• The Mathematical Education
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• v.58 no.4
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• pp.531-543
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• 2019

Continuous probability distribution was one of the mathematics concept that students had difficulty. This study analyzed the definition and introduction of the continuous probability distribution under the 2009-revised curriculum and 2015-revised curriculum. In this study, the following subjects were studied. Firstly, definitions of continuous probability variable in 'Probability and Statistics' textbook developed under the 2009-revised curriculum and 2015-revised curriculum were analyzed. Secondly, introductions of continuous probability distribution in 'Probability and Statistics' textbook developed under the 2009-revised curriculum and 2015-revised curriculum were analyzed. The results of this study were as follows. First, 8 textbooks under the 2009-revised curriculum defined the continuous probability variable as probability variable with all the real values within a range or an interval. And 1 textbook under the 2009-revised curriculum defined the continuous probability variable as probability variable when the set of its value is uncountable. But all textbooks under the 2015-revised curriculum defined the continuous probability variable as probability variable with all the real values within a range. Second, 4 textbooks under the 2009-revised curriculum and 4 textbooks under 2015-revised curriculum introduced a continuous random distribution using an uniformly distribution. And 5 textbooks under the 2009-revised curriculum and 5 textbooks under the 2015-revised curriculum introduced a continuous random distribution using a relative frequency density.

• Journal of Sasang Constitutional Medicine
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• v.13 no.3
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• pp.15-22
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• 2001

Revised QSCCII is made depend on revised soeum scale, revised taeum scale and revised soyang scale, and used in KyungHee University Medical Center. The purpose of this study is to examine validity of revised QSCCII and to analyse the tendency of respondents of revised QSCCII. For this study, the objects are 57 patients who response to QSCCII and revised QSCCII in Oriental Medicine & Western Medicine Cooperative Health Examination Center KyungHee University Medical Center. a systematic analysis has been made. As a results, we have found that revised QSCCII have a validity. there is agreement of Tendency of the respondent of QSCCII with revised QSCCII. we hope that suitable questionnaire will be developed for the research in the future.

• The Mathematical Education
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• v.56 no.2
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• pp.213-234
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• 2017

The purpose of this study is to examine the perceptions and needs of the 2015 revised curriculum for elementary school teachers and to draw implications for the application of the 2015 revised mathematics curriculum. For this, the major changes in the 2015 revised mathematics curriculum were examined. Major changes in the 2015 revised mathematics curriculum are as follows: 1) Introduce and emphasize mathematical competencies, 2) Restructure the content system, 3) Reduce mathematics contents to teach, 4) Emphasize the learner's affective domain, 5) Emphasize the use of technology, 6) Improve teaching and learning methods and evaluation methods. Also, a survey was conducted for elementary school teachers to analyze the perceptions and demands of the 2015 Revised Mathematics Curriculum. The contents of the survey are consisted of contents of the teachers' awareness of the main changes of the 2015 Revised Curriculum and their demands to implement the 2015 Revised Curriculum in schools. Finally, conclusions and suggestions were drawn based on the survey results. The conclusions and suggestions are as follows: 1) there is a lack of teachers' awareness of the 2015 Revised Curriculum, 2) Support for mathematics curriculum competencies is needed, 3) A variety of teaching and learning materials are needed for emphasizing the learner's affective domain, using the technology, and improving teaching and learning methods and evaluation methods.

