• 한국초등과학교육학회지:초등과학교육
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• 제23권4호
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• pp.305-317
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• 2004

The learning materials in elementary school science textbooks should include all kinds of materials being used by both teachers and students in the science teaching. The major purpose of this research is to analysis textbooks and teacher's guidebooks prepared for the science teaching of 3-6 grade students. To clarify this research, we listed whole of the learning materials of science teaching for each grade and counted numbers being used for whole of the lessons of science. And according to the characteristics and the methods of its preparation of materials, the types of learning materials can be divided into 10 categories such as teaching equipments for science, test materials, consumables, audio-visual aids, teaching equipments in general, collecting' recycling materials, field studies' collected data, breeding' cultivation materials, manufacture materials, and etc. At the result of this research, the 7th national science curriculum needs total 844 items of learning materials for science education. They could be separated into ten types of categories such as 159 items of teaching equipments for science, 65 items of test materials, 116 items of consumables, 198 items of audio-visual aids, 64 items teaching equipments in general, 31 items of collecting' recycling materials, 38 items of field studies (collecting) materials, 17 items of breeding-cultivation materials, 58 items of manufacturing materials, 105 items of other materials. And we found out that there were 332 items of materials for the 3rd grade, 303 items for the 4th grade, 324 items for the 5th grade, and 254 items for the 6th grade. The result of this research could be useful for classroom activities for science teaching.

• 한국과학교육학회지
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• 제22권1호
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• pp.122-131
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• 2002

본 연구는 수행 평가 방식의 중요성이 대두됨에 따라 실지로 수행형 평가 문항이 전통적인 선다형 평가문항에 비해 어떤 학생들에게 어떻게 유용한지를 분석한 연구이다. 이를 위하여 제 3차 수학 과학 성취도 국제비교 반복 연구에 사용된 선다형과 수행형 평가문항들을 내용영역별로 분석하여, 수행형의 평가문항과 선다형의 평가문항의 효율성을 비교 분석하였다. 자료분석 결과 수행형의 문항이 선다형의 문항에 비하여 학생들의 능력을 더 정확하게 추정함으로써 효율성이 높은 것으로 나타났다. 특히 환경이나 과학의 본성 영역에 비하여 지구과학, 생물, 물리와 화학 영역에서 수행형의 문항이 선다형의 문항에 비하여 학생들의 능력을 더 정확하게 추정하고 있음을 보여주었다. 또한 선다형의 문항에 비하여 적은 수의 문항으로 학생들의 능력을 추정함에도 불구하고 추정오차가 적어, 적은 수의 수행형 문항으로도 학생들의 능력을 정확하게 추정할 수 있음을 시사하고 있다.

• 유통과학연구
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• 제17권7호
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• pp.39-44
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• 2019

Purpose - This research was to help distribution of Go Bags (Survival Bag or Disaster Supplies Kit), which are useful for disaster preparedness, by surveying precomposed Go Bag items in internet shopping malls. Research design, data, and methodology - We checked 15 items including food, water, first aid kit, radio, flashlight or candles, battery, lighter or matches, whistle, blanket, towel, toilet paper, personal sanitations, raincoat, can opener, disaster manual in Go Bags based on the recommendations by the Ministry of the Interior and Safety. The number of items and price, domestic product, accreditation were compared using a Chi-square test. The Pearson's R was also used to summarize the strength of the linear relationship between the number of items and price, sub-items. Results - Mean of the sub-items was 21, and mean of the items was 8. There was a statistically significant difference between the number of items size and the price level (p=.014). There was also a statistically significant difference between the number of items and sub-items (p<.001), and correlation coefficient was a positive linear relationship of .467. Conclusions - Only eight were sold in the internet shopping malls as a precomposed Go Bag items. Even the approved Go Bags had no difference in the number of items. Higher prices had a relatively greater number of items, and it had a positive correlation between the size of sub-items and items.

