• Korean Journal of Oriental Medicine
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• v.14 no.3
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• pp.155-171
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• 2008

This study examined from "SangHanChangHwaHunJiJip" how medical exchange between doctors of Joseon and Japan affected medical science of Japan. "SangHanChangHwaHunJiJip" is a record that organized the written conversation between doctors and scholars of the Joseon and Edo period when the delegation so-called Joseon Tongsinsa visited Japan in 1719. Even though "SangHanChangHwaHunJiJip" was written by Japanese, but it was comprised of Joseon's advanced medical ideology, especially "DongEuiBogam" that has occupied an important part of the Joseon medical ideology. As a matter of fact, "SangHanChang HwaHunJiJip" contains general theme and medical subject. But until now, it has been hardly studied by medical historians. Many studies were generally made related to Joseon Tongsinsa, a governmental delegation, focused on literary and cultural exchange between Joseon and Japan by historians. "SangHanChangHwaHunJiJip" is no exception to this trend. We can find that doctors of the Joseon and Edo period entered into colloquium, a form of group discussion, about the clinical theme in "SangHanChangHwaHunJiJip". Concretely, the conversation between doctors of Joseon and Japan was about infant disease, infectious disease, folk remedies, medical herbs, moxa cautery, acupuncture, the study of nature, the study of medical books, etc. For example, when doctors of Japan ask a confirmed disease, doctors of Joseon explained it particularly. They had a great effect on in every cultural aspect of Japan, especially its medical field. Through this study of the medical questions and answers in "SangHanChangHwaHunJiJip", I came to know that the doctors of GiHae envoys gave great influence to the medical knowledge of Japan and the GiHae inherited and developed the medical tradition of SinMyo envoys. Through the examination of this study, I could deduct that "JeongJeongDongEuiBogam" which was published by the government of the Edo period is due to not only the contents of DongEuiBogam's advanced medical thought, but also the doctors of GiHae envoy. Also, "SangHanChangHwaHunJiJip" gives us an idea that doctors of GiHae envoys have medical trend of the OnBoHakFa and a group of Japanese doctors has medical trend of the study of nature. I am confident that the improvement of medical science and natural history of the Edo period is due to influence of medical exchange between Joseon and Japan. "SangHanChangHwaHunJiJip" confirms that medical exchange between two countries affected doctors and scholars of the Edo period.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.519-531
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• 2004

In recent years, there has been an increased emphasis on performance assessment to evaluate students' abilities. Our nation has introduced a change in testing and assessment. Additional work on the efficacy, reliability, and comparability in order to develop the performance assessment item has been needed in the enforcement of the 7th National Science Curriculum. Also, criteria for professional and technical standards has been needed to be developed. The purpose of this study was to draw out various key concepts and to develop achievement standards, assessment standards and performance assessment items based on the 7th National Science Curriculum on the subject matter of reproduction(chapter 13) and biological accumulation(chapter 17). And also, this study examined the validity of completed performance assessment items based on classical test theory and polytomous item response theory. Twelve key concepts in chapter 13(reproduction) and four from chapter 17(biological accumulation) were abstracted. Twenty-six achievement standards in chapter 13(reproduction), and nine in chapter 17(biological accumulation) were developed. The achievement standards were determined in terms of knowledge(K), process skill(P) and attitude(A). Twenty-five assessment standards in chapter 13(reproduction) and nine in chapter 17(biological accumulation) were developed. Based on the developed achievement standards and assessment standards, twenty-two performance assessment items(seventeen open-ended questions, three essays, and two portfolios) with concrete grading criteria were developed. Eight open-ended items were applied to 240 10th graders to evaluate reliabilities of the test which consisted of four items per each chapter. The results would be suggested that the applied items were valid for performance assessment because item difficulties and item discriminations were proper. There was not much differences in item discrimination between interpretation from classical test theory and that from polytomous item response theory. However, there were some differences in item difficulties between the interpretations of two theories because the characteristics of examinees were reflected in classical test theory.

• 대한공업교육학회지
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• v.36 no.1
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• pp.1-22
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• 2011

The purpose of this study was to develop and apply activity-centered STEM education program of electricity and electronics technology are in middle schools. The program was developed on the emphasis of problem solving in real world in relation to knowledge, attitude, and skill of Science, Technology, Engineering, and Mathematics. Basically the activity-centered STEM education program was developed through three steps of preparation, development and improvement. In the preparation stage the fellowing was included: (1) need analysis of student, educator, society (2) selection of integration type (3) analyzing subject matter of electricity, electronics area (4) establishing criteria for selecting activity tasks. In the development stage the fellowing was conducted: (1) selection of activity tasks (2) setting up educational goals (3) analyzing activity and clarifing the detailed activity (4) selecting program content, (5) organization of instructional content (6) statement of instructional objectives (7) structuring STEM education program In the improvement stage the fellowing was consisted of: (1) verification of validity by experts (2) execution of pilot test and field test by students and correction of program. The results of the applied the Activity-Based STEM Education Program to 'Afterschool' activities of S middle school were as follow: First, student' satisfaction level was high. Second, student' achievement in the cognitive domain, and affective domain was positive change. Third, student' problem solving ability was positive effect.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.427-434
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• 2022

This study aims to develop design elements for cultural convergence between rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities, which is a key area in the practical support system for independent life support for individuals with developmental disabilities. As for the research method, a procedure for conducting FGI by forming two teams for professors majoring in special education and rehabilitation science was formed. The research was presented in three upper categories (universal cultural convergence elements, field-centered cultural convergence elements, and policy-centered cultural convergence elements) that should be designed for cultural convergence between rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities. In addition, subcategories were specifically composed for each upper category. First, as a universal cultural element, "open creative convergence" was presented in principle, which can be explained as a principle of exploring and practicing the validity of convergence between related fields for rehabilitation for individuals with developmental disabilities and lifelong education for individuals with disabilities. Second, field-centered cultural factors included development of joint practice model between fields of rehabilitation science and special education, subject matter education knowledge and skills, teaching and learning methods, learning career roadmaps, employment and job career development roadmaps, and the formation of an independent life development history certification system. Third, as policy-centered cultural elements, the formation of a curriculum integration composition system between local related institutions, the establishment of a qualification development path for coordinator-professional teacher-type personnel, and the organizational systematization between school-center types were presented. The study concluded that independent life support for individuals with developmental disabilities should not only be guaranteed for the entire life of adulthood, but also a lifelong education for individuals with disabilities based rehabilitation support system for individuals with developmental disabilities should be established through cultural convergence.