• Journal of Science Education
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• v.42 no.2
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• pp.165-181
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• 2018

This study compares and analyzes the characteristics and effects of various educational contextual variables according to students' achievement level and gender groups based on the results of PISA 2015 science domain. PISA 2015 included additional variables about teaching-learning and affective characteristics in the field of science, because science was the main domain of PISA 2015. The results of the mediation analysis using a multiple group structural equation model showed that the environment and strategy for the teaching and learning had a positive effect on the affective characteristics, and also positively affected science achievement through the mediator of the affective characteristics. Particularly, the environment and strategy for the teaching and learning was the most effective in improving the affective characteristics for the low achievement group. It was found that the difference of the mediated effect between achievement level groups was statistically significant, but that between male and female students was not. Therefore, the appropriate the environment and strategy for the teaching and learning will need to be emphasized consistently to improve students' cognitive and affective achievement. The implications and suggestions of these results were discussed.

• Nuclear Engineering and Technology
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• v.38 no.1
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• pp.11-32
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• 2006

System thermal-hydraulic codes have been used in the past decades in the areas of design, operation, licensing and safety of Nuclear Power Plants (NPPs). The development and validation of these codes have reached a high degree of maturity, through the consideration of huge experiments and advanced numerical models. Nowadays, the analyses are based upon realistic approaches rather than the conservative evaluation models. However the applications of these computational tools require preliminary qualification issues. Although huge amounts of financial and human resources have been invested for the development and improvement of codes, the calculation results are still affected by errors. In the sophisticated nuclear technology, design and safety of NPP, these errors must be quantified. An overview of the state of the art of the current thermal-hydraulic system code is developed and the need of uncertainty analysis in code calculations is emphasized. Several sources of uncertainty have been classified and commented, and typical applications of such methods are shown.

• The Mathematical Education
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• v.54 no.3
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• pp.261-282
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• 2015

The purpose of this study was to provide insights on making Korean mathematics framework by analytical comparison of three major assessments such as the NAEP 2015, the TIMSS 2015 and the PISA 2015. This study focused on the key differences and common themes of mathematics frameworks among three major assessments. In order to achieve this purpose, mathematical frameworks of the NAEP 2015, the TIMSS 2015, and the PISA 2015 were analyzed and compared. The criteria of the comparison were content domain and cognitive domain. The comparing criteria of content domain were based on NCTM content standards and cognitive domain were used the three understanding levels of Jan de Lange's pyramid model. Based on these comparisons, researchers discussed that Korea mathematical framework was needed to have a set of content categories that reflect the range of underlying mathematical phenomena and a set of cognitive levels which contain the range of underlying fundamental mathematical capabilities including consideration of contexts.

• The Mathematical Education
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• v.54 no.3
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• pp.207-222
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• 2015

Mathematics preservice teachers' Mathematical Content Knowledge ("MCK") includes not only knowledge for mathematics, but also academic knowledge for school mathematics and mathematical process knowledge. We can consider the items in PISA 2012 as suitable tools to assess process knowledge as well as mathematical content knowledge because these items are developed by competent international educational experts. Therefore, the responses to items with the low percentage of correct answers in conjunction with the mathematical contents were analyzed with focus on FMC. The results showed the reasoning competency in responses using the conditions of the problem and of understanding the conditions after reading the complex problems within the context (i.e. the reasoning and argumentation competency, and communication competency) requires improvements. Furthermore the results indicated the errors due to a lack of ability of devising strategies for problem solving. Based on the foregoing results, the implications towards the directions of the education for the preservice mathematics teachers have been derived.

• The Mathematical Education
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• v.54 no.1
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• pp.49-63
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• 2015

PISA 2012 showed that while Korean students achieved high-level math achievement in mathematics their levels are relatively lower in math self-efficacy. Students from Singapore, on the other hand, achieved high scores both in math achievement and in math self-efficacy. The results of the two countries differed although both countries has been sharing the same East Asian cultural sphere. This study analyzed the input and the process variables on the student- and school-level concerning math self-efficacy. The results were as follows. In Korea, math interest, instrumental motivation, elaboration strategies, applied and pure math tasks were the student-level variables that affected math self-efficacy. In Singapore, math interest, control strategies, elaboration strategies, applied and pure math tasks were the student-level variables that affected mathematics self-efficacy. Math club, teachers' low expectations were the school-level variables that affected math self-efficacy. For a higher-level of math self-efficacy in Korea, it is important to encourage students not only to use control strategies, but to participate in math clubs. It is equally important for teachers to have higher expectations towards students.

