• School Mathematics
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• v.19 no.4
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• pp.775-793
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• 2017

In this study, instruments were developed to measure of mathematics attitudes by conceptualization of epistemological beliefs as a cognitive dimension, mindfulness as a conative dimension, affect as an affective dimension. Perry's epistemological development scheme and Langer's mindfulness theory was noticed as a theoretical approach. Exploratory factor and confirmatory factor analyses, and a reliability test were assessed. This article suggest a new framework for analysing attitudes toward mathematics and changes in attitudes toward mathematics.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.825-838
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• 2018

The purpose of this study is to develop a survey tool of scientific character for elementary student which connects science education and character education effectively by figuring out traits of elementary students' character being presented in teaching and learning context of elementary school science. For this, we adapted the theocratical model from the previous research which defined scientific character as the competencies being able to practice in concrete teaching and learning context of science. Based on this model, we developed the survey tool as 'Scientific Character Inventory for Elementary Student' to assess elementary students' scientific character as the competences to practice the virtues being pursued in the context of elementary school science and verified its reliability and validity. As a result of an exploratory and confirmatory factor analysis, we confirmed all the items could be summarized into 28 items and eight constructs such as scientific problem-solving, self-management, self-reflection, communication, interpersonal skill, community participation, global citizenship, and environmental ethics awareness. We found that minimum reliability coefficient of constructs was over than 0.5 and reliability coefficient of the total items was 0.878. And also, there was modest relationship between each construct and the total score of scientific character. These results show that the developed survey tool can be useful in evaluating the effectiveness of science character education. This study is meaningful in that it systematically reveals constructs of scientific character which can be raised in concrete context of science teaching and learning so as to suggest the survey tool to assess this.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2015.07a
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• pp.146-149
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• 2015

한국정보통신기술협회(TTA)은 "HTML5 기반 스마트 TV 플랫폼(TTAK.KO-07.0111/R1)" 표준을 제정하였고, 스마트 TV 용 앱 생태계 활성화를 위해 표준기반 스마트 TV 앱 개발도구(SDK, Software Development Kit)를 개발하였다. 개발도구는 표준 기반 앱 개발의 전체 라이프사이클에 필요한 프로젝트 관리, 앱 오류검사, 애뮬레이션, 패키징 및 앱 서버 전송 기능을 자동화했다. 표준에 대한 이해도가 낮은 개발자들이 표준 기반 앱을 개발 할 수 있도록 코드 자동 완성 기능과 표준 적합성 검사 기능 및 샘플 앱 등을 제공함으로써, 개발자들이 앱 자체의 기능에 대한 설계와 분석에만 집중할 수 있도록 했다. 본 논문에서는 스마트 TV 앱 개발을 위한 개발도구의 소프트웨어 구조와 개발도구가 지원하는 각 기능에 대한 구현 내용에 대해 소개한다.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.263-277
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• 2019

This study analyzed the current use of science-related test tools in affective area in Korean academic journals for the last 30 years since 1989 and the cases of modification of the original tools related to the tools. This provides practical information on the development and improvement of test tools in the future and offers the basis for developing valid test tools. The study was conducted in two stages. We analyzed the status of 88 domestic science education researches dealing with testing tools related affective characteristics and 57 domestic and foreign resource tools referenced by them. After that, we compared the characteristics of the five cases in which the original tool was revised and the concrete item correction examples. The results were analyzed as follows: topics that have emerged continuously or that have recently begun to appear in domestic research, the research situations according to their purpose and measurement methods used by the tool, and use state of original tools. The background and key points of revision were analyzed for the five tools, TOSRA, SAI, PISA items, STEBI-A/B, SMQ, whose revision process were disclosed. In addition, the changes of the items were analyzed by comparing the four test items with the questions before and after the revision. As a result of item analysis, item improvement was proceeding in the direction of enhancing readability, clarifying meaning, and changing items according to change of sub constructs. The implications of this study are as follows: notes on interpreting the results obtained from the tool with multiple mixed constructs, the possibility of the testing tool that broadens the horizon of the research, error recognition in the subjective self-report, and notes when applying test tools from other disciplines to science.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.4
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• pp.605-611
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• 2022

Under the influence of the Fourth Industrial Revolution, there is a emphasis on capacity building based on computational thinking to foster talent for future. In Korea, SW education has been mandatory since 2018. Since 2017, research has been conducted on the definition of SW education capability and the development of diagnostic tools. At this time, the diagnostic tool for middle school has been revised and supplemented once in 2018 and is used so far. In response to the request from the field to expand the information diagnostic test for middle school to elementary school and high school, it began as one of the 2019 study on the effectiveness of SW leading schools. In this study, we develop a diagnostic tool for elementary and high school based on the diagnostic tool for middle school. Expert validity verification and preliminary inspections are carried out. Preliminary examinations will analyze the reliability, discrimination, and difficulty of the questions, and look forward to seeing the potential as a testing tool in the future.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.233-255
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• 2021

