• Archives of design research
• /
• v.18 no.4 s.62
• /
• pp.95-104
• /
• 2005

The purpose of this study is to estimate the determinants of product design and analyze the impacts of product design on quality competitiveness, product reliability, and consumer satisfaction in an attempt to provide a foundation for the theory of design management. For this empirical analysis, this study has derived the relevant measurement variables from a survey on 400 Korean manufacturing firms during the period of $August{\sim}October$ 2003. The empirical findings are summarized as follows: First, the determinants of product design are very significantly (at p<0.001) estimated to be the R&D capability, the level of R&D expenditure, the level of innovative activities(5S, TQM, 6Sigma, QC, etc.). This empirical result can support Pawar and Driva(1999)'s two principles by which the performance of product design and product development can be simultaneously evaluated in the context of CE(concurrent engineering) of NPD(newly product development) activities. Second, the hypothesis on the causality: product design${\rightarrow}$quality competitiveness${\rightarrow}$customer satisfaction${\rightarrow}$customer loyalty is very significantly (at p<0.001) accepted. This implies that product design positively affects consumer satisfaction, not directly but indirectly, by influencing quality competitiveness. This empirical result of this study can also support the studies of for example Flynn et al.(1994), Ahire et at.(1996), Afire and Dreyfus(2000) which conclude that design management is a significant determinant of product quality. The aforementioned empirical results are important in the following sense: the empirical result that quality competitiveness plays a bridging role between product design and consumer satisfaction can reconcile the traditional debate between QFD(quality function development) approach asserted by product developers and conjoint analysis maintained by marketers. The first empirical result is related to QFD approach whereas the second empirical result is related to conjoint analysis. At the same time, the empirical results of this study can support the rationale of design integration(DI) of Ettlie(1997), i.e., the coordination of the timing and substance of product development activities performed by the various disciplines and organizational functions of a product's life cycle. Finally, the policy implication (at the corporate level) from the empirical results is that successful design management(DM) requires not only the support of top management but also the removal of communication barriers, (i.e. the adoption of cross-functional teams) so that concurrent engineering(CE), the simultaneous development of product and process designs can assure product development speed, design quality, and market success.

• Journal of The Korean Association For Science Education
• /
• v.32 no.1
• /
• pp.160-181
• /
• 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 The Korean Association For Science Education
• /
• v.31 no.8
• /
• pp.1158-1174
• /
• 2011

In this study, we examined the compositions, basic principles, and the area of the National Higher Education Entrance Examination (GaoKao) in 2009, we also analyzed the categories and characteristics of items. Also, the GaoKao was analyzed in terms of test specifications, the number of items, item patterns, difficulty levels, and implications of the College Scholastic Ability Test(CSAT) were explored. Results show Natural Science section of the National Test 1, 2 are 300 points per 150 min, and Natural Science, and Chemistry of Shanghai is 150 points each per 120 min. Also, the GaoKao contained multiple choice and fill in the blanks questions, and the description items are composed of experiments of various types. The GaoKao Natural Science section is composed of physics, chemistry, biology but not earth science, which is different from the CSAT. GaoKao requires basic understanding or the observation ability to reasoning, the complex thinking ability, especially emphasized on the experiment ability. The range of possible questions is in the examination outline, not the curriculum, and the ratio of questions from the University level is high. In the analysis of the behavioral domain, the ratios of the understanding and application items is higher than the CSAT, and inquiry items is lower, but the inquiry items are deeper. In case of the ratio of the expected correct answer, National Test 1 and National Test 2 is similar, but the difficult items or about 20~39% of the test is 4~5 times to that of the CSAT, making the GaoKao very difficult. The peculiar characteristics of GaoKao is the emphasis on the experiment, and even though the practical items is of lower ratio, they are very useful in life.

• Journal of The Korean Association For Science Education
• /
• v.34 no.5
• /
• pp.437-447
• /
• 2014

Learning progressions (LP), which describe how students may develop more sophisticated understanding over a defined period of time, can inform the design of instructional materials and assessment by providing a coherent, systematic measure of what can be regarded as "level appropriate." We developed LPs for the nature of matter for grades K-16. In order to empirically test Korean students, we revised one of the constructs and associated assessment items based on Korean National Science Standards. The assessment was administered to 124 Korean secondary students to measure their knowledge and submicroscopic representations, and to assign them to a level of learning progression for the particle nature of matter. We characterized the level of students' understanding and models of the particle nature of matter, and described how students interpret various representations of atoms and molecules to explain scientific phenomena. The results revealed that students have difficulties in understanding the relationship between the macroscopic and molecular levels of phenomena, even in high school science. Their difficulties may be attributed to a limited understanding of scientific modeling, a lack of understanding of the models used to represent the particle nature of matter, or limited understanding of the structure of matter. This work will inform assessment and curriculum materials development related to the fundamental relationship between macroscopic, observed phenomena and the behavior of atoms and molecules, and can be used to create individualized learning environments. In addition, the results contribute to scientific research literature on learning progressions on the nature of matter.