• Earthquakes and Structures
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• v.12 no.4
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• pp.409-423
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• 2017

This paper proposes a quick and simplified method to describe masonry vaults in global seismic analyses of buildings. An equivalent macro-element constituted by a set of six trusses, two for each transverse, longitudinal and diagonal direction, is introduced. The equivalent trusses, whose stiffness is calculated by fully modeled vaults of different geometry, mechanical properties and boundary conditions, simulate the vault in both global analysis and local analysis, such as kinematic or rocking approaches. A parametric study was carried out to investigate the influence of geometrical characteristics and mechanical features on the equivalent stiffness values. The method was numerically validated by performing modal and transient analysis on a three naves-church in the elastic range. Vibration modes and displacement time-histories were compared showing satisfying agreement between the complete and the simplified models. This procedure is particularly useful in engineering practice because it allows to assess, in a simplified way, the effectiveness of strengthening interventions for reducing horizontal relative displacements between vault supports.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.39-48
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• 2020

This study analyzes PISA's ICT background survey on OECD countries published in December 2019 to analyze ICT accessibility and utilization of each subject. In Korea, ICT accessibility at home is 40.40%, ranking 17th, slightly higher than the OECD average (43.01%). Access to schools is 40.40%, ranking 21st below the OECD average(43.01%), which has improved from the lowest group to three in the middle three years ago. In nine subjects, the proportion of students using digital device in the classroom is 2.96%, well below the OECD average(8.22%), and ranked 31st in the OECD country. This shows that the state needs a change in education policy in order to cultivate the talent needed for the AI era.

• Journal of The Korean Association of Information Education
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• v.21 no.4
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• pp.425-435
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• 2017

The purpose of this study is to explore the differences between Korea and Japan in terms of the effects of student- and school-level ICT-related factors on computer-based problem solving ability in PISA 2012 achievement results. PISA 2012's computer-based problem solving assessment included 5,033 students from 156 schools in Korea and 6,351 students from 191 schools in Japan. A 2-level hierarchical linear model (HLM) was employed to analyze data. Both of Korean and Japanese students, students with the earlier use of computer and the Internet, higher socioeconomic background and higher openness to problem reported better problem solving scores than their counterparts. Also, accessibility to ICT equipment provided by home or school was found to be a negative effect on problem solving in both countries. Differences in the effects of purposes and attitudes for ICT use, teacher-student relationship, and creative out-of-school activities on problem solving ability were found between two countries.

• The Journal of Korean Association of Computer Education
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• v.16 no.1
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• pp.51-61
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• 2013

This study is to investigate the effecting factors on using ICT ability, and using computers for learning through PISA 2009 Korean data. Multi-level analysis is adapted to hierarchical nested data. Results show as follows: First, using ICT ability is affected by variables on the student level, but not on the school level, except in ESCS. Second, using computers for the purpose of learning at home is also affected by variables on the student level, but not on the school level, except in ESCS and in the size of region. Third, using computers for learning at the school is more influenced by variables on the school level like ESCS, the size of region, the ratio of computers, and the student-teacher ratio. The results suggest planning a computer education policy with considering both personal and school differences based on the multi-level approach.

• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.441-457
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• 2016

The purpose of this study is to analyze Korean students' mathematics achievement characteristics and draw implications for better math education in schools through comparing the results of three east Asian top level countries, Korea, Singapore, and Japan in PISA 2012 results. As a results, the rate of correct answers of Korea students was relatively low compared with those of Singapore, but relatively higher than Japan. From the results of effect size, similar results from t-test was discovered. As shown in analysis according to sub-elements in math assessment framework, the Korean students had low effect size in every sub-elements than Singapore. and they had high effect size at most of sub-elements than Japan, except "personal" context. In top performing level(above level 5), the Korean students had high effect size at "quantities" in mathematical contents, and "employ" in mathematical processes compared with Singapore. And they had row effect size at 6 sub-elements compared with Japan.