• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.73-80
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• 2023

The advancement of online technology in the 21st century has increased online courses and web-based communication in higher education. This type of education is not limited by time or location and has made it possible to expand university campuses globally and broaden the reach of university education to the general public and students from other universities. Changes such as a decrease in the school-age population and a reorganization of the university structure have also created an opportunity to change the perception of online education. In this paper, we conducted surveys on K University students, high school seniors, and the general public to assess their satisfaction with online courses, identify areas that require massive online courses, and determine students' needs for the operation of massive online courses. The survey showed that K University students are generally satisfied with online courses. However, improvements are needed to ensure a smooth online course-taking environment, increase system uniformity, and enhance the overall online course environment. High school students have a strong preference for natural science and should be offered online courses in subjects such as mathematics and physics as prerequisites to prepare for their major classes. The general public prefers the humanities, which is evident in the purpose of the liberal arts lectures.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.569-590
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• 2023

The purpose of this case study is to compare and analyze the covariational reasoning levels of two middle school students revealed in the process of solving and generalizing algebra word problems. A class was conducted with two middle school students who had not learned quadratic equations in school mathematics. During the retrospective analysis after the class was over, a noticeable difference between the two students was revealed in solving algebra word problems, including situations where speed changes. Accordingly, this study compared and analyzed the level of covariational reasoning revealed in the process of solving or generalizing algebra word problems including situations where speed is constant or changing, based on the theoretical framework proposed by Thompson & Carlson(2017). As a result, this study confirmed that students' covariational reasoning levels may be different even if the problem-solving methods and results of algebra word problems are similar, and the similarity of problem-solving revealed in the process of solving and generalizing algebra word problems was analyzed from a covariation perspective. This study suggests that in the teaching and learning algebra word problems, rather than focusing on finding solutions by quickly converting problem situations into equations, activities of finding changing quantities and representing the relationships between them in various ways.

• Journal of Korea Trade
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• v.27 no.5
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• pp.1-22
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• 2023

Purpose - Southeast Asia has been the focus of Korea's foreign investment. Korea has been helping developing countries in Southeast Asia achieve economic growth and win-win cooperation through capital exports. FDI is an important channel for technology diffusion. However, the impact of FDI on the bias of technological progress in the host country is dependent on the host country's own endowment structure and capital-labor factor substitution elasticity. Therefore, the central issue of this paper is to accurately evaluate the impact of Korea's FDI to the four Southeast Asian countries in various industries on their bias of technological progress. Design/methodology - The paper uses macroeconomic data for Korea and four East Asian countries to estimate capital-labor factor elasticities of substitution using nonlinear, seemingly uncorrelated regressions (NLSUR). Then, the biased technological change index (BTCI) is calculated for each country. Finally, panel data analysis is used to explore the impact of Korean FDI in various industries in the four Southeast Asian countries on their own directed technological progress, and a robustness test is conducted. Findings - There is a substitution relationship between capital and labor factors based on their elasticity in Korea, Singapore and the Philippines. There is a complementary relationship between capital and labor factors in Indonesia and Malaysia. According to the BTCI, there is a trend toward labor-biased technological progress in all countries. Korean investments in manufacturing, wholesale and retail trade in the host country trigger capital-biased technological change in the host country; investments in the finance, insurance and information and communication sectors trigger labor-biased technological change. In addition, this paper also confirms that directed technological progress can enable cross-country transmission. Originality/value - The innovation of this paper lies in three aspects. First, we estimate the BTCI for five countries and explore the trend and situation of directed technological progress in each country from each country's own perspective. Second, we explore the impact of Korean FDI in the host country on the bias to its technological progress at the industry level. Second, we explore the impact of Korean FDI in various industries in the four Southeast Asian countries on the four countries' own directed technological progress from a national perspective. Finally, we propose corresponding countermeasures for technological progress from the perspective of inverse factor endowment. These innovative points not only expand the understanding of technological progress and cross-country technology transfer in East Asia but also provide practical references for policy-makers and business operators.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.349-368
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• 2023

The revised 2022 educational curriculum highlighted the significance of mathematical literacy as a foundational competency that can be cultivated through the learning of various subjects, along with language proficiency and digital literacy. However, due to the lack of a precise definition for mathematical literacy, there exists a challenge in systematically implementing it across all subjects in the educational curriculum. The aim of this study is to clarify the definition of mathematical literacy in the curriculum through a literature review and to analyze the application patterns of mathematical literacy in other subjects so that mathematical literacy can be systematically applied as a basic literacy in Korea's curriculum. To achieve this, the study first clarifies and categorizes the meaning of mathematical literacy through a comparative analysis of terms such as numeracy and mathematical competence via a literature review. Subsequently, the study compares the categories of mathematical literacy identified in both domestic and international educational curricula and analyzes the application of mathematical literacy in the education curriculum of New South Wales (NSW), Australia, where mathematical literacy is reflected in the achievement standards across various subjects. It is expected that understanding each property by subdividing the meaning of mathematical literacy and examining the application modality to the curriculum will help construct a curriculum that reflects mathematical literacy in subjects other than mathematics.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.517-544
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• 2023

