• Journal of Science Education
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• v.34 no.1
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• pp.164-174
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• 2010

The purpose of this study was to find out taxonomic characteristics of objectives infered from questions of summative evaluation by analyzing those objectives with Bloom's revised taxonomy of educational objectives. 1,711 questions of midterm and final examinations collected from 25 middle schools were analyzed to classify objective of each question. The major findings of the study were as follows: first, from the analysis of objectives in the knowledge dimension, the assessment of factual knowledge was most prevailing(67.6%) in the biology summative evaluation. In the cognitive process dimension, memory assessment was most dominant(76.1%). Thus, the main objectives of evaluation leaned toward particular classes in the Bloom's revised taxonomy, which was different from the findings of earlier studies on the weights of evaluation areas. Second, the level of the objectives should be determined in consideration of the grade of middle schoolers, as their cognitive level improves with grade. In fact, however, there was no difference among three grades in characteristics of objective taxonomy.

• Journal of the Korean earth science society
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• v.22 no.4
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• pp.268-277
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• 2001

This study was to investigate the preconception and phases of children's conceptual change about season through an instruction on the concept. Participants in the study were seventy-eight fifth graders in two classrooms of an elementary school located in Incheon city. Children's preconception was examined using a questionnaire, consisted of a drawing and literal explanation. The questionnaire also was used at the midterm-test, post-test, and one-week delayed-test. The results shows several findings as follows: some children (a) change their synthetic conceptions to form another synthetic conceptions through the instruction; (b) exhibit that their conceptions are unstable; and (c) are mainly influenced by distance and heating effect on the seasonal spatial distribution between the Earth and the Sun, and by the Earth's rotation on the seasonal change of constellations in acquiring the scientific concepts.

• STI Policy Review
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• v.3 no.2
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• pp.152-171
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• 2012

In April 2001, many Japanese national institutes were reorganized as Independent Administrative Institutions (IAI) based on the General Act for Independent Administrative Institutions and the act for each institution. Under the Ministry of Education, Culture, Sports, Science and Technology (MEXT), the National Institute for Materials Science (NIMS) was established by the merger of the National Research Institute for Metals (NRIM) and the National Institute for Research in Inorganic Materials (NIRIM). One of the biggest changes was the expansion of autonomous administration. The nanotechnology and material R&D field was prioritized in the 2nd (2001-2005) and the 3rd (2006-2010) Science and Technology Basic Plans; subsequently, NIMS was assigned to take the initiative in nanotechnology as well as materials science. NIMS has proactively expanded research fields through the introduction of researchers from polymers, electronics, and biotechnology as well as member institutes of the World Materials Research Institute Forum (WMRIF). Globalization has been promoted through programs that include the International Center for Young Scientists (ICYS) and the International Center for Materials Nanoarchitectonics (MANA). The 4th Science and Technology Basic Plan (2011-2015) emphasizes outcomes-recovery and rebirth from the disaster, green innovation, and life innovation. The Midterm Plan for NIMS also follows it. R&D collaboration by multi-partners (that include industry, university, and GRI) should be strategically promoted where GRI are especially required to play a hub function for innovative R&D and open innovation. NIMS highlights are Tsukuba Innovation Arena (TIA) and the Nanotechnology Platform Project. On January 20, 2012, a new organization was decided on by the Japanese Government where several IAI from different science and technology areas will be merged to realize more effective R&D as well as administrative cost reductions. NIMS is also supposed to be merged with 4 other R&D IAI under MEXT by the end of 2013.

• Journal of Internet Computing and Services
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• v.20 no.5
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• pp.19-26
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• 2019

Recently, the importance of the internet of things (IoT) education has been emphasized due to the progress of research on IoT technology. Therefore, universities require an efficient IoT course. In this paper, we propose an undergraduate IoT course using the Bluetooth function of smartphone and Arduino kit. The proposed embedded IoT class uses the Bluetooth capabilities of the smartphone to connect Arduino and activate various sensors to encourage students to become interested in the class. According to students' midterm and final exam scores, students programming skills have been improved since students' projects were in progress during the course. Further, according to students' survey, the proposed IoT class is very effective in understanding the embedded IoT and 75% of the students satisfied with the proposed course.

• Journal of Ecology and Environment
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• v.44 no.4
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• pp.241-255
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• 2020

Background: The stem exclusion stage is a stage of forest development that is important for understanding the subsequent understory reinitiation stage and maturation stage during which horizontal heterogeneity is formed. Over the past 11 years (2009-2019), we observed a deciduous broad-leaved forest in the Albongbunji Basin in Ulleungdo, South Korea in its stem exclusion stage, where Fagus engleriana (Engler's beech) is the dominant species, thereby analyzing the changes in the structure (density and size distributions), function (biomass and species richness), and demographics. Results: The mean stem density data presented a bell-shaped curve with initially increasing, peaking, and subsequently decreasing trends in stem density over time, and the mean biomass data showed a sigmoidal pattern indicating that the rate of biomass accumulation slowed over time. Changes in the density and biomass of Fagus engleriana showed a similar trend to the changes in density and biomass at the community level, which is indicative of the strong influence of this species on the changing patterns of forest structure and function. Around 2015, a shift between recruitment and mortality rates was observed. Deterministic processes were the predominant cause of tree mortality in our study; however, soil deposition that began in 2017 in some of the quadrats resulted in an increase in the contribution of stochastic processes (15% in 2019) to tree mortality. The development of horizontal heterogeneity was observed in forest gaps. Conclusions: Our observations showed a dramatic shift between the recruitment and mortality rates in the stem exclusion stage, and that disturbance increases the uncertainty in forest development increases. The minor changes in species composition are likely linked to regional species pool and the limited role of the life-history strategy of species such as shade tolerance and habitat affinity. Our midterm records of ecological succession exhibited detailed demographic dynamics and contributed to the improvement of an ecological perspective in the stem exclusion stage.