The purpose of this study is to develop math anxiety scale for middle school students for planning and implementing math anxiety treatment programs. In this study, we describe the process of developing and validating math anxiety scale for middle school students and detailing exploratory factor analysis and confirmatory factor analysis to verify construct validity. As a result of the study, we developed the Math Anxiety Scale for Middle School Students (MASS-M) of 30 items with four factors: mathematical curriculum content, mathematical attitude, mathematical test, and environment. As a math anxiety factor for middle school students, MASS-M was developed, which includes mathematical anxiety factors such as mathematical test factor and environmental factor, especially mathematical curriculum content factor describing mathematical treatment, and mathematical attitude factor describing psychological treatment. MASS-M, derived from this study, is a standardized scale for measuring math anxiety in middle school students and is expected to serve as the basis for maintaining consistency in research on math anxiety in middle school students and developing programs to treat math anxiety in middle school students.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2013.10a
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• pp.178-180
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• 2013

국제해사기구(IHO)의 S-58 전자해도 유효성 검사 표준은 전자해도 데이터 셋의 내용과 무결성 검증을 목적으로 개발 되었다. 현재의 유효성 검사 표준은 검사 내용이 서술식으로 구성되어 있어 유효성 검사 소프트웨어 제작 회사 마다 해석이 상이하고 검사 결과를 다르게 표출하는 결과를 초래 하였다. 이러한 문제를 해결하기 위해 국제수로기구에서 유효성 카탈로그 개념이 논의되었고, 수로데이터 분야 소프트웨어 개발 회사 중 하나인 CARIS에서는 자체적인 유효성 카탈로그를 적용한 바 있다. 유효성 카탈로그는 유효성 검사 도구에 사용할 수 있도록 S-58 유효성 검사 표준을 XML로 정의한 카탈로그로서, 향후 S-100 표준에도 동일한 개념이 도입될 것으로 전망되고 있다. 본 연구에서는 유효성 카탈로그의 핵심개념과 고려사항에 대해 검토하고, 유효성 검사 기술 연구의 시작으로 유효성 카탈로그 도구를 개발 하였다.

• Proceedings of the Korean Society for the Gifted Conference
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• 2003.05a
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• pp.109-126
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• 2003

The Purpose of this study was to develop the instruments which can measure motivation as a component of Visual Artistic Giftedness with in elementary school period. This study prescribed the variable factors of measurement after abstract and classify the characteristics of Visual Artistic Giftedness through literature studies. And it produced instruments those are finally composed of 27 items through the preliminary test. They were evaluated in terms of content validity, construct validity, and reliability by implementing them to 679 elementary school children from the first to sixth grades Statistical analyses were carried out to verify the validities and reliability. Content validity was found to be satisfactory by expert’s evaluation on the test items. Construct validity was also found to be satisfactory through factor analyses which showed the four factors which the identification instruments were intended to measure such as, interest/ attitude/ taste, endurance/ concentration, curiosity/ imagination/ sensitiveness, aesthetic Concurrent validity was also found to be satisfactory with high coeffients of Barron-Welsh which were calculated as .76 in motivation, In conclusion, the instruments about motivation of Visual Artistic Giftedness during elementary school period developed by this study are highly reliable on its reliability and validity.

• Education of Primary School Mathematics
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• v.23 no.2
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• pp.63-72
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• 2020

The purpose of this study is to develop a mathematics self-efficacy test tool for elementary school students based on the sub-factors of mathematical self-efficacy derived from current studies. In this study, I verified the validity and reliability of the test tool by statistically evaluating the results of applying the test tool to the 3rd-6th grade students. In this study, Principal Component Analysis was performed on the tool for measuring the self efficacy of mathematics for elementary school students. For the validity test, the mathematics anxiety status of the participants was measured. The mathematics anxiety who were known to have a negative correlation with the mathematical self efficacy. The mathematics self efficacy tool developed in this study consists of 16 items with three subcategories: master experience, social persuasions, and emotional and physiological state. The mathematical self efficacy test tool developed in this study is expected to provide grounds for diagnosing the mathematics self-efficacy status of elementary school students and looking for ways to improve it.

• Journal of the Korean School Mathematics Society
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• v.23 no.4
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• pp.469-489
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• 2020

Middle school students are known to have high levels of math anxiety. According to the need for test tools that reflect the characteristics of today's middle school students, it was intended to develop a mathematical anxiety test for middle school students. Sub-factors of mathematical anxiety were established based on prior research and questions corresponding to each factor were produced. The suitability and validity of the questions were analyzed through two pilot tests. Then some of the questions were revised. This test was conducted on 255 middle school students using the revised questions, and the validity and reliability of the test tools were analyzed on 246 student responses. The final developed test tool consisted of 6 sub-factors and a total of 36 questions, and was intended to provide students, teachers, and parents with information about students' mathematical anxiety by providing criteria for the degree of anxiety.