• The Journal of the Convergence on Culture Technology
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• v.10 no.6
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• pp.223-230
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• 2024

As a preliminary study for the development of the 'Elderly Discourse Comprehension Test Tool', this study aims to verify the content validity of the subtest items that comprise the test tool. For this purpose, 48 items were developed as subtests at three levels (word, sentence, and discourse) based on the literature and existing assessment tools. The initially developed test items were presented to eight speech-language pathologists with a first-level speech therapist license and more than 10 years of treatment experience, and they were asked to answer on a 5-point Likert scale, and the Content Validity Index (CVI) was calculated based on the scores. Based on the results, 37 items with a CVI greater than .75 at the sentence and discourse level were selected, except for a few items at the word and sentence level, where the CVI was below the cutoff of .75. In conclusion, the subtest items of this instrument were found to have adequate content validity as a test instrument for assessing discourse comprehension in the elderly.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.691-707
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• 2015

This study aims to develop biology teachers' education program based on argumentation activity about core concepts of evolution and to analyze the characteristics of core concepts of evolution learned during the program. The eight core concepts of evolution in this study were variation, heritability of variation, competition, natural selection, adaptation, differential reproductive rate of individuals, changes in genetic pool within a population, and macroevolution. The performances of teachers participating in the program were compared before and after argumentation activities; consisting of seven sessions on the eight core concepts of evolution. The process of the program was specially designed by learning cycle model for teacher education, consisting of seven phases: identification of the task, production of a tentative argument, small group's written argument, share arguments with the other groups, reflective discussion, final written argument, and organization by an instructor. Participants in the study were two pre-service biology teachers and four in-service biology teachers. The results suggest that biology teachers reduced the teleological explanation for biological evolution and improve its adequacy after the intervention. Teachers lacked the opportunity to discuss variation, heritability of variation, competition, and macroevolution because science textbooks lack information on the concepts of biological evolution. The results of this study suggest that because the argumentation program developed for teachers helps to improve understanding the concepts of evolution and to reduce inadequate conceptions in biology, teacher education programs using argumentation activity and eight core concepts of evolution will play a role for efficient evolution education for biology teachers.