• Journal of The Korean Association For Science Education
• /
• v.40 no.2
• /
• pp.97-111
• /
• 2020

In the 2015 revised curriculum, 'Integrated Science' was established to increase convergent thinking and designated as a common subject for all students to learn, regardless of career. In addition, the 2015 revised curriculum introduced 'competence' as a distinctive feature from the previous curriculum. In the 2015 revised curriculum, competencies are divided into core competencies of cross-curricular character and subject competencies based on academic knowledge and skills of the subject. The science curriculum contains five subject competencies: scientific thinking, scientific inquiry, scientific problem solving, scientific communication, scientific participation and life-long learning. However, the description of competencies in curriculum documents is insufficient, and experts' perceptions of competencies are not uniform. Therefore, this study examines the perceptions of science subjects in science high school teachers by deciding that comprehension of competencies should be preceded in order for competency-based education to be properly applied to school sites. First, we analyzed the relationship between achievement standards and subject competencies of integrated science through the operation of an expert working group with a high understanding of the integrated science achievement standards. Next, 31 high school science teachers examined the perception of the five subject competencies through a descriptive questionnaire. The semantic network analysis has been utilized to analyze the teachers' responses. The results of the analysis showed that the three curriculum competencies of scientific inquiry, scientific communication, scientific participation and life-long learning ability are similar to the definitions of teachers and curriculum documents, but in the case of scientific thinking and scientific problem solving, there are some gaps in perception and definition in curriculum documents. In addition, the results of the comprehensive analysis of teachers' perceptions on the five competencies show that the five curriculum competencies are more relevant than mutually exclusive or independent.

• Child Health Nursing Research
• /
• v.20 no.3
• /
• pp.168-175
• /
• 2014

Purpose: Study purposes were to exam effects of self-care education for children with type 1 diabetes on their diabetes management behaviors and to explore the relationship among diabetes management behaviors, knowledge, self-efficacy and clinical variables. Methods: This study was a one group quasi-experimental study. Study participants were children with type 1 diabetes and attended a four hour self-care education of a diabetes camp. Data were collected using structured questionnaires including Diabetes Management Behavior Scale (DMBS), Michigan Diabetes Research and Training Center's Brief Diabetes Knowledge Test and Self-Efficacy for Diabetes Self-Management. Results: The mean age of the participants was 12 (${\pm}2.3$) years. After the education, their DMBS and knowledge improved, but the improvement was not statistically significant (t=1.758, p=.101; t=0.528, p=.606). Two areas of DMBS, daily prevention behaviors and modification of care plan, were associated with study variables. Daily prevention behaviors were associated with duration of diabetes (r=.653, p=.008), HbA1c (r=.563, p=.038) and having a complication (r=-2.788, p=.015). Modification of care plan was associated with age at diagnosis (r=-.552, p=.033). Conclusion: Children with type 1 diabetes could improve some parts of their diabetes management behaviors even after a short diabetes camp.

• The Journal of Korean Academy of Sensory Integration
• /
• v.9 no.2
• /
• pp.1-13
• /
• 2011

Objective : Purpose of this study is to discuss benefits and implications of the clinical reasoning process and re-evaluation in the OTIPM by introducing a single case that occupational therapy intervention is provided based on the OTIPM. Methods : The case subject is a boy aged 5 years and 10 month who had diagnosed as attachment disorder and anxiety disorder from a pediatric psychiatrist before. The boy is referred to sensory integration therapy clinic and underwent occupational therapy intervention service twice a week for four month. Therapeutic activities for the intervention were consisted of sensory integration activities for restorative model, care-giver education for educational model, and performance skill training for acquisitional model. Measurements used in the initial evaluation are JSI-R, DDST-2, Social Maturity Test, KPPS-R, and observation-based performance task analysis. For the performance task analysis, performance skill items were constructed based on the Occupational Therapy Process Framework (OTPF), and those were assessed by the evaluation system of Assessment of Motor and Process Skill (AMPS) and Evaluation of Social Participation (ESI). Results : The detail process of implementing of the OTIPM in this study is reported by following four phases; 1) establish client-centered performance context; 2) establish baseline and interpret cause (initial evaluation); 3) intervention planning and implementing; and 4) recognize intervention outcome (reevaluation). Conclusion : In this case, occupational therapist could provide the client an occupation-based intervention within comprehensive performance context based on the OTIPM. Therapist could clearly identify the cause of problematic performance skills and behaviors and so provide effective intervention to improve client's occupational performance. Additionally, it was found that client's satisfaction of the intervention can be raised when the concept of 'who is the client' is expanded based on the OTIPM. From this study, it is proposed that OTIPM may be a model educible 'comprehensive' enhancement of 'specific' occupational engagement, as it considers both improvement of occupational performance and satisfaction.

