nutrition knowledge variable did not show any correlation with other variables. While, total dietary self-efficacy or each 4 sub items showed negative correlation with the intake of undesirable foods. And all 4 sub items of dietary self-efficacy could be the principal factors to constrain the intake of undesirable foods, but 2 items of dietary habits and emotional condition of 4 sub items are the factors to increase the intake of desirable food. Accordingly, it is suggested that dietary self-efficacy could be a powerful factor to induce the behavioral change of professional dieticians.

• Journal of Korean Home Economics Education Association
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• v.18 no.1 s.39
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• pp.17-29
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• 2006

The purpose of this research was to examine the problems, confidence and satisfaction of teachers on the subject ${\ulcorner}technology and home economics{\lrcorner}$ in the 7th national curriculm. For this research, questionnaires were sent by post to teachers who teach technology and home economics in middle schools and high schools. The collected questionnaires were technically analyzed by SPSS/WIN 10.0 program, which measured frequency, percentage, average, standard deviation. According to the types of data, they were also analyzed by t-test and cross tabulation analyses. The results of this research were summarized as follows. 1) There were two teaching types of technology and home economics: the partial charge and the whole charge teaching according to teachers' majors, and both types occurred in similar percentage. The partial charge teaching means that teachers majoring in technology teach only the technology part and teachers majoring in home economics teach only the home economics part when they teach the same subject, technology and home economics. These days the partial charge teaching more often occurs in national or public schools than in private schools, and in coeducational schools than in girls' or boys' schools. 2) The major problems of teaching technology and home economics were caused in order by teachers' lack of skills and knowledge which we not their own major, the lack of students' interests and teaching materials, and burden of tests. 3) Teachers' confidence in teaching the contents of the subject, technology and home economics, made a significant difference according to their majors. Teachers whose major was technology felt more confident when they taught the chapters of the textbooks related to their major, technology, while teachers whose major was home economics felt more confident when they taught the chapters of the textbooks related to their major, home economics. According to implementation types, the partial charge teaching gave higher confidence to the teachers than the whole charge one in teaching almost all the chapters of the textbook. 4) According to implementation types, teachers' satisfaction was showed to be higher in the partial charge teaching than in the whole charge one.

• Journal of Nutrition and Health
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• v.48 no.6
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• pp.488-495
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• 2015

Purpose: This study was conducted to evaluate nutrition intake and diet quality according to carbonated drink consumption in male adolescents (middle-school students = 480, high-school students = 417). Methods: We analyzed data from the combined 2007~2009 KNHANES (Korean National Health and Nutrition Examination Survey). Subjects were divided into two groups, the LCDI (low carbonated drink intake (< 1 time/week), n = 362) group and the HCDI (high carbonated drink intake (${\geq}1$ time/week), n = 535) group, according to carbonated beverage consumption. Nutrient and food group intake, NAR (nutrient adequacy ratio), and MAR (mean adequacy ratio) were analyzed using data from the 24-recall method. Results: Intake of plant protein, vitamin C, plant calcium, phosphorous, and potassium was significantly lower in the HCDI group, compared with the LCDI group. Percent of RNI (recommended nutrient intake) of vitamin C and phosphorous was significantly lower in the HCDI group, compared with the LCDI group. Percentage of subjects who consumed under EAR (estimated average requirement) of protein and vitamin C was significantly higher in the HCDI group, compared with the LCDI group. The NAR of phosphorous was significantly lower in the HCDI group, compared with the LCDI group. Food intakes from potato and starches, pulses and vegetables were significantly lower in the HCDI group, compared with the LCDI group. Conclusion: Consumption of carbonated drinks decreased the diet quality, including calcium, potassium, protein, and vitamin C. Therefore, nutrition education relating to consumption of carbonated drinks is required for male adolescents in order to maintain healthy dietary habits.

• Journal of The Korean Association For Science Education
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• v.43 no.1
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• pp.17-28
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• 2023