• 한국지구과학회지
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• 제24권2호
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• pp.93-99
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• 2003

The purpose of this study was to develop a new test instrument based on AAAS Benchmarks for Science Literacy, to assess k-12 students' progress in understanding nature of science (NOS). A total of 276 items were developed including 33 items for grade k-2, 36 items for grade 3-5, 78 items for grade 6-8 and 129 items for grade 9-12 and they were reviewed for validity and reliability. Key ideas that were the foundation of test items were extended, sophisticated and enriched according to the grade level. The general score of this test represents a student's cognitive state about an understanding of NOS. The result of this test can be expected to give some useful information for follow-up investigations, improving instructional design, and conducting further studies.

• 치위생과학회지
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• 제20권1호
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• pp.34-43
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• 2020

Background: The number and curriculum of dental hygienists in Korea have dramatically increased. Controversies have since resulted from insufficient job descriptions of the work performed by a dental hygienist. A dentist's perception was examined to legally reflect the actual work of dental hygienists. Methods: Four hundred and nineteen dentists were surveyed about the duties of a dental hygienist. Their views on the career and availability of each job were examined. The duties of the dental hygienist include 13 items in dental treatment preparation, 14 items of radiography, 21 items of preventive dentistry, 6 items of periodontal treatment, 12 items of oral medicine, 12 items of conservative dentistry, 8 items of prosthetics, 10 items of orthodontics, 7 items of oral and maxillofacial surgery, 6 items of implantation, 6 items of impression taking and model fabrication, 5 items of anesthesia and injection, 11 items of management and administrative, and 3 items of self-development. Results: Most of the duties were doable by a dental hygienist. Many dentists reported that managing implants, oral hygiene of special patients, some duties in oral medicine, teeth brightening, making temporary crowns, making individual trays, selecting shades, ligaturing, and precision impressions need ≥3 years of experience. Duties perceived by dentists not to be performed by dental hygienists were reading radiographs (55.4%), suture and stitch out (48.0%), intramuscular injection (36.0%), root planning (27.2%), cementation and removal of prostheses (23.2%), and examining pulp vitality (22.0%). Conclusion: Current laws are to be revised to include, the care provided by dental hygienists and under a physician's supervision. Flexibility is also needed to cope with rapidly changing dental technology.

• 한국초등과학교육학회지:초등과학교육
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• 제32권4호
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• pp.423-436
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• 2013

This research purports to analyze released items and G4 students' science achievement from TIMSS 2011 according to their academic achievement levels and gender. By doing so, it aims to draw educational implications for Korea from analyses results. Korea showed a lower rate of students at the advanced international benchmark - the highest achievement level - compared to Singapore. The difference was the smallest in Life Science among three content domains and knowing among three cognitive domains. The results of analysis according to gender showed that male students' achievement was significantly higher in Physical Science and Earth Science, and their achievement was also higher in the cognitive domains of Knowing and Applying. From the analysis of the released items, it was revealed that the students' achievement was low in items related to classification of organisms, functions of heart, matters that combust or emit light, and the concept of rotation. Moreover, students drew some illogical conclusions based on their personal experience. Male students were found to show high achievements in items that were not included in curriculum, constructed-response items in the form of short-answer questions, and multiple-choice items in the Knowing domain. Female students were found to show high achievement in items that were included in curriculum, constructed-response items that require reasons and methods, and items that represent experimental situations. Male students showed high achievement in forces concept and movements concept of bodies in the universe, while female students showed high achievement in solubility concept.

• 한국환경교육학회지:환경교육
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• 제14권2호
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• pp.133-141
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• 2001

The purpose of this study was to verify the trends of Korean students'environmental science achievement in recent two international comparative studies, TIMSS-R and PISA 2000. Participants of TIMSS-R and PISA 2000 were 8th graders and 15-years-olds, respectively. The science items in TIMSS-R assess students'science concepts in the science curriculum and science items in PISA 2000 assess scientific literacy in the 21s1 daily life. To achieve this purpose, the 14 environmental knowledge items in TIMSS-R and 16 environmental knowledge items in PISA 2000 were analyzed. As a result of the comparison between Korean- and international percent correct, Korean students showed especially higher achievement in 'resources'or'ecosystem'items. On the contrary, Korean students showed relatively lower achievement in'biotechnology'or'environmental health'items. In general, Korean female students showed lower achievement than their male counterparts. The relationship among environmental knowledge, attitudes, and behavior should be examined more systematically.

