• Journal of Science Education
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• v.36 no.2
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• pp.293-302
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• 2012

The purpose of this study was to analyze of the science examination of middle school 7th grade by Klopfer's taxonomy of educational objectives. A total of 645 test items from 10 middle schools were analyzed for this study. The examination items were analyzed according to the objectives of science education, such as behavior and contents area, question types, and the degree of difficulty. It was shown that, when the distribution of behavioral objectives was considered, the items emphasized knowledge and comprehension, and were scientific knowledge oriented. The tests consisted of multiple choice questions at a relatively high rate, compared to short answer questions. Comparing the rate of teachers' expectations to the degree of difficulty, the ratio of "top" was low and that of "medium" was high. The results of this study suggested that using various types of question and multiple levels of content and behavior enabled more effective evaluation of the diverse thinking powers and learning of the students.

• Journal of Educational Research in Mathematics
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• v.21 no.2
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• pp.105-120
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• 2011

This research intends to analyse how mathematically gifted 8th graders (age 14) discover and proof the properties on the sum of face angles of polyhedron. In this research, the problems on the sum of face angles of polyhedrons were given to 36 gifted students, and their discovery and proof processes were analysed on the basis of their the activity sheets and the researcher's observation. The discovery and proof processes the gifted students made were categorized, and levels revealed in their processes were analysed.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.339-356
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• 2010

It is important for children to develop statistical reasoning as they think through data. In particular, it is imperative to provide children instructional situations in which they are encouraged to consider variability in data because the ability to reason about variability is fundamental to the development of statistical reasoning. Many researchers argue that even highperforming mathematics students show low levels of statistical reasoning; interventions attending to pedagogical concerns about child ren's statistical reasoning are, thus, necessary. The purpose of this study was to investigate 15 gifted elementary students' various ways of understanding important statistical concepts, with particular attention given to 3 students' reasoning about data that emerged as they engaged in the process of generating and graphing data. Analysis revealed that in recognizing variability in a context involving data, mathematically gifted students did not show any difference from previous results with general students. The authors suggest that our current statistics education may not help elementary students understand variability in their development of statistical reasoning.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.599-614
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• 2017

The purpose of this study is to compare and analyze middle school students' understanding of constant rate of change, in terms of observing, representing and interpreting dynamic functions in various ways using the SimCalc MathWorlds. For this purpose, parts of a class conducted for six students in the first grade of middle school were analyzed. The results suggested two implications for a class that used this program (SimCalc MathWorlds): First, we confirmed that the relationships between the two quantities that students notice in the same situation can be different. Second, the program helped students to develop a more comprehensive understanding of the meaning of the constant rate of change. The study also revealed the need to use technology in teaching and learning about functions, particularly to represent and interpret a given situation that involves the constant rate of change in various ways. Further, the results can contribute to developing contents and methods to teach functions using technology in consideration of students' different levels of understanding.

• Journal of Educational Research in Mathematics
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• v.13 no.2
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• pp.159-178
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• 2003

This study analyzes on the reasoning in the process of justification and mathematical problem solving in our primary mathematics textbooks. In our analyses, we found that the inductive reasoning based on the paradima-tic example whose justification is founnded en a local deductive reasoning is the most important characteristics in our textbooks. We also found that some propositions on the properties of various quadrangles impose a deductive reasoning on primary students, which is very difficult to them. The inductive reasoning based on enumeration is used in a few cases, and analogies based on the similarity between the mathematical structures and the concrete materials are frequntly found. The exposition based en a paradigmatic example, which is the most important characteristics, have a problematic aspect that the level of reasoning is relatively low In Miyazaki's or Semadeni's respects. And some propositions on quadrangles is very difficult in Piagetian respects. As a result of our study, we propose that the level of reasoning in primary mathematics is leveled up by degrees, and the increasing levels are following: empirical justification on a paradigmatic example, construction of conjecture based on the example, examination on the various examples of the conjecture's validity, construction of schema on the generality, basic experiences for the relation of implication.

• Journal of Educational Research in Mathematics
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• v.13 no.2
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• pp.107-122
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• 2003

The present study aims at theoretically reviewing studies en the need of alignments among assessment, curriculum and instruction in order to implement the goals of mathematics education. This paper discusses about issues and models fer alignment between instruction and curriculum, and then mainly focuses on alignment of assessment with instruction and curriculum at two levels, classroom and large-scale assessment. It was pointed out that both many published standardized tests for large-scale assessment and classroom assessments failed to meet curricular goals and contents, and instructional methods. The findings imply that reform in mathematics education should not be driven by assessment, but be embedded in instructional practices.