• The Mathematical Education
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• v.60 no.1
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• pp.111-131
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• 2021

This study aims to investigate how secondary mathematics teachers understand and intend to use textbooks for their mathematics instruction. For this purpose, we developed a set of survey items in order to unpack what the teachers understand the mathematical tasks suggested in the textbooks in terms of the levels of cognitive demand and how they intended to use the tasks in the textbooks for their teaching. Twenty-five teachers participated in the survey. The data from the survey were analyzed. The findings from the data analysis suggested as follows: a) the teachers seemed to closely follow textbooks without attempting to modify the tasks, even when the teachers consider it is necessary to modify textbook tasks to high-level tasks, b) the teachers seemed to be unstable in regards that they admitted themselves very competent for modifying tasks for developing students' mathematical thinking but, at the same time, they were uncomfortable with transforming tasks into cognitively demanding tasks that promote students' mathematical understanding, and c) the teachers appeared to consider textbooks as significant criteria in conducting tests including midterm and final exam. In conclusion, the teachers seemed to intend to follow closely the contents and sequence of mathematics textbooks in their mathematics classrooms.

• Journal of Korean Neurosurgical Society
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• v.65 no.4
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• pp.523-530
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• 2022

Objective : To evaluate the safety and efficacy of an overlapped stenting-assisted coiling technique in treating vertebral artery dissecting aneurysm (VADA) via Low-profile Visualized Intraluminal Support (LVIS) stent-within-Neuroform EZ stent. Methods : From January 2017 to June 2019, 18 consecutive patients with VADAs (ruptured : unruptured=5 : 13) were treated with the overlapping stents assisted-coiling technique in our center. The overlapping manner was a Neuroform EZ stent being deployed first, followed by LVIS stents placement using the 'shelf' technique. The patients' clinical characteristics, technical feasibility and safety, and immediate and follow-up angiographic results were retrospectively reviewed. Results : Seventeen (94.4%) procedures were technically successful with an exact deployment of the stents and patent parent or perforator arteries. The immediate angiographies after procedure confirmed Raymond class I, II, and III occlusion of VADAs were in 12 (66.7%), two (11.1%), and four cases (22.2%), respectively. Post-procedural complications developed in one patient (5.6%) with minor brainstem infarctions, which resulted from an in-stent thrombosis during the procedure. Angiographic follow-up at 5.7 months (range 3 to 9 months) demonstrated Raymond class I and II occlusion were in all cases (100%). The modified Rankin Scale scores at 21.3 months (range 15 to 42 months) 0-2 in 17 cases (94.4%) and three in one case (5.6%). Conclusion : Overlapping stents via LVIS stent-within-Neuroform EZ stent combined with coiling is safe and effective for patients with VADA in the midterm results.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.295-303
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• 2022

This study compares two cases in which flipped learning is applied in the active learning classroom (ALC) and fixed classroom of advanced engineering education. To this end, the difference in pre-learning, academic achievement, and class satisfaction between ALC and fixed classroom flipped learning were compared. The results revealed that students in ALC flipped learning watched more video lectures for pre-learning than those in the fixed classroom flipped learning and achieved higher scores on final tests, though they obtained lower points on midterm exam. In addition, examination of class satisfaction with questions about class factors, instructor factors, and overall satisfaction revealed that ALC flipped learning showed higher satisfaction in all factors than the fixed classroom flipped learning. This case study suggests that the ALC environment, a learning space built to facilitate learner-centered activities, is more effective for flipped learning that requires active interaction in the classroom.

• Journal of Industrial Convergence
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• v.20 no.2
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• pp.45-50
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• 2022

In this study, an e-portfolio system was constructed and utilized to communicate with students, while processing the overall procedure of teaching-learning activities as data for qualitative improvement in the non-face-to-face educational environment. The e-portfolio system was designed to support the entire process of reflection from the instructor's lesson planning, regular checking of the learner's understanding during the course operation process, online communication, and support for learner-centered educational activities. Analyzing the effectiveness of the communication-based learning effect between instructors and learners using the e-portfolio in liberal arts programming classes, which may be difficult for non-major students, a significant correlation was found in problem-solving skills, and midterm and final exams. Additionally, the result of analyzing the expanded applicability of e-portfolio satisfaction demonstrated a significant correlation with the students' computational thinking ability, test results, assignments, and academic performance. It was found to have a significant effect on the improvement of computational thinking ability. If non-face-to-face education is conducted using the proposed e-portfolio system type, it will be possible to improve the quality of online education, while communicating effectively with students.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.333-339
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• 2022

In this study, we study the effects of note-taking skills on students' academic performance, satisfaction, and concentration, and immersiveness when students are taking online classes. The Cornell note format was used for the note-taking skills. The survey result shows that note-taking skills in online class increase students' diligence, participation, and concentration. We find a strong positive correlation between the number of Cornell note submission and academic performance, and we show that the association between two is a statistically significant by using simple/multiple regression analysis. The multiple regression result shows that one unit increase in the Cornell note submission is associated with the increase in 0.253 midterm score on average. In addition, one unit increase in the Cornell note submission is associated with increase in 0.287 final exam score on average. Further, we conduct bootstrapping regression as a robustness test and show that the results are consistent with the simple/multiple regression results. These analyses show that Cornell note taking skills in online classes can be beneficial for students to improve the quality of their learning.