In line with the entry into the digital-based intelligent information society, the science curriculum emphasizes the cultivation of scientific competencies, and computer-based test (CBT) is drawing attention for assessment of competencies. CBT has advantages to develop items that have high fidelity, and to establish a feedback system by accumulating results into the database. However, it is necessary to solve the problems of improving validity of assessment results, lowering measurement efficiency, and increasing management factors. To examine students' responses to the introduction of the new assessment tools in the process of transitioning from paper-based test (PBT) to CBT, in this study, we analyzed the results of the PBT and the CBT conducted in 2021 National Assessment of Educational Achievement (NAEA). In particular, we sought to find the effects on student achievement when only the mode of assessment was changed without change of items, and the effect on student achievement when the items were composed including technology enhanced features that take advantage of CBT. This study is derived through the analysis of the results of 7,137 third-grade middle school students taking one among the three kinds of assessments, which were the PBT or two kinds of CBT. After the assessment, the percentage of correct answers and the item discriminations were collected for each group, and expert opinions on characteristics of response were collected through the expert council involving 8 science teachers with experience in NAEA. According to the results, there was no significant difference between students' achievement results in the PBT and the CBT-M, which means simple mode conversion type of CBT, so it could be explained that the mode effect did not appear. However, it was confirmed that the percentage of correct answers for the construct response items was somewhat high in the CBT, and this result was analyzed to be related to the convenience of the response. On the other hand, there were the items with a difference of more than 10%p from the correct answer rate of similar items, among the items to which technology enhanced functions were applied following the introduction of CBT. According to the analysis of response rate of options, these results could be explained that the students' level of understanding could be more closely grasped through the innovative items developed through the technology enhanced function. Based on the results, we discussed some guidance to be considered when introducing CBT and developing items through CBT, and presented implications.

• Journal of Intelligence and Information Systems
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• v.28 no.1
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• pp.263-286
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• 2022

This study acquires NBA statistical information for a total of 32 years from 1990 to 2022 using web crawling, observes variables of interest through exploratory data analysis, and generates related derived variables. Unused variables were removed through a purification process on the input data, and correlation analysis, t-test, and ANOVA were performed on the remaining variables. For the variable of interest, the difference in the mean between the groups that advanced to the playoffs and did not advance to the playoffs was tested, and then to compensate for this, the average difference between the three groups (higher/middle/lower) based on ranking was reconfirmed. Of the input data, only this year's season data was used as a test set, and 5-fold cross-validation was performed by dividing the training set and the validation set for model training. The overfitting problem was solved by comparing the cross-validation result and the final analysis result using the test set to confirm that there was no difference in the performance matrix. Because the quality level of the raw data is high and the statistical assumptions are satisfied, most of the models showed good results despite the small data set. This study not only predicts NBA game results or classifies whether or not to advance to the playoffs using machine learning, but also examines whether the variables of interest are included in the major variables with high importance by understanding the importance of input attribute. Through the visualization of SHAP value, it was possible to overcome the limitation that could not be interpreted only with the result of feature importance, and to compensate for the lack of consistency in the importance calculation in the process of entering/removing variables. It was found that a number of variables related to three points and errors classified as subjects of interest in this study were included in the major variables affecting advancing to the playoffs in the NBA. Although this study is similar in that it includes topics such as match results, playoffs, and championship predictions, which have been dealt with in the existing sports data analysis field, and comparatively analyzed several machine learning models for analysis, there is a difference in that the interest features are set in advance and statistically verified, so that it is compared with the machine learning analysis result. Also, it was differentiated from existing studies by presenting explanatory visualization results using SHAP, one of the XAI models.

• Childhood Kidney Diseases
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• v.1 no.2
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• pp.109-116
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• 1997

Purpose : Chronic renal failure is often accompanied by severe dyslipidemia, a known risk factor for cardiovascular disease. Lipoprotein(a) [Lp(a)] has recently been characterized as a risk factor for atherosclerosis and thrombosis. Cardiovascular disease is the leading cause of death in adult patients on dialysis. However, there are only limited data available concerning risk factors for atherosclerosis in uremic children. We have measured serum levels of lipids, lipoproteins, apolipoproteins and Lp(a) in uremic children with maintenance dialysis. Methods : Ten uremic children with hemodialysis (HD) and 14 with peritoneal dialysis (PD) in our dialysis unit were included in this study. The mean age of HD patients was $162{\pm}59$ months and the male to female ratio was 7:3. The mean age and sex ratio of PD patients were $123{\pm}63$ months and 6:8, respectively. The levels of cholesterol, triglyceride, lipoproteins, apolipoproteins and Lp(a) were measured from serum sampled after 14 hours of fasting. The normal control levels were cited from 2 articles presenting the normal blood lipid and lipoprotein levels of primary school and middle school children in Korea. Results : There was no difference in age, sex ratio, body mass index and duration of dialysis between the HD and the PD group. The serum concentration of the cholesterol, triglyceride and apolipoprotein B were significantly elevated in dialysis patients compared with normal subjects. The serum level of Lp(a) was significantly elevated in only PD group. The serum Lp(a) level was below 30 mg/dl in 13 and above 30 mg/dl in 11 patients. The serum albumin level was significantly decreased in high Lp(a) group than in low Lp(a) group. Conclusion : The uremic children receiving dialysis reveal abnormal serum lipid and lipoprotein profiles. These results suggest that they have a higher risk for coronary heart disease, although there has been no clinical evidence of coronary heart disease at present. A long-term follow-up study of these children to clarify the suggestion should be started now.