• Journal of Korean Public Health Nursing
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• v.8 no.1
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• pp.63-72
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• 1994

The purpose of this study was to estimate the industrial worker's knowledge, attitude, and practice about occupational health and to provide the basic data for the development of industrial health services. The study was undertaken from January 15 to January 30, 1993. 549 industrial workers at the Industrial Complex located in Chonbuk Province were participated in this study. The results were as follows; 1. The Knowledge, Attitude and Practice leveles of Workers about Occupational Health. The levels were measured by five point scale. The mean score of knowledge was 2. 59 point out of 4. The mean score of attitude was 2.37 point out of 4. The mean score of practice was 2. 38 point out of 4. 2. The analysis of their knowledge" attitude, and practice about general characteristics. 1) There was significant difference among different age groups. $(P{\leqq}0.0001)$ -. The group of age 25-29 was the highest value in knowledge and attitude. -. The group of age over 50 was highest value in practice. 2) There was significant difference between sexual groups in all items. -. Male workers were higher than Female workers in all items. (P=0.0000) 3) There was significant difference according to the marital status in all items. -. Married workers were higher than Single workers in all items. (P = 0.0000) 4) There was significant difference among different groups of educational level in attitude and practice. (P<0.05) The value was positivly correlated to their educational level. 5) There was significant difference among the groups of job-part in knowledge and practice. (P=0.000, P=0.031) -. Office workers were higher than Production workers in all items. 6) There was significant difference among different group of job experience in knowledge and attitude. (P=0.0000. P=0.0387) The value was positively correlated to the years length of job experience. 7) There was significant difference among the groups of different monthly income in all items. (P=0.000) The value was positively correlated to their monthly income.

• Journal of Korean Academic Society of Home Health Care Nursing
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• v.9 no.1
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• pp.5-13
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• 2002

This study was conducted to assess need for education on the infection control by examining the knowledge on infection control in home care of the home care trainees who had completed an infection control course. Using 64 items questionnaire. home care trainees of eight home care education institutions who took classes related with infection control. The level of knowledge evaluated subjectively was 4.24point (full mark: 5 point). The correct answer rates for handwashing and gloving. cleaning patients' rooms. preventing sharp injury, preventing exposure to potential infectious agents, home care bag technique were 84.5% 86.4% 70.7% 65.3% 76.2% representatively. For the knowledge on the infection control principles to prevent catheter related infection, indwelling catheter related infection, tracheal tube related pneumonia. L-tube related infection, oxygen therapy related infection. and wound infection were 62.8% 27.8% 39.1% 87.8% 76.5% 80.5% representatively. The correct answer rates varied depending upon the educational institutes (p< = .0001), educational levels (p= .001), workplaces (p<.0001), and the experience of infection control education (p= .001). Considering these results. a standardized curriculum must be developed and implemented after analyzing the existing infection control curricula of the home care education institutes. and guide books for infection control in home care should be developed and distributed. In addition. continuous infection control education be provided to the home care nurses through reeducation so they can acquire new knowledge needed for carrying out infection control activities effectively.

• School Mathematics
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• v.5 no.1
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• pp.27-42
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• 2003

The current 7th National Mathematics Curriculum had been developed as a learner-centered curriculum and begun to apply to high school since 2002. This paper discusses issues related to the high school mathematics curriculum application into high school. The mathematics curriculum for grades 11 and 12 was developed primarily as a learner-centered one to provide five elective courses according to the needs of students based on their future occupation and attitudes. Discussion starts with the differences of the five elective courses: the three of them have dependent and sequential structure and the two are totally different with regards to their levels of difficulty and the content they span. It is claimed that the frameworks of the 2005 National Ability Test for the College Entrance and the minimal enrollment requirements of several influential colleges' admission policy make the high school mathematics education very rigid, unflexible, and anti-educational. Several suggestions to recover and imp-rove the high school mathematics education and the spirit of the 7th curriculum are presented.

• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.327-345
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• 2004

This study attempts to discuss holistic information in order to identify the characteristics of interactions using a graphing calculator. The use of a graphing calculator was divided into three stages: Visual, Analytical, and Self-regulated. The last stage can be called the Self-regulated instrument stage, because this last stage, the use of the calculator, is generally characterized as students actively controlling their ongoing efforts through self-regulating. The accomplishments of the operation can be divided into three levels: Immature, Maturing, and finally, Mature level. First, the characteristics of the Leading Statements were investigated to figure out who has the main role in cooperative learning. This study can support the previous study, which showed that computers could help improve the self-esteem of low-level students. Second, the point of transformation is referred to as the Turning Point. Several functions were observed in the Turning Point: student, instrument, and teacher. Third, when the students convert-sations reach a lull in class and then resume due to certain primary factors without the teachers intervention, this is a case of what is referred to as Structuralization. And last, in this study, the graphing calculator can be used as an auxiliary stimulus to help students control their stress and their attitudes, which in turn can also improve students social interaction.