• Korea Journal of Hospital Management
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• v.15 no.3
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• pp.1-16
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• 2010

As a cross-sectional study, this study was aimed to investigate and compare the job efficiency and satisfaction of nurses according to the hospital grade. Survey was conducted by mail on June 2009, and the respondents were 1,016 nurses working in 15 hospitals which are 9 high-grade general hospitals and 6 general hospitals. The percent of nurses acknowledging their hospital grades is 34.5%, and that is 20.5% at high-grade general hospitals. As the result of review of studies, it is concluded that under the circumstance that differential rates are contracted to calculate fees for hospital services and copayment of patients are according to nursing grades and hospital grades, the degree of nurses' awareness of insurance fees impact on their performance like recording of care and prescription. In order to improve nurses' performance, they need to be educated about the national insurance fee system. In hospitals with higher nursing grade and more beds, the levels of nursing quality and faithfulnes and their job satisfaction were higher. Nurses' awareness of their hospital nursing grade was related to the quality of nursing but not the faithfulness. Nurses working in higher nursing-grade hospital are more self-respect and satisfied at their jobs, and their job efficiencies are not significantly different. The current nursing fees based on the proper number of nurses per beds of nursing units should be changed to be based on the amount of job per nurse by their nursing protocol, and the nurse staffing standard should be differentiated between nursing grades. As the aspect of nursing, 24-hours patient care, it is difficult to improve nurses' job satisfaction, and in the other hand, that tends to depend on their income level. In the current circumstance, comprehensive research is required to investigate the propriety of 25% of the inpatient fees as the nursing management charge.

• East Asian mathematical journal
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• v.35 no.4
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• pp.451-465
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• 2019

Textbooks are official materials so that these are the most frequently used teaching materials in school. The teacher constructs the lesson based on the contents of the textbook to achieve the learning goal. Thus, textbooks play an important role because the quality of the contents in textbooks affects the cognitive level of students. This study investigates the cognitive domain based on Bloom's Taxonomy of Educational Objectives(knowledge, understanding, application, analysis, synthesis and evaluation) of 'Values and Expression' in the mathematics textbook of the first grade of middle school reflecting the 2015 revised mathematics curriculum. We also looked at cognitive levels based on Bloom's Taxonomy of Educational Objectives. As a result, it was found that understanding was dominant in 'Values and Expression'. Also, although the problem of requiring a higher level of cognition is increasing as the unit finishes, there are still a high percentage of low level of problems.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.10
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• pp.3808-3819
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• 2010

This study was performed to determine the levels of quality of life(QOL) according to the grade of long-term care service in the elderly people who were judged from long-term care insurance, and to reveal its association with related variables. The interviews were made to 958 elderlies in urban and rural areas from March 1 to May 31, 2009. The mean scores of QOL among all subjects were $55.4{\pm}15.62$(Grade I; $49.7{\pm}14.17$, Grade II; $56.8{\pm}14.62$, Grade III; $59.4{\pm}16.36$), and they were lower according to the higher grade of long-term care insurance. The multiple regression analysis was used to reveal the explanatory powers of factors influencing on the level QOL. Such factors as educational level, monthly income, subjective health status, depression and MMSE-K were shown to affect their QOL in Grade I, Grade II, and Grade III with explanatory powers of 45~62%.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.11-22
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• 1998

