• Sleep Medicine and Psychophysiology
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• v.1 no.2
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• pp.125-144
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• 1994

Recently excessive daytime sleepiness was found to have relations with various social, occupational, and health problems. This condition is common symptom of several sleep disorders, among which sleep apnea syndrome is most contributive. It is essential to assess daytime sleepiness exactly for the diagnosis of such sleep disorders. Multiple sleep latency test which is a valid and objective measurement technique of sleepiness is time and cost consuming, and so there is increasing need of scales measuring general level of daytime sleepiness which are quick and simple to perform for clinical and research purpose. And also, there have been a lot of sleep researches viewing sleep as a chronobiological process, especially in the study of circadian type of shift workers. In these studies they used various techniques of multiple demensions to assess sleepiness or circadian rhythm which concerns various psychological variables. Of these measurement techniques circadian type questionnaires might have some problems in their psychometric properties. So some of these morningness-eveningness questionnaires have been revised and more valid scales are being suggested by different authors. The author briefly reviewed various measurement techniques of sleepiness and circadian rhythm and introduced recently developed scales which are more valid allegedly, and finally discussed psychometric properties of these morningness-eveningness questionnaires.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.231-245
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• 2009

Almost every children are naturally non competitive, so they have test anxiety. Because grading in paper-pencil tests is related to competition with their friends. Intense competition should not be a part of the classroom environment. This study intends to reflect current standardized tests(summative evaluations) in an elementary school mathematics(2008) and reconstructed it's problem. Teachers should provide students with rich situational problem-solving opportunities. Therefore we conclude "summative evaluation are consisted of some large problem type which contain some subproblems, or from easy(simple) problem with relation to difficult problem)".

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.611-623
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• 2018

This study investigated verbal behaviors and interactions in the processes of making written test items using paired think aloud problem solving for pre-service secondary chemistry teachers. The processes of making written test items using paired think-aloud problem solving in four small groups consisting of two pre-service chemistry teachers were recorded and transcribed. The analysis of the results revealed that 'item making' for ten subcategories for solver's verbal behaviors were most frequently exhibited regardless of 'integration' among the components of pedagogical content knowledge (PCK). The solver's 'provide', 'modify', 'require agreement', 'ask', 'agree', and 'justify' were also frequently exhibited although fewer than 'item making'. Especially, the solver's 'ask' was more frequently used in 'non-integration', whereas 'justify' was more frequently used in 'integration'. In listener's verbal behaviors consisted of eight subcategories, 'point out', 'ask', and 'agree' were frequently exhibited regardless of 'integration'. Listener's 'ask' and 'agree' were exhibited more in 'non-integration', whereas 'point out' was exhibited more in 'integration'. Many verbal interactions were analyzed to be in 'symmetrical type' more than 'solver-dominant type' or 'listener-dominant type'. 'Symmetrical type' was also more frequently exhibited in 'integration', whereas 'solver-dominant type' was more frequently exhibited in 'non-integration'. There were little differences between 'integration' and 'non-integration' in 'listener-dominant type'. In 23 subcategories of 'symmetrical type', 'ask-provide' and 'point out-justify' were most frequently found. Especially, 'ask-provide' was more frequently found in 'non-integration', whereas 'point out-justify' was more frequently found in 'integration'. 'Point out-modify' was the most frequent in 4 subcategories of 'listener-dominant type', while 'item making-agree' in three subcategories of 'solver-dominant type' regardless of 'integration'. However, only a little of other subcategories of the three types were found.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.91-117
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• 2007

This study was to compare the contents and practical problems addressed, the process of teaching-learning method, and evaluation method of Korean Home Economics curriculum and of the Oregon and Ohio's Practical Problem Focused Family & Consumer Sciences Curricula. The results are as follows. First, contents of Korean curriculum are organized by major sub-concepts of Home Economics academic discipline whereas curricular of both Oregon and Ohio states are organized by practical problems. Oregon uses the practical problems which integrate multi-subjects and Ohio uses ones which are good for the contents of the module by integrating concerns or interests which are lower or detailed level (related interests). Since it differentiates interest and module and used them based on the basic concept of Family and Consumer Science, Ohio's approach could be easier for Korean teachers and students to adopt. Second, the teaching-learning process in Korean home economics classroom is mostly teacher-centered which hinders students to develop higher order thinking skills. It is recommended to use student-centered learning activities. State of Oregon and Ohio's teaching-learning process brings up the ability of problem-solving by letting students clearly analyze practical problems proposed, solve problems by themselves through group discussions and various activities, and apply what they learn to other problems. Third, Korean evaluation system is heavily rely on summative evaluation such as written tests. It is highly recommended to facilitate various performance assessment tools. Since state of Oregon and Ohio both use practical problems, they evaluate students mainly based on their activity rather than written tests. The tools for evaluation include project documents, reports of learning activity, self-evaluation, evaluation of discussion activity, peer evaluation in a group for each students for their performance, assessment about module, and written tests as well.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.71-88
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• 2009