• Journal of Korean Academy of Nursing
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• v.29 no.3
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• pp.485-493
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• 1999

Revised Piper Fatigue Scale (Piper et al., 1998)은 미국에서 개발된 암환자의 피로를 측정하는 자가보고서 형식의 도구이다. 이 도구는 총 22문항으로 네 개의 구성요소로 이루어져 있으며, 미국인 유방암 환자를 대상으로 신뢰도와 타당도가 검증되었다. 본 연구의 목적은 한국 유방암 환자를 대상으로 Revised Piper Fatigue Scale의 구성타당도를 재평가하기 위함이다. 총 122명의 유방암 환자가 번역-역번역 과정을 거쳐 한국어로 번역된 Revised Piper Fatigue Scale에 응답을 하였고 그 자료는 요인분석 (principal axis analysis with oblique rotation)에 의해 분석되었다. 요인분석 결과, 총 19문항으로 이루어진 네 개의 구성요소가 도출되었다. 총문항의 Cronbach's alpha는 .93이었고, 도출된 네 요인들의 alpha는 .84에서 .91이었다. 한국어로 번역된 총 19문항의 Revised Piper Fatigue Scale(revised PFS-K)은 한국인 유방암 환자에게도 적용될 수 있는 신뢰도와 타당도가 검증된 도구라 할 수 있다. 앞으로 다양한 한국인 암환자를 대상으로 계속해서 도구 검증이 이루어지기를 제언한다.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.10-21
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• 2011

The purposes of this study were to classify the objectives in elementary science for the 2007 revised national curriculum in accordance with Bloom's Revised Taxonomy of Educational Objectives, and to compare the classified data of 2007 revised curriculum with 7th national curriculum from a view of creative objectives. For the purpose, the frame and manuel was developed to classify the objectives. In this study, elementary science instructional objectives of third- to forth-grade level were classified through the frame. The finding of this study revealed that the objectives, stated in elementary science for the 2007 revised national curriculum, are biased to the 'conceptional knowledge', 'factual knowledge' and the 'understand' cognitive process dimension. And the remaining dimension of the Bloom's revised taxonomy is very scanty. Comparing with 7th national curriculum, the 2007 revised national curriculum's objectives system has not conspicuous improvement in creativity area. It was suggested to improve present objectives system, because of give learners more experience to opportunity about creativity.

• Korean Journal of Community Nutrition
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• v.19 no.3
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• pp.274-282
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• 2014

Objectives: The objective of this study was to revise the target pattern in food guidance system for adolescents' balanced menu planning. Methods: The food groups in the target pattern were divided into detailed food items, and intake number were assigned to each food items based on the revised standard food composition table. The validity of revised target pattern was examined. Menu planning according to the revised target pattern was made available to 305 male and female middle school students and the nutritional assessment of the menu plan were carried out using SPSS WIN 12.0. Results: The energy contents, energy contribution ratios of carbohydrate, fat, and protein, and 4 minerals' and 6 vitamins' contents of the revised target pattern were adequate. The average energy contents of the menu planned according to revised target pattern were 400~500 kcal higher than that of the revised target pattern when the revised standard food composition was applied. The energy contribution ratios of fat were 28.9%, close to maximum of acceptable macronutrient distribution range (AMDR) (30%), and that of carbohydrate were 54.5%, lower than minimum of AMDR (55%). The nutrient adequacy ratios (NARs) of calcium and vitamin C were less than 1.0. According to index of nutritional quality (INQ) of food items, kimchi, milk dairy products, and soybean curd were energy efficient source for calcium, kimchi, fruit, vegetable and seaweed were energy efficient source for vitamin C, with INQ of food items were higher or close to 2.0. Kimchi was the best energy efficient source of calcium and vitamin C. Conclusions: Revised target pattern based on the adolescent's foods intake was not good enough for balanced menu planning by adolescents, because what they ate and what they wanted to eat were very much different. Detailed guidance for food selection is necessary in each food items.

• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.1-12
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• 2012

The purpose of this study was to explore instructional objectives of 'Wise Life' based on Bloom's Revised Taxonomy of Educational Objectives. It was to extend understanding the 7th and the revised Wise Life 2007 as well. The written objectives of two curriculum of Wise Life were divided into two, the 'knowledge' dimension and the 'cognitive process' dimension based on Bloom's Revised Taxonomy of Educational Objectives. Major activity subjects presented in the 7th and the revised Wise Life 2007 were dominantly the basic inquiry activity types. It was found from this research that the 'factual' knowledge of the 'knowledge' dimension and the 'understand' of the 'cognitive process' dimension took a large proportion of the revised Wise Life 2007 objectives. The 'meta-cognitive' knowledge was increased. 'Remember' of the 'cognitive process' dimension was decreased and the high level objectives as 'analyze' and 'create', in the 'cognitive process' dimension was increased from the 7th to the revised curriculum. The 'factual' knowledge, 'conceptual' knowledge and 'metacognitive' knowledge were engaged with 'understand' and the 'procedural' knowledge were engaged with 'apply'. The 'meta- cognitive' were engaged with 'create' is the 'procedural' knowledge in the revised Wise Life 2007. 'Remember' was decreased. 'Create' was increased in the basic inquiry activities. It was analysed in zero percent of 'Observing', 'Investigating and Presenting', and 'Making'.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.43-60
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• 2017

The purpose of this study was to compare the configuration changes of content elements and inquiry activities between 2009 and 2015 revised national elementary school science curriculum, and to examine the trends in achievement standards. The results of this study were as follows. First, the number of content elements presented in the 2015 revised science curriculum was slightly decreased in comparison to 2009 revised one, but fell short of goal level for revision, that was to cut 20 percent of present achievement standards. The characteristics of changes in achievement standards were to enhance the relation to practical life, to integrate the content elements separated, and to adopt the achievement standard to introduce new concept. Second, the number of inquiry activities presented in the 2015 revised science curriculum was also slightly decreased, and to be linked with the changes of achievement standards. In some cases, the range of inquiry activity was adjusted, or the unit to present it was changed. Teacher should know exactly about the elements to be changed in the 2015 revised national elementary school science curriculum, and it will be needed them to make an efforts in the cause of its smooth application.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.1013-1026
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• 2012

The 2007 revised social studies curriculum emphasizes history education in particular. Thus the contents of the history section previously scattered through 3rd, 4th, 5th and 6th grades are now integrated into the first and second semesters of the 5th grade in elementary social studies. Therefore, this research intend to gain insights that could be used as a reference when making next social textbooks by analyzing social textbooks of the 7th and the 2007 revised curriculum. The conclusions of comparative analysis on social textbooks of the 7th and the 2007 revised curriculum are as follows: The textbook units according to the 2007 revised curriculum were a reorganization of the contents from the 7th's 6th grade 1st semester contents per unit in a chronological flow. Meanwhile, the topic was introduced to supplement historic contents afresh. The 2007 revised curriculum focused on the life history, cultural history, personal history.

• Journal of the Korean Chemical Society
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• v.63 no.4
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• pp.289-306
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• 2019

The purpose of this study is to compare the contents of chemistry textbooks developed according to the 2015 revised curriculum with the contents of the 2009 revised curriculum to research the change in "the development and use of models". To do this, we analyzed 8 kinds of Chemistry I textbooks and 6 kinds of Chemistry II textbooks from the 2015 revised curriculum and compared them with 4 kinds of Chemistry I textbooks and 4 kinds of Chemistry II textbooks from the 2009 revised curriculum. The scope of the analysis was the explanations of the textbooks related to aqueous electrolysis experiments. In order to compare the contents regarding electrolytes when the same experiments are interpreted with different models, we analyzed contents of 4 kinds of middle school science textbooks from the 2015 revised curriculum and 9 kinds of middle school science textbooks from the 2009 revised curriculum. As a result of the analysis, the same experiment was explained by different models according to the grade level and unit, and all explanations were limited to a single model. Also, the tendency to limit the kinds of electrolytes for controlled experimental results is more pronounced in the 2015 revised curriculum than in the 2009 revised curriculum. From this results, we suggest that efforts are needed to reflect the "development and use of models" in chemistry textbooks developed according to the 2015 revised curriculum.