The present educational and social circumstances require the improvement of science education and the promotion of scientific technology simultaneously Under this situation, it is necessary to develop the performance assessment evaluating the ability of scientific inquiry. The purpose of this study is to develop a valid and reliable instrument of the performance assessment that is can evaluate the scientific inquiring ability. The characteristics of the instrument developed through this study, are as follows, 1. The performance assessment can be impartially achieved for all the elements of scientific inquiry, which are required in the units of elementary science from 3rd to 6th grade of elementary school. 2. To maintain the objectivity of performance assessment, the detailed standpoints and standards are established. 3. The instruments are devised to evaluate the thinking skills with the experimental reports of student, the operation skills by the check list of evaluation that the teacher's observation for the student are recorded. 4. Considering the level of elementary school student, the items required the complex thinking and the investigative skills are exclude as much as possible. 5. The items are arranged according to the learning steps of elementary school, so that the evaluation may be achieved in parallel with the process of the real teaching -learning in class. 6. According to circumstances, make use of these materials for the evaluation as the practical teaching-learning materials instead of the normal teaching-learning materials The first field trial with the instrument was carried out, using a sample of 20 students from the 3rd to 6th at K and Y elementary school located in Kwangju city. The results of mean achievement quotient for each grade are as follows, the first term of 3rd grade (experiment and exercise skills ; 85%, inquiry thinking skills ; 74%), the second term of 3rd grade (experiment and exercise skills : 81%, inquiry thinking skills ; 76%), the first term of 4th grade (experiment and exercise skills ; 70%, inquiry thinking skills ; 59%), the second term of 4th grade (experiment and exercise skills ; 61%, inquiry thinking skills ; 71%), the first term of 5th grade (experiment and exercise skills ; 84%, inquiry thinking skills ; 67%), the second term of 5th grade (experiment and exercise skills; 73%, inquiry thinking skills ; 70%), the first term of 6th grade (experiment and exercise skills : 83%, inquiry thinking skills ; 84%), the second term of 6th grade (experiment and exercise skills ; 87%, inquiry thinking skills ; 81%).

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.601-615
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• 1998

Establishing and evaluating science education policies and revising and monitoring the effectiveness of science curriculum should be based upon the results of systematic and scientific research studies. Advanced nations have already been administering and developing national level science assessments for these purposes. The science assessments administered in Korea have been reported having many limitations and problems, and not succeeded in providing data for science education policy making and curriculum reform. The major purpose of the study is developing national level science knowledge assessment system in order to identify longitudinal trends of elementary and secondary school students science knowledge achievements. The research team consisted of science education experts and teachers from various school levels, decided the directions and major elements of national level science knowledge assessment with the consultation of educational evaluation experts. Item developing ability of the researchers was improved by seminars? and workshops on national assessment in advanced nations and developing skills of writing science items. Nearly 500 items were developed and revised. Pilot test was administered with 958 students at various school levels. 380 items were selected and tested with 8766 students, and the characteristics were analyzed in terms of item response theory. The target populations for national level science knowledge assessment are 5th-grade of elementary school, 2nd-grade of middle school, 1st and 2nd-grade of high school students. The proper period for the assessment is February every year. Multi-stage clustered sampling method is desirable and rotated forms are recommendable for the test format. Bridge items should be introduced to compare the results of multiple tests, and various grades. Anchor items should also be used for longitudinal interpretations of the results. The items for elementary school require low to medium abilities, for middle school and first grade of high school require medium to high abilities and for 2nd-grade of high school high abilities. The discrimination ability of the items developed is high.

• Journal of the Korean Chemical Society
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• v.63 no.5
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• pp.376-386
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• 2019

The purpose of this study was to explore the learning progression of logical thinking in acid and base chemical reactions and to evaluate its validity. For this purpose, we collected 387 participants in 9 schools of elementary, middle and high schools nationwide. The questionnaire developed in this study was composed of nine items. The questionnaire presented the acid and base reactants and products, and the students pictured their thoughts on how these substances change, and answered the reasons of their thoughts. Situation contexts of the questionnaire were divided into two groups: one kind of solute dissolved in a solvent, and two kinds of solute dissolved in a solvent. In this study, six levels of learning progression were assumed by combining material conservation logic, combination logic, proportion logic, and particle number conservation logic. By analyzing the data, Infit and Outfit values of Person reliability, Item reliability, MNSQ and ZSTD were obtained from the Rasch model. As a result of the analysis of data, it was found that lower levels of learning progression prevailed up to the younger grade students till $8^{th}$ grade. The higher levels of learning progression(Level 2~Level 5) prevailed up to the older grade students. However, higher levels of learning progression dropped sharply in Grade 12. The 5 level of learning progression was very low in all grades, and $9^{th}$ grade had highest percentage of students belonging to the 5 level. Interpretation of these unusual results suggests a future research related to explanation differences of textbooks.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.251-262
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• 2006