• Journal of Science Education
• /
• v.37 no.3
• /
• pp.525-537
• /
• 2013

The purpose of this study was to investigate science integrated process skill of the students in science education center for the gifted. In order to do this, 'free-response test for the assessment of science process skills' developed by Yu-Hyang Kim(2013) was administered to 102 students(15 in elementary school science class, 58 in middle school science class I, and 29 in middle school science class II) who attend the program of science education center for the gifted in C university. The assessment tool measured 9 skills ; formulating inquiry questions, recognizing variables, formulating hypotheses, designing experiment, transforming data, interpreting data, drawing conclusions, formulating generalizations, and evaluating the designed experiments. As a result, the students in science education center for the gifted had relatively high scores in the area of 'formulating hypotheses' and 'recognizing variables', but they had relatively low scores in the area of 'transforming data', 'interpreting data', and 'evaluating the designed experiments'. The 2 items' percentage of correct answers were below 40% ; one is about a drawing a line graph in 'transforming data', and the other requires finding improvements of the experimental design in 'evaluation'. There was no significant difference between boys' scores and girls's one, and between the scores of students in the field of biology and those of students in the other fields(physics, chemistry, and earth science) in science integrated process skills. And there was significant difference according to the periods receiving the gifted education in 'formulating generalizations'. The teaching and learning has to focus on improving science integrated process skills in the program of science education center for the gifted and teaching and learning materials needs to be developed.

• Journal of the Korean Society of Clothing and Textiles
• /
• v.29 no.12 s.148
• /
• pp.1535-1545
• /
• 2005

The study aimed firstly, to develop the women's bodysuit sleeve block construction method adopting the appropriate pattern reduction rates according to the fabric stretch property. Secondly, the details applied to the bodysuit sleeve block drafting (Dr the educational and industrial usage were proposed. For these, several distinguishing bodysuit sleeve pattern making methods(i.e. Joseph-Armstrong: T1, Shoben & Ward: T2, Esmod: T3 and Mixed Joseph-Armstrong: T4) were analyzed and divided into two categories that adopt 1) the equally (i.e., T1) and 2) the differently(i.e., T2, T3 & T4) distributed front and back armhole length measurements. Women's sleeve samples were made for the research using the same stretch fabric($50\%\;and\; 70\%$ in wale and course each) to the previous research. A group comprising 5 relevant experts evaluated the fit and comfort features of the samples. Experiments analyzed the appearance of sleeve samples focused on total 13 evaluation parts(including the front/side/back fit tolerance, sleeve centre line, sleeve length, appropriateness of the sleeve appearance balanced with the bodysuit and etc.): and performed the comfort test evaluating three kinds(vertical-front/vertical-side/ horizontal) of arm movements. The most appropriate bodysuit sleeve to fulfil the original aims of the study was suggested. The findings and suggestions throughout the study were: 1) the measurements and required reduction rates for the bodysuit sleeve block developed: outer sleeve length (with 1.0 RR), crown height(with 0.7 RR), front and back armhole lengths measured on the bodysuit blocks ($0\%$ ease amount), elbow width(0.9/0.95 RR), wrist girth measurements(from $12\%\;to\;18\%$ tolerances can be given to): and 2) the differently distributed front and back armhole length measurements resulted in the better fit and comfort through the research.

• Journal of Hospice and Palliative Care
• /
• v.10 no.3
• /
• pp.145-153
• /
• 2007

Purpose: This study was to analyze the research trend centering on the theses to hospice released in Korea. Methods: The researcher collected the academic degrees and theses published on the book of the academic society from 1991 to 2004, and examined 110 domestic papers of hospice. Results: 1) The number of articles increased 3 years after 1997, 52 (47%) theses were published in $2000{\sim}2002$. 97 (88%) articles were quantitative studies, and 13 (12%) were qualitative studies. 2) As for the subject, the results were: patients with end stage 44 (40%), nurse 18 (16%), hospice care system, facilities, and literature review 12 (10%). 3) As for main concepts of correlational studies 15 (13%), the results were: quality of life, activities of volunteers, suffering experience of nurse, and so on. 4) The subjects and contents of survey, the results were: pain control and need for nursing care in patients, need for spiritual and physical care in family, and so on. 5) The treatment of experimental research, the results were: hospice nursing, educational program, informational support, spiritual nursing, supportive nursing intervention, home hospice care, information services for control of cancer pain, and so on. 6) In the theme of the qualitative studies, the results were: experience of dying patients, perceive of hospice care and death, experience of family of terminal ill patients, meaning of dying in Korean. 7) In the instrument in studies, the results were: MQOL, EQOL, QOL, NIC, Need Scale, Spiritual Well-being Scale, Spiritual Perspective Scale, Coping for Grief Scale, K-CPAT, VAS, BPI, Depression Scale, Strait-anxiety Scale, Care-giver Burden Inventory, Burnout Inventory, Mental quality. Conclusion: More research needs to be encouraged in experimental and qualitative research fields. Researches should be conducted for the establishment of the basis of practical and theoretical framework and hospice polices.