This study was a quasi-experimental study to test a research question: Is the school library-assisted instruction effective in enhancing students' academic achievement? To solve the research question, 14 hours of school library-assisted instruction and traditional lecture were carried out to 164 9th grade middle school female students(82 of experimental group, 82 of control group). SPSS 12.0 was used for statistical analysis of frequency analysis, $x^2$-test, and t-test. The results showed that there was a statistically significant difference between the pre-test and the post-test in the total academic achievement scores of both experiment group and comparison group. There was a statistically significant difference between the pre-test and the post-test in paper and pencil test scores for comparison group. There were statistically significant differences between the pre-test and the post-test both in paper and pencil test scores and performance assessment for two groups. But there were no statistically significant differences between the experiment group and the comparison group in post-test pre-test gap of total academic achievement, paper and pencil test, and performance assessment scores.

• Journal for History of Mathematics
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• v.25 no.2
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• pp.97-111
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• 2012

This paper aims to identify the area of knowledge required for constructing test items by comparing the consulting contents with the area of MKT(Mathematical Knowledge for Teaching). This paper collects the consulting results by the consulting group of A provincial office of education from 2007 to 2009, and analyzes and categorizes the results. The knowledge for constructing test items are known by the analysis on the consulting contents. Training and consulting for teachers are necessary to enable them to recognize the importance of these categories and improve the quality of test items.

• 한국디지털정책학회:학술대회논문집
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• 2006.06a
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• pp.363-375
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• 2006

본 연구에서는 청소년들을 대상으로 정의적 특성으로 분류해 온 도덕성의 성격과 발달 수준을 찾아 이를 기초하여 학생들의 자기 이해를 돕고 정의적 성숙을 가져올 수 있게 하는 자기 평가식 도덕성검사를 Kohlberg의 도덕성 발달 수준을 기반으로 한 온라인 도덕성 검사 시스템을 설계 및 구현하는 방법을 연구하였다. 구현된 시스템을 이용하여 학생들 스스로 자신의 도덕성을 진단하고 평가하여 자기중심성으로 부터 벗어나 협동과 상호존중의 관계를 지향할 수 있는 학생이 되도록 하는 것이 이 연구의 주요한 목적이다. 본 연구에서 설계하고 구현한 도덕성검사 시스템이 성공적으로 적용된다면 검사와 검사의 결과에 대한 진로안내가 한 시스템 내에서 이루어지기 때문에 학생들의 진로지도에 대한 효율적인 성과를 가져올 수 있을 것이며, 또한 쉽고 빠른 검사로 인해 지필검사를 통해 실시하는 것보다 훨씬 경제적인 효과를 올릴 수 있을 것이다.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.19-42
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• 2020

The purposes of this study were to analyze the home economics(hereafter HE) curriculum in Victoria State, Australia, and to derive the implications for the HE curriculum in Korea. To accomplish the purposes, the contents of the curriculum were analyzed through the relevant web pages, and the actual conditions of the HE curriculum implementation were identified through e-mail and interviews with HE teachers and administrator. The results of this study were as follows. First, the HE curriculum for F-10 was one of the cross-curriculum resources based on the content descriptions and achievement standards of 'Design and Technologies' and 'Health and Physical Education' curriculum. Because the HE curriculum is competency-based curriculum and did not stipulate what was to be taught then, HE teachers had lots of autonomy in organizing and operating the curriculum, which led to the need for professionalism. Second, VCE subjects, both 'Food Studies' and 'Health and Human Development', which are HE elective curriculum for 11th and 12th graders, require students to take written tests produced by the VCAA. Because there are no specific details to be taught in the curriculum, the HE teacher had the need to devise and operate various classes to foster problem-solving skills, critical thinking skills, etc. Third, HE teachers had the discretion to create all the subject names, contents to deal with, and evaluations to prepare for the school curriculum, and thus were exerting their professionalism. This was due to the fact that the system was well equipped and VCE subjects were audited, even though teachers' performances were related to their individual competencies.

• Proceedings of the Korea Technical Association of the Pulp and Paper Industry Conference
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• 2000.11a
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• pp.132-132
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• 2000