This study investigates 628 high school students' math dislike tendencies by their math achievement levels. The findings show that, firstly, as the sample students' math achievement level decreases, the number of dislike factors increase. Secondly, students' math dislike factors are differentiated by their math achievement levels. Math high achievers show high math disliking tendency by teacher factor. Middle achievers show high math disliking tendency by complex application and relation factors. Low achievers show high math disliking tendency by comprehension factor. Finally the math disliking factors affecting the level of math achievement are influenced by schools and grades that students' attend. While math disliking factors such as comprehension factor, teacher factor, affection factor are generally present among sample schools, exceptionally JS high school students(high achieving students) are only affected by mentality factor. In addition, mentality factor affects the second grade students only. The implications of the study argue that students' math disliking tendencies could be systematically reduced by paying attention to such dependent variables students' achievement levels, grade, school characteristics, and independent variables including teacher, application, mentality, comprehension, and affection.

• The Mathematical Education
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• v.53 no.4
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• pp.493-507
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• 2014

The purpose of this study is to analyze how high school students form and interpret the mental image in the process of solving regular polyhedron problems. For this purpose, a set of problems about the regular polyhedron's vertex is developed on the base of the regular polyhedron's duality and circulation. and applied to 2 students of the 12th graders in D high school. After 2 hours of teaching and learning and another 2 hours of mental image-analysis process, the following research findings are obtained. Fisrt, a student who recorded medium high-level grade in the national scholastic test can build the dynamic image or the patten image in the process of solving regular polyhedron's vertex problems by utilizing the 3D geometry program. However, the other student who recorded low-level grade can build the concrete-pictorial image. Second, pattern image or dynamic image can help students solve the regular polyhedron's vertex problems by proper transformation of informations and the mental images while the concrete-pictorial image does not help. Hence, it is recommended that the mathematics teachers should develop teaching and learning materials about the regular polyhedron's duality and circulation and also give students suitable questions to build the various mental images.

• Journal of the Korean Society of School Health
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• v.20 no.2
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• pp.13-21
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• 2007

Purpose: The study was for researching the body image, self esteem and sociability of elementary students related on obesity. Methods: As the method, a convenience sample had been consisted of both 83 boys and 81 girls on 6th grade in elementary schools in Taebaek city. The data were collected through a self-report questionnaire between June 4th and June 8th, 2007. Then x2 test, One-way ANOVA, Scheff Test, and Pearson Correlation worked on the data using SPSS program. Results: On the result, 6th grade students have been perceived less on their overweight and obesity than the actual. On the research, 38.6% of the girls and 19.7% of the boys were actually obesity on their weight. However, 22.9% of the boys and 16.0% of the girls only has been recognized their obesity on the weight. Meantime 37.3% of the boys and 54.3% of the girl wanted to lose their weight. Body image has relatively a positive correlation by moderate level with self-esteem (r =.552. p<.01) and sociability(r=.509, p<.01) as well. Conclusion: As a conclusion of this study, health educators in elementary school need to lead for elementary students to improve their self-esteem and sociability through keeping normal weight. I would like to suggest that the educators need to develop a program for students to perceive the value of health and keep on normal weight.

• School Mathematics
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• v.10 no.2
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• pp.139-154
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• 2008

The primary purpose of this study was to investigate how sixth grade elementary school students react to the types of letters use, what levels of understanding letters students are in and what difficulties are in understanding letters, and to raise issues about instructional methods of algebra. A descriptive study through pencil-and- paper tests was conducted. The test instruments consisted of 18 questions with 6 types of letters use. According to the results of testing, students' types of letter use and the levels of understanding letters were classified. The conclusions from the results of this study were as follows: First, the higher the types of letters use, the more sixth grade elementary school students had low scores on the types. Therefore, teaching methodologies of letters and expressions in the classroom need to encourage for students to improve their ability of using and understanding letter. Second, approximately 40% of students were categorized in level 3. Accordingly it is necessary to have a program of teaching and learning to improve their understanding levels of letters. Third, approximately 15% of students were categorized in level 0. In order to develop understanding of letters, it is important that students use letter evaluated and letter used as an object. Fourth, students had the difficulties in understanding letters. It is informative for teachers to understand these students' difficulties and thinking processes. Finally, we must treat the different uses of letters and introduce them successively according to the student's understanding levels of letters.