• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.160-181
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• 2012

The purpose of this study is to understand raters' errors in rating performance assessments of science inquiry. For this, 60 middle school students performed scientific inquiry about sound propagation and 4 trained raters rated their activity sheets. Variance components estimation for the result of the generalizability analysis for the person, task, rater design, the variance components for rater, rater by person and rater by task are about 25%. Among 4 raters, 2 raters' severity is higher than the other two raters and their severities were stabilized. Four raters' rating agreed with each other in 51 cases among the 240 cases. Through the raters' conferences, the rater error types for 189 disagreed cases were identified as one of three types; different salience, severity, and overlooking. The error type 1, different salience, showed 38% of the disagreed cases. Salient task and salient assessment components are different among the raters. The error type 2, severity, showed 25% and the error type 3, overlooking showed 31%. The error type 2 seemed to have happened when the students responses were on the borders of two levels. Error type 3 seemed to have happened when raters overlooked some important part of students' responses because she or he immersed her or himself in one's own salience. To reduce the above rater errors, raters' conference in salience of task and assesment components are needed before performing the holistic scoring of complex tasks. Also raters need to recognize her/his severity and efforts to keep one's own severity. Multiple raters are needed to prevent the errors from being overlooked. The further studies in raters' tendencies and sources of different interpretations on the rubric are suggested.

• Journal of Conservation Science
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• v.33 no.6
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• pp.399-416
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• 2017

The 'Wat Phou and Associated Ancient Settlements within the Champasak Cultural Landscape' of Laos was designated as a UNESCO World Cultural Heritage in 2001. The uppermost structure of the Sanctuary in Wat Phou has been destroyed and being variably damaged, maintenance is required through scientific and systematic diagnosis. The Sanctuary of Wat Phou was constructed mainly using sandstones and bricks. There are physical damages including fracture, break out, exfoliation and interval as well as biological damages by lichen, mosses and weeds. According to the ultrasonic velocity measurement and property evaluation of the sandstones of the Sanctuary in Wat Phou, weathering index of the eastern side sandstones is 0.10 to 0.74 (mean 0.36), showing MW grade. Southern and northern side sandstones have relatively higher properties with average weathering indices of 0.30 and 0.32. The results of slope analysis of the Sanctuary, indicated that the 4th spot in the southern side has the largest slope of $5^{\circ}W$, seemingly due to the unstable ground around the Sanctuary. Based on the relative level measurement and past drawings, the Sanctuary is verified to have been located on ground with a certain slope rather than flatland. The ground of the southern side is inclined $1.51^{\circ}$ more than that of the northern side, which will affect the structural stability of the temple. The interval width of the selected southern spot is the largest with an average width of 159.5 mm, and the largest width is 328.3 mm at the top, since the width increases above rather than below, seemingly due to the unequal subsidence of the ground. Constant maintenance for conservation is required for the structural stability of the Sanctuary in Wat Phou, which was partly collapsed and has also suffered physical damage.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.185-193
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• 1999

The long term trend of studensts' science achievement is a very important factor to check the effectiveness of science educational policy. However, up to date no such effort to understand the trend of Korean students' science achievement has been put into action. Recently, the Science Education Center in Korea National University of Education has been attempted to collect nation wide data for students' science achievement. The first part of the effort was to develop item pools. This study was the second part to collect nation wide data and to check any change during the two year time interval. In this study, the item pools developed by Kwon et. al.(1998) were used with some modification. The data were collected two times; February 1997 and March 1999. The subjects collected nationally were 8,766 students in 1997 and were 4,398 in 1999. The subjects were collected randomly but stratified by region and sex. As the results, the trends of achievement change during the two years were different from elementary to high school. The achievement scores were decreased in elementary schools and increased in high school. In case of middle schools, the change was not significant. However, even in elementary schools the knowledge on theory was increased significantly while knowledge on facts and principles were decreased. In contrast, the knowledge on fact showed the most increase in high schools. In this study, the data were analysed in light of region, sex, behavioral objective levels(ability) and context of test items. The science achievement monitoring system developed by the Science Education Center in Korea National University of Education can be an effective tool for monitoring students' achievement on the national level.

• Journal of Radiation Protection and Research
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• v.38 no.2
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• pp.68-77
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• 2013