This study presents the process and outcomes of developing mathematical-informatics linkage·convergence class materials, based on previous research findings that indicate a lack of such materials in high schools despite the increasing need for development of interdisciplinary linkage·convergence class materials In particular, this research provides insights into the discussions of six teachers who participated in the same professional learning community program, aiming to create materials that are suitable for linkage·convergence class materials and highly practical for classroom implementation. Following the material development process, a theme-based design model was applied to create the materials. In alignment with prior research and consensus among teacher learning community members, mathematics and informatics teachers developed instructional materials that can be utilized together during a 100-minute block lesson. The developed materials utilize societal issue contexts to establish links between the two subjects, enabling students to engage in problem-solving through mathematical modeling and coding. To increase the validity and practicality of the developed resources during their field application, CVR verification was conducted involving field teachers. Incorporating the results of the CVR verification, the finalized instructional materials were presented in the form of a teaching guide. Furthermore, we aimed to provide insights into the trial-and-error experiences and deliberations of the developers throughout the material development process, with the intention of offering valuable information that can serve as a foundation for conducting related research by field researchers. These research findings hold value as empirical evidence that can explore the applicability of teaching material development models in fields. The accumulation of such materials is expected to facilitate a cyclical relationship between theoretical teaching models and practical classroom applications.

• Korean Journal of Radiology
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• v.21 no.4
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• pp.402-412
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• 2020

Objective: To evaluate the performance of predicting early recurrence using preoperative factors only in comparison with using both pre-/postoperative factors. Materials and Methods: We retrospectively reviewed 549 patients who had undergone curative resection for single hepatcellular carcinoma (HCC) within Milan criteria. Multivariable analysis was performed to identify pre-/postoperative high-risk factors of early recurrence after hepatic resection for HCC. Two prediction models for early HCC recurrence determined by stepwise variable selection methods based on Akaike information criterion were built, either based on preoperative factors alone or both pre-/postoperative factors. Area under the curve (AUC) for each receiver operating characteristic curve of the two models was calculated, and the two curves were compared for non-inferiority testing. The predictive models of early HCC recurrence were internally validated by bootstrap resampling method. Results: Multivariable analysis on preoperative factors alone identified aspartate aminotransferase/platelet ratio index (OR, 1.632; 95% CI, 1.056-2.522; p = 0.027), tumor size (OR, 1.025; 95% CI, 0.002-1.049; p = 0.031), arterial rim enhancement of the tumor (OR, 2.350; 95% CI, 1.297-4.260; p = 0.005), and presence of nonhypervascular hepatobiliary hypointense nodules (OR, 1.983; 95% CI, 1.049-3.750; p = 0.035) on gadoxetic acid-enhanced magnetic resonance imaging as significant factors. After adding postoperative histopathologic factors, presence of microvascular invasion (OR, 1.868; 95% CI, 1.155-3.022; p = 0.011) became an additional significant factor, while tumor size became insignificant (p = 0.119). Comparison of the AUCs of the two models showed that the prediction model built on preoperative factors alone was not inferior to that including both pre-/postoperative factors {AUC for preoperative factors only, 0.673 (95% confidence interval [CI], 0.623-0.723) vs. AUC after adding postoperative factors, 0.691 (95% CI, 0.639-0.744); p = 0.0013}. Bootstrap resampling method showed that both the models were valid. Conclusion: Risk stratification solely based on preoperative imaging and laboratory factors was not inferior to that based on postoperative histopathologic risk factors in predicting early recurrence after curative resection in within Milan criteria single HCC patients.

• Korean Journal of Radiology
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• v.22 no.5
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• pp.725-734
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• 2021

