• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.220-221
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• 2005

• Journal of Korean Dental Science
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• v.12 no.2
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• pp.58-65
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• 2019

Purpose: This study was aimed to investigate the possibility of utilizing smart device-based test (SBT) for competency evaluation in dental education and to analyze the student responses on overall competency evaluation using SBT method, in comparison to ubiquitous-based test (UBT). Materials and Methods: Questionnaire surveys have been conducted at Yonsei University College of Dentistry from 2015 to 2018 to obtain students' feedback on the application of SBT to competency evaluation. In addition, in order to supplement the competency evaluation procedure, considerations were explored by comparing the expected and actual difficulty of each item when preparing items for competency evaluation with SBT. Result: According to the survey results, student responses between the initial two years (2015 and 2016) differed from those in next two years (2017 and 2018). Students in 2017 and 2018 had more positive responses on competency evaluation with SBT. To determine the test validity, criterion-referenced evaluation was adopted to compare the data in 2017 and 2018 and slight differences in test difficulty in 2018 between the expected and actual difficulty of items were found. Conclusion: The results indicated that SBT was more appropriate for competency evaluation than UBT, based on four-year period of competency evaluation. The SBT was not affected by either the file size or the number of test-takers. Interestingly, students were not sensitive to test version of competency evaluation (paper-based test and SBT). This study suggests that the quality of the test items should be measured by continuous monitoring of the expected and actual difficulty of items for determining test validity. More detailed results and discussions of the findings are given for the development of test procedure and further potential research directions in dental education.

• Journal of Ocean Engineering and Technology
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• v.6 no.2
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• pp.151-171
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• 1992

선체응답의 변화를 고찰, 계산 결과를 요약하였다. 이에 대한 계산은 유체 동력학적 해석을 이용하였으며 본 이론의 합리성을 아울러 지적하였다. 선체의 유연성을 증가시킴으로서 추격선두 굽힘 모멘트는 줄지만, 모멘컴 굽힘 모멘트는 일반적으로 증가함이 나타났다.

• International Commerce and Information Review
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• v.10 no.4
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• pp.63-79
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• 2008

Present paper aims to examine the effect relation among component factors of WOM effects in on-line. Specially, to examine the comparative study on market maven and early adopter. For that purpose, we categorize WOM effect into two subcategories; knowledge improvement, Image improvement, purchase intention. And as the of study, chose student a college. Through these methods, we were able to obtain participation of 96 people from student a college. Using 68 responses(19 responses removed). we derived statistics by means of Win SPSS Version 12.0 statistics program package. The result can be summarized as follow; First, market maven has stronger WOM Effects in On-line on consumer's knowledge improvement, and Image improvement, purchase intention than early adopter. Second, the market maven has stronger effect on early adopter. Finally, we discuss the results of analysis and suggest research limitation and future and future study.

• Journal of Labour Economics
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• v.38 no.3
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• pp.97-130
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• 2015

This paper examines effects of the Korean Student Human Rights Ordinance on student behavior. The ordinance was put into effect in some municipalities (Seoul, Kyongki, Kwanju, Jonbuk) from 2010. Since the ordinance prohibits corporal punishment and other authoritative treatments of students in school, the paper estimates effects of indulgent teaching on student behaviors. Our difference-in-differences estimates suggest that the ordinance has little effect on the students' propensity to behave, intimacy with classmates and teachers and overall satisfaction with school life. In contrast, the ordinance increases the likelihood of students, especially low-performing and mid-performing students suffering from problem behaviors of other students. This implies that some (probably low-performing and mid-performing) students tend to commit more problem behaviors after the ordinance has taken effect.

