• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1143-1157
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• 2004

The purpose of this study was to develop HS-VOSTS(High School Students' Views On Science-Technology-Society), which is an instrument that monitors high school students' views on STS. For this study, 23 multiple-choice items were developed on four categories. First, a categorial scheme was constructed. The categorial scheme was based on many instruments that evaluate students' understanding on STS, literature review, and STS learning goal that many researchers had asserted. Second, the multiple-choice items were developed. The development of the items was carried out through four steps. In the first step, some pairs of statement on each subordinate category were formed. Next, the student statement questionaries which were based on the pairs of statement were responded by 772 students. In the second step, the response written by the students were analyzed to common viewpoints and the first multiple-choice items were constructed. In the third step, the semistructured interview with 28 high school students was implemented and the second multiple-choice items were constructed. In the fourth step, the final version of the instrument was developed through the analysis of the students' response on the second multiple-choice items. HS-VOSTS is an useful instrument for monitoring students' beliefs and viewpoints on STS topics. The results of the students' responses to HS-VOSTS items reflect the students' own thoughts directly. These results will give some implications for the curriculum developers, the authors of text books and the educational policy makers as well as the teachers.

• The Mathematical Education
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• v.57 no.3
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• pp.197-213
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• 2018

Descriptive problems can be used to grow student's ability of thinking logically and creatively, because it shows if the students had a reasonable way of thinking. Rate of descriptive problems is increasing in middle and high school exams. However, students in middle and high schools are generally used to answering multiple-choice or short-answer questions rather than describing the solving process. The purpose of this paper is to gain a theoretic ground to increase the rate of descriptive problems. In this study, students were to solve some multiple-choice problems, and after a few weeks, to solve the problems of same contents in the form of descriptive problems which requires the students to write the solving process. The difference of the scores were measured for each problems to each students, and students were asked what they think the reason for rise or fall of the score is. The result is as follows: First, average scores of 7 of 8 problems used in this study had fallen when it was in descriptive form, and for 5 of them in the rate of 11.2%~16.8%. Second, the main reason of falling is that the students have actual troubles of describing the solving process. Third, in the case of rising, the main reason was that partial scores were given in the descriptive problems. Last, there seems a possibility gender difference in the reason of falling. From these results, followings are suggested to advance the learning, teaching and evaluation in mathematics education: First, it has to be emphasized enough to describe the solving process when solving a problem. Second, increasing the rate of descriptive problems can be supported as a way to advance the evaluation. Third, descriptive problems have to be easier to solve than multiple-choice ones and it is convenient for the students to describe the solving process. Last, multiple-choice problems have to be carefully reviewed that the possibility of students' choosing incorrect answer with a small mistake is minimal.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.122-131
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• 2002

Recently, performance assessment that makes growing use of free response items in a large scale assessment has been emphasized. This study is an empirical examination of the effectiveness of free response items in comparison with multiple choice items. Using the information function in Item Response Theory (IRT) framework, item information of free response items and multiple-choice items from the Third International Mathematics and Science Study-Repeat (TlMSS-R) were obtained. Test information of the whole science area as well as each area of science contents was computed. On average, free response items yielded more information than multiple choice items, especially in earth science, physics, chemistry, and life science. This study also showed that free response items were appropriate for students in high science ability. Also, free response items estimated students' science ability more accurately than multiple choice items with smaller number of free response items.

• Journal of Korean Elementary Science Education
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• v.32 no.2
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• pp.139-158
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• 2013

This study investigated elementary students' (grade 4~6) learning progressions for water cycling drawn from iterative assessments using ordered multiple-choice (OMC) items. An assessment system, which consisted of construct map, item design, outcome space, and measurement model, was employed in this study to examine children's learning progressions. At the first stage of the assessment system, a construct map was designed on which children's conceptual understandings from naive to most sophisticated were represented. At the item design stage, 8 OMC items were drawn from the construct map. Each item option of the OMC items was scored from 0 to 3 according to its level of understanding at the stage of outcome space. As a measurement model, Rasch model, a branch of item response theory, was applied to interpreting the outcomes of the OMC items. This cycle of assessment system was furtherly implemented iteratively in order to elaborate on the first version of water cycling learning progression. In conclusion, children's understanding of water cycling could be described in two aspects: water distribution and water movement. We identified children's conjectural developmental pathways about water cycling existed from superficial and naive accounts to more complex and abstract accounts.

• The Korean Journal of Emergency Medical Services
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• v.20 no.3
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• pp.95-105
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• 2016

Purpose: The purpose of the study was to examine the career obstacle factors and career identity according to career choice type among paramedic students. Methods: A self-reported questionnaire was completed by 234 paramedic students in C area from August 25 to September 3, 2015. The questionnaire consisted of general characteristics of the subjects, career obstacle factors, career identity, and types of career choice. The data were analyzed by t test, ANOVA, post hoc $Scheff{\acute{e}}$ test, Pearson's correlation analysis, and multiple regression analysis using SPSS v. 20.0. Results: Career obstacle factors and career identity of paramedic students had significant differences on motivation of university choice, major satisfaction, and job preference. A stable type of career choice showed a significantly lower score for career obstacle factors and a higher score for career identity. Career identity had a strongly positive relationship with major satisfaction and had a negative relationship with career obstacle factors. Logistic regression analysis revealed that the main variables affecting career identity were types of career choice, motivation of university choice, major satisfaction, and career obstacle factors. The explanatory power was 58.0%. Conclusion: The development of a career integrity enhancement program can solve the career obstacle factors for paramedic students.