Objective: To intraindividually compare hepatocellular carcinoma (HCC) washout between MRIs using hepatobiliary agent (HBA) and extracellular agent (ECA). Materials and Methods: This study included 114 prospectively enrolled patients with chronic liver disease (mean age, 55 ± 9 years; 94 men) who underwent both HBA-MRI and ECA-MRI before surgical resection for HCC between November 2016 and May 2019. For 114 HCCs, the lesion-to-liver visual signal intensity ratio (SIR) using a 5-point scale (-2 to +2) was evaluated in each phase. Washout was defined as negative visual SIR with temporal reduction of visual SIR from the arterial phase. Illusional washout (IW) was defined as a visual SIR of 0 with an enhancing capsule. The frequency of washout and MRI sensitivity for HCC using LR-5 or its modifications were compared between HBA-MRI and ECA-MRI. Subgroup analysis was performed according to lesion size (< 20 mm or ≥ 20 mm). Results: The frequency of portal venous phase (PP) washout with HBA-MRI was comparable to that of delayed phase (DP) washout with ECA-MRI (77.2% [88/114] vs. 68.4% [78/114]; p = 0.134). The frequencies were also comparable when IW was allowed (79.8% [91/114] for HBA-MRI vs. 81.6% [93/114] for ECA-MRI; p = 0.845). The sensitivities for HCC of LR-5 (using PP or DP washout) were comparable between HBA-MRI and ECA-MRI (78.1% [89/114] vs. 73.7% [84/114]; p = 0.458). In HCCs < 20 mm, the sensitivity of LR-5 was higher on HBA-MRI than on ECA-MRI (70.8% [34/48] vs. 50.0% [24/48]; p = 0.034). The sensitivity was similar to each other if IW was added to LR-5 (72.9% [35/48] for HBA-MRI vs. 70.8% [34/48] for ECA-MRI; p > 0.999). Conclusion: Extracellular phase washout for HCC diagnosis was comparable between MRIs with both contrast agents, except for tumors < 20 mm. Adding IW could improve the sensitivity for HCC on ECA-MRI in tumors < 20 mm.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.246-257
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• 2006

TIMSS (Trends in International Mathematics and Science Study) aims to produce reliable and internationally comparable indicators of student achievement. The TIMSS science achievement scale summarizes student performance on test items designed to measure a wide range of student knowledge and proficiency. This study analyzed Korean middle school students' science achievement at the advanced and high international benchmarks of the four benchmark levels of the benchmarks classified in TIMSS 2003 in light of science content areas (physics, chemistry, biology, earth science, and environmental science) and item characteristics. The average percent correct on items at the advanced benchmark by Korean students was highest in physics followed by earth science, biology, chemistry, and environmental science, whereas internationally the order was earth science, chemistry, biology, physics and lastly environmental science. Korean students performed relatively better in physics yet somewhat worse in chemistry than other top-performing countries. According to item analysis, Korean students reaching the advanced international benchmark understood some fundamentals of scientific investigation, but demonstrated weakness in written explanations of scientific principles, abstract science concept comprehension, and application of scientific concepts to solve quantitative problems. In addition, Korean students reaching the high international benchmark demonstrated relative weak conceptual understanding of ecology compared with other countries.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.200-211
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• 2006

The purpose of this study was to analyze Korean middle school student achievement in environmental science based on the TIMSS 2003 (Trends in International Mathematics and Science Study), a student comparison of 46 participating nations. Korea ranked the fourth with a mean score of 554 in environmental science. However, all 3 environment science topics assessed in TIMSS are not included in the Korean science curriculum through 8th grade, even though they are included in most other participating nations' curricula. The average percent correct of items was analyzed according to the main topic, the item type and the cognitive domain. Items that showed differences between the average percent correct of Korea and the international average as well as differences between the average percent correct of boys and girls were further analyzed. Results revealed that Korean students performed better than the international average, especially in 'use and conservation of natural resources', multiple-choice items, and items requiring 'factual knowledge'. Also, male students demonstrated significantly higher achievement than female students. On the other hand, Korean students showed relatively lower achievement in constructed-response items, items that contained content they had not learned in science lessons and items requiring descriptions of the uses and effect of science and technology. Moreover, Korean student lacked understanding about acid rain, global warming, and ozone layer destruction. Korean female students showed relatively lower environmental conceptions and lower performance on items requiring data analysis than Korean male students. On the basis of these results, this study suggested that topics of environmental science be included in the science curriculum and taught in the science classroom to help middle school students more fully comprehend environmental issues.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.346-353
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• 2007

In order to be efficient in teaching, a teacher should understand the current learner's level through diagnostic evaluation. This study has examined the major issues arising from the noble diagnostic assessment tool based on the theory of knowledge space. The knowledge state analysis method is actualizing the theory of knowledge space for practical use. The knowledge state analysis method is very advantageous when a certain group or individual student's knowledge structure is analyzed especially for strong hierarchical subjects such as mathematics, physics, chemistry, etc. Students' knowledge state helps design an efficient teaching plan by referring their hierarchical knowledge structure. The knowledge state analysis method can be enhanced by computer due to fast data processing. In addition, each student's knowledge can be improved effectively through individualistic feedback depending on individualized knowledge structure. In this study, we have developed a diagnostic assessment test for measuring student's learning outcome which is unattainable from the conventional examination. The diagnostic assessment test was administered to middle school students and analyzed by the knowledge state analysis method. The analyzed results show that students' knowledge structure after learning found to be more structured and well-defined than the knowledge structure before the learning.