• 한국감성과학회:학술대회논문집
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• 한국감성과학회 2000년도 춘계 학술대회 및 국제 감성공학 심포지움 논문집 Proceeding of the 2000 Spring Conference of KOSES and International Sensibility Ergonomics Symposium
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• pp.189-190
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• 2000

The purpose of this study is to estimate of design and ambience of goods by using 5 Kansei design items (shape, color, sense of material, fit, functionality/convenience). This paper describe that effectiveness of 5 Kansei design items. selecting image words and correspondence of 5 Kansei design items with image words. Kansei design items, selecting image words and correspondence of 5 Kansei design items with image words. (image words: the word describing about item image)

• 과학교육연구지
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• 제38권3호
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• pp.670-690
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• 2014

이 연구는 고등학교 생명 과학 I의 지필평가 실태를 조사하기 위하여 일반계 고등학교 10개교를 임의로 선정하여 2013학년도 생명 과학 I의 문제지 33부(선택형 문항 690개, 서답형 문항 162개)를 분석하였다. 문항에 대해서는 Bloom의 신 교육목표 분류체계의 틀과 국가수준 학업성취도 평가의 과학과 평가틀에 근거하여 분류하였다. 선택형 문항의 경우 실제 정답률과 이원목적분류표에 제시된 난이도를 비교하였고, 서답형 문항의 경우 문항유형에 따른 문항 수와 배점을 비교하였다. 서답형 문항 중 서술형 문항에 대해서는 반응의 허용 정도, 자료 제시 여부, 출제 형식에 따라 구분하였다. 지필평가 문항 분석 결과, 서답형 문항의 비율이 19.0%로 선택형 문항의 비율(81.0%)보다 낮았다. Bloom의 신 교육목표 분류체계에 의한 분석 결과, 지식 차원에서 '개념적 지식'에 해당되는 문항이, 인지과정 차원에서 '이해하다'에 해당되는 문항이 많았다. 국가수준 학업성취도 평가의 과학과 평가틀에 의한 분석에서 '지식' 영역에 해당되는 문항이 '탐구' 영역에 해당되는 문항보다 약 9배 많았다. 선택형 문항에서 이원목적분류표에 제시된 난이도와 실제 정답률을 비교한 결과, 일치하는 비율은 41.5%였다. 서답형 문항의 유형에 따른 문항 수의 비율을 비교한 결과, 단답형 문항의 비율이 34.0%였고, 그리기 문항은 '세포와 생명의 연속성' 단원에서 주로 출제가 되었다. 서술형 문항에서 반응의 허용 정도에 따라 분류한 결과, 모두 '응답 제한형'에 해당되었고, 그 중 '내용범위 제한형'(67.3%)에 해당되는 문항이 가장 많았다. 그리고 자료 제시여부에 따라 분류한 결과 '자료 제시형'(65.4%)에 해당되는 문항이, 출제 형식에 따라 분류한 결과 '지식 서술형'(80.4%)에 해당되는 문항이 가장 많았다. 이 연구 결과를 통하여 학교 현장에서 '탐구' 영역에 해당되는 문항을 더 많이 출제할 필요가 있으며, 서술형 문항의 실제적 비중을 높이면서, 다양한 유형으로 출제할 필요가 있다고 생각된다.

• 한국과학교육학회지
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• 제24권1호
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• pp.17-28
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• 2004

The purpose of this study is to determine the patterns of differences between genders in science achievement. Eleventh grade, 140 female and male students were sampled from a school in Seoul. According to the analysis results of pilot study, 20 items were finally selected for the main study. To sharpen our interpretations of the factors and provide some confirmation, we supplemented the statistical analysis with a more detailed cognitive study of the items using think-aloud protocols and interviews with student test takers. The analysis of this study took into account the different item formats, contexts, and presentation styles. The findings are as follows: First, there was no significant gender difference between multiple-choice and open-ended items. Second, male students achieved significantly better in the context of everyday life in multiple-choice items. Third, male students favored items presented as written texts. Fourth, in problem-solving process, female students tend to apply their science concepts, whereas male students tend to apply their everyday experiences. The results of this investigation indicate that gender difference in science achievement depends heavily on item characteristics.