• Journal of Ocean Engineering and Technology
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• v.6 no.2
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• pp.55-70
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• 1992

트림변화에 의해서 발생하는 선체 구조응답을 고찰, 계산 결과를 요약하였다. 본 고찰로 부터 같은 크기의 선수, 선미 트림상태일지라도 많은 차이를 보였다. 이에는 중량분포의 효과가 특히 크게 작용함을 밝히었다.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.773-790
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• 2015

Conducted as an ethnographic examination of science teaching and learning in an Innovative Middle School in Korea, this study employs sociocultural theory to examine how structures afford and limit student participation in an innovative school designed to promote student-centered learning. Data includes teacher and student interviews, student responses to a questionnaire, classroom observations, and analysis of video recordings of ten lessons in two in two 8th grade science classes. Using structure|agency dialectic theory, we identify and describe some structures that afford and limit teacher and student agency at the micro (science classrooms), meso (school), and macro (Korean society) levels to raise some questions about current reform measures, such as innovation schools, that seek to position classroom teachers as agents for change in science education reform in Korea. Findings suggest that while teachers and school administrators play an essential role in structuring learning opportunities at the meso and micro levels, they have limited agency to address structural constraints originating at the macro-level, which can negatively impact teaching and learning in the science classroom. We offer implications for policy and practice and argue the need for more qualitative research, informed by sociocultural theory, to inform science education reform efforts in Korea.

• Journal of Technologic Dentistry
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• v.34 no.4
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• pp.381-390
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• 2012

Purpose: The goal of this study is to investigate the correlation of orthodontic treatment with self-esteem and how orthodontic treatment has an effect on university student's self-esteems by investigating and analyzing the difference in self-esteem of each general characteristic and the difference in self-esteem according to the existence or nonexistence of malocclusion and orthodontic treatment for adult university students. Methods: This study conduced a survey for 420 university students including dental related department, department of health and department of non-dental health in two universities located in Taegu, Gyeongbuk-do province from May 15, 2012 to May 30, 2012, and in 420 questionnaires of the investigated 420 target students, total 400(95.2%) questionnaires except for the questionnaires with falsely or erroneous responses were used for study analysis. Results: In the relations of general characteristic with self-esteem, for self-esteem by each gender, male student showed higher, for self-esteem by residential area, the university student residing at metropolitan area showed higher, for self-esteem by financial status, high class and middle class students in home financial status showed higher, for self-esteem by face shape, the student with triangular face shape showed higher, and in the relation of self-esteem with orthodontic treatment, the university student who is getting orthodontic treatment showed higher self-esteem statistically significantly. Conclusion: For gender, male university student, for residential area, the university student residing at metropolitan area, the high class university student in financial status, the university student with triangular face shape, and the university student who is getting orthodontic treatment showed statistically significantly higher self-esteem.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.119-130
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• 2024

This study explores the possibility of using a generative artificial intelligence, ChatGPT, for student assessment in science subjects. In order to achieve our goal, we developed assessment items, collected students' responses, and input them into ChatGPT to implement the assessment procedures. Subsequently, we shared the assessment results from ChatGPT with science teachers and compared them to the teachers' assessment process to investigate the use of ChatGPT in student assessment. Regarding the results, in terms of setting the scoring rubric, we found the rubric generated by ChatGPT to be generally appropriate. However, the consistency between the scoring results obtained from ChatGPT and those determined by the teachers was relatively low. This inconsistency was more pronounced in items with additional assessment components and a more intricate rubric. In regard to feedback on student responses, there were some instances where the feedback generated was scientifically incorrect or beyond the scope of the curriculum, but there were also some positives, such as the provision of exemplary answers to questions and additional examples that helped students learn further. From these results, the teachers perceived limitations in using ChatGPT to conduct assessment in terms of reliability, which is considered crucial in student assessment, but suggested that it could be used to support assessment. Finally, synthesizing these findings, implications for utilizing ChatGPT in student assessment were suggested.

• Communications for Statistical Applications and Methods
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• v.27 no.3
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• pp.269-284
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• 2020

This study compares two teaching methods in an introductory statistics course at a large state university. The first method is the traditional lecture-based approach. The second method implements a flipped classroom that incorporates the recommendations of the American Statistical Association's Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. We compare these two methods, based on student performance, illustrate the procedures of the flipped pedagogy, and discuss the impact of aligning our course to current guidelines for teaching statistics at the college level. Results show that students in the flipped class performed better than students in traditional delivery. Student questionnaire responses also indicate that students in flipped delivery aligned with the GAISE recommendations have built a productive mindset in statistics.