Derived Investigation levels(DILs) were calculated to protect the workers from the effects of both radiological hazard and chemical toxicity by uranium intake. Investigation Levels(ILs) of committed effective dose of 2 mSv $y^{-1}-6$ mSv $y^{-1}$ and uranium concentration of 0.3 ${\mu}g$ $g^{-1}$ in kidney, based on Korean Nuclaer Safety Act, Korean Occupational Safety and Health Act and current scientific studies of uranium intake were assumed. DILs of radiological hazard and chemical toxicity were then calculated based on the concentration of uranium in air of workplace, the lung monitoring and urine analysis, respectively. As a result, in case of the nuclear fuel fabrication plant where 3.5% enriched uranium is handled, derived investigation level(DIL) for the control of the concentration of uranium in the air of workplace assumed with 15-min acute inhalation was 0.6 mg $m^{-3}$ for all types of uranium. DILs for the control of the average concentration of uranium in air of workplace, assuming an 8-hour workday, were 15.21 ${\mu}g$ $m^{-3}$ of Type F uranium, 0.41-1.23 Bq $m^{-3}$ and 0.13-0.39 Bq $m^{-3}$ for Type M and Type S uranium, respectively. DILs for the lung monitoring assumed with a period of 6-month interval were 0.37-1.11 Bq and 0.39-1.17 Bq in acute and chronic inhalation for Type M, respectively and 0.30- 0.91 Bq and 0.19-0.57 Bq in acute and chronic inhalation for Type S, respectively. Since a detection limit of typical germanium detector for the measurement of 235U activity is 4 Bq, DILs calculated for the lung monitoring were not appropriate. DILs for urine analysis, for which an interval was assumed to be 1 month, were 14.57 ${\mu}g$ $L^{-1}$ based on chemical toxicity after acute inhalation. In addition, acute and chronic inhalation of Type M were calculated 2.85-8.58 ${\mu}g$ $L^{-1}$ and 1.09-3.27 ${\mu}g$ $L^{-1}$ based on the radiological hazard, respectively.

• Conservation Science in Museum
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• v.22
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• pp.41-52
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• 2019

Inner walls of the stone chamber of West Ancient Tomb No. 1 and 2 in Neungsan-ri, Buyeo-gun have been inspected for possible trace of murals. Tomb No.1 has a rough surface finish of the stone wall and no traces of murals was observed in any part of the stone walls except the ceiling part of the main chamber. On the ceiling surface, there is black colored area, which showed same visual characteristics for both the surface and interior upon slight scratch of the surface, suggesting that it may not be a painted layer. In addition, this black material is not artificial stuff like black ink but is confirmed as biotite from X-ray diffraction analysis that is one of the constituents of the stone wall. In case of tomb No. 2, white material, that is confirmed as lime(calcite, CaCO3) by X-ray diffraction analysis, was observed on the wall surface of the east, west and north, suggesting possible existence of murals. The lime layers, however, are located mostly on the entrance of east wall of main chamber and the place of passage whereas they are observed only in lower parts on the other walls. It may have been formed by the inflow of soil and lime from the outside as the form of the lime layer in the east wall corresponds to the traces of soil and lime deposited from the thief pit. Furthermore, the filling material found in the gap between the stone slabs of the four directions and the ceiling was confirmed as clay soil, which is different material from the lime present on the stone wall surface. If the lime layer had been artificially constructed for the purpose of creating murals, it would have been more reasonable to use lime as well in the gap between the stone slabs of the four directions and ceiling. In this regard, we conclude that there are no murals in the Tomb No. 2 in the Neungsan-ri.

• Journal of Food Hygiene and Safety
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• v.32 no.5
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• pp.348-354
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• 2017

Internationally different food safety regulation and standards could cause troubles in trade unless those are built on scientific knowledge. In this research, we monitored the microbial population and analyzed the results to determine the level of microbial contamination in foodstuffs using relatively new statistical analysis (microbiological sampling plan, International Commission on Microbiological Specification for Foods). The goal of this research falls on establishing entirely new standards for various food categories addressed in the Korean "Food Code". Targets for monitoring were indicator organisms (i.e. total aerobic count, coliform and Escherichia coli) and foodborne pathogens (i.e. Bacillus cereus, Staphylococcus aureus and Clostridium perfringens) in ready-to-eat (RTE) products. As the result of the monitoring, total aerobic count, coliform, E. coli, and B. cereus in RTE products were found at the mean values of 2.10 log CFU/g, -0.60 log CFU/g, -1.33 log CFU/g and -1.23 log CFU/g, respectively. S. aureus was detected with the level of -1.35 log CFU/g only in fresh-cut food, while C. perfringens was -1.37 log CFU/g only in ready-to-cook food. Other samples did not have any food borne pathogens. Total aerobic count, B. cereus, S. aureus and C. perfringens satisfied the Food Code (the MFDS). On the basis of the analysis, we proposed a draft of microbial criteria for RTE products.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.582-598
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• 2000

There are many bioethical issues in line with the rapid advance of biology. In this situation, it is important for students to make a rational decision on value problem. In this study 'value inquiry in biology education' is defined as 'the process of rational value judgement and wise decision-making in the biology-related value problem' and the model was developed. To develop the model, value inquiry models were reviewed. Value clarification model is helpful for the formation of the personal value as the process of individual value inquiry, but it isn't helpful for clarifying the value conflicts. Value analysis model focuses on the rational solution of value problem through the logical procedure. But it has the limitations that overemphasizing the logical and systematic aspects results in devaluating students' affective aspects. So it is necessary to coordinate psychological and logical aspects of value inquiry. In this regard, the model was developed, including identifying and clarifying value problem, understanding biological knowledge related to conflict situation, considering on the related persons, searching for alternatives, predicting the consequences of each alternative, selecting the alternative, evaluating the alternative, and final value judgement and affirming it. The educational objectives of value inquiry were selected in consideration of the ability to carry out the steps of the developed model. And the selected contents were animal duplication, test-tube baby, genetic engineering, growth hormone injection problem, brain death, organ transplant, animal to be experimented and were organized on the basis of the 6th and the 7th science curriculum. And the suitable instructional models for the value inquiry education were selected: bioethical value clarification decision-making model, group presentation according to the value analysis model, role play and debate, and discussion through web forum. And the interview was considered to be suitable to evaluate the students' value inquiry ability and the rubric was made to evaluate the attainment of the educational objectives for value inquiry.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.35-46
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• 2003