• Journal of Science Education
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• v.37 no.3
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• pp.458-475
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• 2013

According to instruction of standard-based assessment system, teachers with higher level of competence in student assessment are required. The purpose of this study is to offer the basic data to enhance pre-service physics teachers' competency in student assessment. 17 pre-service physics teachers, who are sophomore in department of physics education, participated in the study for a whole semester. To do this, we gave the assignment of multiple choice question construction in physics conceptest for formative assessment to pre-service teachers and observed review questions constructed by them. We also analyzed multiple choice questions of 17 pre-service teachers. They had 5 classes for the review process of the question and improved their questions through it. 16 of 17 pre-service teachers completed test design. Our results show that pre-service teachers had a little low competence in test design for classroom assessment. In addition to, constructing and revising questions, almost of them didn't have various perspectives and didn't consider to get information about the pre-conceptions of students. These findings indicate that they have difficulties with constructing multiple choice question and more specific plan needs to enhance the overall student-assessment competency levels of pre-service teachers for successful settlement of the standard-based assessment system.

• Korean Journal of Cognitive Science
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• v.21 no.2
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• pp.283-307
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• 2010

In this study, a new open-ended format math testing system for elementary school students has been proposed. This system is an application of the recently proposed Constructive Multiple-choice Testing (CMT) system on math testing. The CMT system is a testing system in which the examinee has to respond to an item twice, first in an open ended format, and then in the multiple choice format. The advantages of this system is that process information can easily be obtained and that the examinee can receive feedback immediately after the test, based on his/her multiple choice responses. This open-ended format math testing system includes the manager mode, which allows the generation of the test items and student account management, and the testing mode, which allows the students to input their solution process using the menu bar and the keyboard. When two groups, one tested using the CMT system and the other tested using the paper and pencil test, were compared, there was no significant difference in average scores between the two groups although the testing time was longer for the group tested using the CMT system. This result suggests that the open-ended format math testing system proposed in this study can be used effectively in the actual classroom setting.

• Korean Journal of Cognitive Science
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• v.21 no.4
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• pp.627-653
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• 2010

The present study proposes and examines a new type of multiple-choice math test. In this format, the options are the intermediate derivatives of the math problem solution process rather than the final answers. This idea originates from the studies on the effect of worked-out examples. In these studies, it has been shown that students learn better when they were presented with worked-out examples than when presented with final answers by themselves. In line with these findings, we introduced the intermediate derivatives of the solution process as the options of multiple-choice items so that the test-taker will have a chance to examine the solution process. The test was implemented as a computerized test in which students can solve problems in a short answer format, and then pick a multiple-choice option which appears when requested. The experimental group had multiple-choice options which were intermediate derivatives of the solution process, and the control group had the final answers as the options as in most multiple-choice tests. The participants were 6th graders in elementary school. The posttest results revealed that the average score of the experimental group was higher than that of the control group. The results suggest that tests that use intermediate derivatives of the problem solution process as options can be used as learning tools in the classrooms. Finally, directions for further studies were discussed.

• Journal of the Korean Home Economics Association
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• v.39 no.12
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• pp.253-269
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• 2001

The goal of this study is to examine the level of disposition conformity in everyday life and behavior conformity in clothes brand choice, and analyze the effects of disposition conformity and influential variables on behavior conformity in brand choice. For this analysis, the data were collected from 478 middle school and high school students in Seoul through surveys. Frequency, percentage, mean, standard deviation, Pearson's correlation coefficient, ANOVA, t-test, Duncan's multiple range test and multiple regression have been used to analyze the research objectives. Main findings are following; First, the 62.8% of the students showed high level of disposition conformity, and the 60.7% of them showed relatively low level of behavior conformity in brand choice. The adolescent consumers'disposition conformity to the reference groups in everyday life is in the order of parents, peer group, and mass media star. Second, the group differences in disposition conformity are diversified by independent variables. Among socio-demographic variables, disposition conformity to peer group differ by grade and disposition conformity to parents differ by the parents'education. Sex causes differences between groups in all disposition conformity except parents. In economic variables, the perceived level of living raises differences between groups in disposition conformity to the parent and whole disposition conformity. As the degree of disposable money gets higher in buying clothes, adolescent consumers conform more to the mass media star. Disposition conformity to parents and peer group were also differed by self-esteem. Third, significant variables, which affect the adolescent consumers'behavior conformity in brand choice, are grade, their mother's education, degree of disposable money in buying clothes, and disposition conformity to peer group and mass media star.

• Journal of the Ergonomics Society of Korea
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• v.23 no.2
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• pp.25-36
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• 2004

The effects of task characteristics on the relative efficiency of visual display dimension were studied using a simulated tele-robotic task. Through a conventional method of task analysis. the tele-robotic task was divided into two categories: the task element requiring focused attention (FA task) and the task element requiring global attention (CA task). Time-ta-completion data were collected for a total of 120 trials involving 10 participants. For the CA task. there was no significant difference between the multiple two-dimensional (20) display and the three-dimensional (3D) monocular display. For the FA task. however. the multiple 20 display was superior to the 3D monocular display. The results suggest that the characteristics of a given task have a considerable effect on the choice of display dimensionality and the multiple 3D display is better for human operators to effectively judge depth if the task requires frequent use of focused attention.