환경오염과 이상기후의 영향으로 인한 수자원의 고갈과 함께 국내의 경우 수자원 개발 계획 및 수요량을 감안할 때 향후 7 년 내에 물부족 현상을 겪을 것이라는 보고가 있 었으며, 환경부담을 줄이기 위해 폐수의 배출기준은 강화되고 있다. 이러한 상황에서 제조 특성상 타 업종에 비해 폐수 발생량이 높은 편인 국내의 제지산업은 여러 해전부터 이에 대 한 방안을 모색하여 왔다. 일반적으로 폐수 수질 관리와 청수 사용량의 절감을 위해 고가의 폐수 처리 장치를 설치하거나 폐수 재활용을 통해 공정을 극도로 폐쇄화하는 방안으로 연구 가 진행되어 왔다. 이 중 용수의 재활용이 가장 경제적인 방법이지만, 재활용이 지속될수록 각종 무기염과 콜로이드성 유기물질이 축적되어 각종 약품의 효능 저하, 탈수속도의 저하 및 생산 제품의 품질 악화 등의 문제를 유발한다고 알려져 있다. 이를 해결하고자 하는 노 력으로 펄프 원료에 따른 공정수 내 용해성 물질의 분석과 재활용 횟수에 따른 각종 SS와 D DS의 축적 정도에 대한 기초 연구가 수행되었으며, 고폐쇄화된 공정에서 성능을 발휘할 수 있는 첨가제의 개발과 적용 방법에 대한 연구도 수행된 바 있다.여러 지종 가운데 골판지 원지는 용수의 재활용률이 상당히 높은 지종이기 때문에 공정수의 재활용이 진행될수록 열악한 저급 원료로부터 각종의 다양한 물질이 용출 혹은 배 출되며, 이러한‘물질은 골판지 원지의 강도 발현에 더욱 악영향을 미칠 것으로 판단되었다. 미세분으로 구성된 SS의 경우 이미 많은 연구를 통해 특성이 파악되었기 때문에 본 연구에 서는 ss를 제외한 공정수를 두 가지로 크게 나누어 고려하였다. 즉, ss로 측정되지 않지만 닥도를 유발할 수 있는 미세 무기물질과, 용해성의 무기염, 첨가제 및 추출물 둥으로 이루어 진 용해성 성분으로 나누어 분석하였으며, 또한 각각이 초지 특성에 미치는 영향을 살펴보 고자 하였다.을 해석코자 하였으며, 그 방법으 로 수치해석기법을 도입하였다. 또 실제 캘린더링 전후의 두께 변화를 측정하여 유리전이온도 의 도달 깊이와 비교하였다. 지필의 압축 정도는 롤의 직경과 닙 폭을 이용하여 MD 방향으 로 함수화하였으며, 열전달 계수로는 겉보기 값을 사용하였다. 이때 지펼은 균질한 것으로 가 정하였다. 함수율은 유리전이온도를 좌우하는 가장 큰 인자이나 본 연구에서는 항온항습처리 를 통해 유입지의 함수율을 고정시켰으며 캘린더링 시 함수율의 변이는 없다고 가정하였다. 그 결과 열침투깊이가 증가할수록 지필은 보다 변형되기 쉬운 상태가 되어 주어진 압력 조건에 대해 소성변형 정도가 증가하는 것으로 나타났다. 이는 캘린더링 전후에 두께 변화를 측정하여 정량적으로 평가할 수 있었다. 수치해석기법을 통해 같은 압력 조건에서 온도가 증 가함에 따라 혹은 같은 온도 조건에서 압력이 증가함에 따라 지필 내의 유리전이온도의 침투 깊이가 증가함을 알 수 있었으며 이는 캘린더링 전후의 두께 변화의 측정 결과와 일치하였 다. 또 NRT가 증가함에 따라서도 유리전이온도 침투 깊이가 증가하였다.합편에 비해 일부 우수한 양상을 보였지만 본 실험의 범위내에서는 통계적 정량적 차이를 제시할 수는 없었다. 향후 보다 광범위한 동물 실험이 필요할 것으로 사료된다.된다.하고도 완전교정술 도달 확률이 높은 치료전략이라는 사실을 입증하였으며 주대동맥폐동맥혈관부행지의 크기나 숫자가 단일화하기 쉬운 형태학적 특징을 지닌 경우에는 조기에 일단계완전교정술을 시행하여 양호한 결과를 얻을 수 있다는 사실을 발견하였다. 반면 본 환아군 중 단일화술을 먼저 시도한 군에서는 비록 단계적인 단일화를 시도한 군에서 단일화술과 관계된 수술사망율이 약간 낮기는 하였으나 완전교정술까지 완료될 가능성에는 차이가 없었다. 그러나 이 경우 보다 정련된 적응 환자의 선택을 통한 단일화 우선전략의 시도와 장기 추

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.647-655
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• 2014

The purpose of this study is to acquire teaching insights for improving scientific literacy by analyzing the effects of scientific communication skills, science process skills, and logical thinking skills of elementary school students on academic achievement level. The participants are 64, sixth grade elementary school students. Survey materials include the results of Scientific Communication Skill Test (SCST), Test of Science Process Skills (TSPS), Group Assessment of Logical Thinking (GALT), multiple choice test & short answer test, descriptive answer test on science, and academic achievement level test on all subjects. Based on these data, the study analyzed the relationships of science process skills, logical thinking skills, and scientific communication skills, and each category's effect on academic achievement level. Furthermore, under the assumption that scientific communication skills are affected by science process skills and logical thinking skills and directly influence the academic level, the research discovered three types of correlations as a structural model. The results show that there are considerable correlations in scientific communication skills, science process skills, and logical thinking skills. Also, these three abilities have meaningful correlations with learner's writing and descriptive question level on science curriculum and overall academic achievement level; the level of correlation differ a bit by subcategory factors. In conclusion, setting the model, science process skills and logical thinking skills influence scientific communication skill, and the skill directly influences the learner's academic level. Further analysis of the results show that scientific communication skill influences the academic achievement level of all subjects the most.