Problem solving ability, having been thought as one of the most important goals of science education is also a primary task for the current education. Indeed, the students' problem solving ability has shown almost no actual progress, despite our long accumulated science education. Under this circumstances, cooperative learning, a way to grow students' positive inter-dependence and problem solving ability in the basis of their active participation and discussion, was proposed as an effective teaching method. But, results have not consistently shown the advantage of cooperative learning over traditional learning for promoting academic achievement in science. Studies have consistently shown greater effectiveness on affective aspects. But, relatively few have focused on biology in Korea. The purpose of this study was to examine the effects of cooperative learning on the achievement and attitude of high school biology students. The pretest-posttest control group design was applied. The sample consisted of 50 11th-grade female students in experimental group(cooperative learning Student Team Achievement Division model) and 50 students in control group(traditional learning). Students in both groups recieved identical content instruction on the unit 'II. Methabolism'. These groups were treated for 13 hours during 5 weeks. Achievement data were collected using a 24-item multiple-choice test(content validity= .85). Science attitude was measured by an instrument which adapted by Kim In Hee(1994). The instrument(Cronbach $\alpha$=.89) included 40 items in four subscales: attitude toward science, social meaning of science, attitude toward science class, and scientific attitude. An analysis of covariance (ANCOVA) was used as the data analysis procedure. For the achievement data, no significant difference exists between the cooperative and traditional groups (p> .05). But, cooperative learning was effective in low-ability students(p < .05). For the science learning attitude data, cooperative learning was more effective than the traditional one(p< .05). Students in the cooperative group acheived better than those in traditional one especially in the subscale of attitude toward science class. There was no meaningful difference of the two methods in both high and average ability students, while cooperative learning was more effective than the traditional one in low ability students(p<.05).

• Microbiology and Biotechnology Letters
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• v.35 no.2
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• pp.163-172
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• 2007

This study was designed to investigate that inorganic germanium $(GeO_2)$ did not exist in germanium-fortified yeast or obtained to non-detectable value by current analytical methods and equipments. For this purpose, we achieved $GeO_2$ qualitative analysis protocol which could be the scientific basis of the study. Since reddish brown precipitate was formed from the reaction of $GeO_2$ with 1 equiv $NaBH_4$, and dark brown precipitate was also formed from the reaction of $GeO_2$ with 2 equiv $NaBH_4$, $GeO_2$ was qualitatively analyzed by observing these particular colored-precipitates. Because no color change was showed from the reaction between $NaBH_4$ and $SiO_2$, the color change could be caused by charge transfer transition on Ge-O and B binding properties. The reaction between $NaBH_4$ and germanium-fortified yeast did not show any color change and precipitate formation which meant no $GeO_2$ existed in germanium-fortified yeast. The reaction between $NaBH_4$ and supernatant specimen collected from the outside of dialysis membrane (MWCO 1,200 dalton) did not show any color change and precipitate formation. Therefore, we considered that the both germaniums in and outside of the dialysis membrane were organic germaniums. Germanium-fortified yeast which was biosynthesized organic germanium can be applied not only as a new functional material for improving health, prevention and treatment of chronic degenerative diseases including cancers, and the regulation of immune system, but also as a new materials.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.223-241
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• 2014

The objective of this study was to plan a direction for the connection of the area of inquiry in daily life between infants and young children in Korea based on the analysis of the early learning standards for infants aged 0~2, and young children aged 3~4/5 in 17 different states in America. The problem of the study is as follows: What is the content area of cognitive development, science and mathematics of early learning standards regarding age? The data used in this study was collected from a total of 17 states in America in which 12 states classify infants and young children as aged 0~2 and 3~4/5 respectively and 5 states do not classify the age groups. The results obtained from the analysis of the given issues are as follows. First, in the case of the five states that showed the group aged 0~4/5, the contents related to the area of inquiry in daily life of the early learning standards were included in the mathematics and science and a part of these contents were also included in cognitive developments. In the case of the 12 states that classified the groups aged 0~2 and 3~4/5 respectively, the group aged 0~2 included cognitive developments and the group aged 3~4/5 includes mathematics and science. Second, the contents related to the area of inquiry in daily life of the early learning standards in the five states that showed the single group aged 0~4/5 include the contents in order of scientific idea, biology, physics, and the earth and space. In the 12 states that classify different age groups. Third, in the case of the states that separate age groups, the group aged 0~2 include the contents of number and operation, geometry and space while the group aged 3~4/5 include the contents of number and operations, geometry and space, and measurement. The implications of this study was that it is necessary to take into account the linking between development and characteristics of the subjects.