• 한국과학교육학회지
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• 제28권3호
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• pp.227-240
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• 2008

Cognitive conflict is well recognized as an important factor in conceptual change and is widely used in developing constructivism-based curricula. However, cognitive conflicts can also contribute to student anxiety during learning, which, when not properly addressed, can have negative impacts on students' motivation and achievement. Therefore, instructors need to be aware of the impacts of introducing cognitive conflicts in their instruction. We need a practical instrument that can help identify the existence and features of cognitive conflicts introduced by the instruction and the resulting anxiety. Based on the literature on studies of cognitive conflicts and student anxiety, we developed a quantitative instrument, the In-class Conflict and Anxiety Recognition Evaluation (iCARE), and used it to monitor the status of students' cognitive conflicts and anxiety in Physics by Inquiry (PBI) classes. In this paper, we introduce this instrument and present the types of information that can be obtained. Research and pedagogical values of this instrument are also discussed.

• 기본간호학회지
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• 제11권2호
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• pp.220-225
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• 2004

Purpose: The purpose of this study was to test the reliability and validity of FAI and to apply it in Korea. Method: Data were collected from 180 middle-age women. The questionnaire, which was originally developed by Schwartz, Jandorf & Krupp, was analyzed using Cronbach's a and factor analysis. Results: Cronbach's a for the FAI was .9198. As a result of item analysis, 27 items were selected from the total of 29 items, Items that showed low correlation with the total scale were excluded. Six factors were fixed from the data analysis performed using principle component analysis and varimax rotation. These six factors account for 65.3% of total variance. The first factor was global fatigue severity, and the second one was fatigue consequences. The other factors were method of fatigue reduction, fatigue caused by exercise, fatigue caused by routine activity, and fatigue caused by stress and depression, sequentially. Conclusion: The reliability and validity of FAI were verified.

• 대한공업교육학회지
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• 제34권2호
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• pp.161-178
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• 2009

이 연구는 공과대학생들의 공학에 대한 태도를 측정하기 위한 도구 개발을 위해 수행되었다. 연구방법은 문헌연구를 기초로 공학에 대한 태도의 조작적 정의와 범주를 마련하였고 공학에 대한 태도 측정 문항을 개발한 후, 공과대학 재학생을 대상으로 요인분석을 실시하였다. 이에 따른 연구의 결과는 다음과 같다. 이 연구에서는 태도의 본질적 측면에 근거하여 인지적 변인으로는 '공학의 가치에 대한 태도'와 정의적 변인으로 '공학에 대한 일반적 태도와 공학 학습에 대한 태도', 행동적 변인으로 '공학 활동에의 참여'로 선정하였다. 이에 따른 하위영역은 첫째, 공학의 가치에 대한 태도에는 학문/직업적 가치, 사회적 가치, 개인적 가치로 분류되었다. 둘째, 공학에 대한 일반적 태도와 공학학습에 대한 태도에는 일반적 태도, 공학학습에 대한 태도(자아효능감, 두려움, 흥미, 협동)로 분류되었다. 셋째, 공학 활동에의 참여는 공학 학습에 대한 태도로 분류하였다. 이러한 검사 도구를 현장에 적용한 결과, 공학학습에 대한 태도 중에서 자기 개념과 자아효능감을 자아효능감으로 통합하고 1개 문항의 독단적 요인 수는 제거하였으며, 요인분석(Verimax)을 통해 최종적으로 3개 변인과 9개 하위영역, 39개 문항으로 구성된 대한 일반를 '공학에 대한 학에 대한 일반'(Instrument of Assessment the Attitude toward Engineering, IAAE)로 명명하였다. 이 측정 도구는 공과대학생의 공학에 접근하는 태도를 알 수 있는 기초자료로 활용하면 유용하리라 판단된다.

• 환경영향평가
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• 제2권2호
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• pp.49-53
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• 1993

Before the EIA was established in the Federal Republic of Germany, the impact mitigation principle - a planning instrument, which has its legal foundation in the German nature conservation legislation already had {and still has} the function to valuate environmental impacts. The valuation principles and methods which have been developed in correlation to this instrument are now also used in the EIA. Particularly for the valuation of alternating effects on the different ecological landscape functions and for the valuation of ecological mitigation and compensation measures this valuation methods are used. These methods base on a special kind of modelling nature and environment Following the aim of the nature conservation act, which is to save the capacity of the landscape to perform its essential functions, not the ecological factors (soil, water, air etc.) itselfs are evaluated but the ecological functions of the landscape, which are based on the ecological factors.

• 아동학회지
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• 제17권2호
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• pp.5-17
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• 1996

The purpose of this study was to assess children's literacy in Korea. The subjects were 147 children aged 3 to 5 in Iksan and Chonju. For the assessment of children's literacy, the revised form of WLAT(Written Language Awareness Test) (Taylor & Blum, 1980) and "The Concept About Books Interview" designed for this study were used. The test scores and oral responses of the children were analyzed by frequencies, means, ${\chi}^2$ test, one-way ANOVA, Pearson's r, and $Scheff{\acute{e}}$-test. The findings Showed that : (1) the children had more awareness about the mapping principles between speech and print, and the context of sentence than about technical aspects of the written language, and (2) the children had a low awareness of the ultimate function of books. Younger children recognized a hook as a play instrument, whereas older ones saw it as a decoding instrument.

• 대한한의학회지
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• 제36권3호
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• pp.53-64
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• 2015

Objectives: The aim of study was to develop a standard instrument of oriental medical evaluation lung cancer. Methods: For this study, the committee advisor was organized by 10 Korean Medicine professors of the Korean Association of Traditional Oncology. The items and structure of the instrument were quoted from the instrument of pattern identification for lung cancer. We had a consultation with the committee twice and took additional advice from it via E-mail. Results: According to the research, we determined the Korean oriental medical assessment tool for lung cancer comprised of the 6 types of patterns of syndrome differentiation. The advisor committee gave the answers about discrimination between bian-zheng and su-zheng, mean weight of each symptom and sign. The final weight was calculated from the combination of the ratio of bian-zheng and mean weight. Conclusions: The instrument of oriental medical evaluation for lung cancer was developed through experts' discussion. If the validity and the reliability of this instrument are validated through additional clinical trial, the instrument of oriental medical evaluation for lung cancer is expected to be applied to the later research.

• 한국지구과학회지
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• 제24권2호
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• pp.93-99
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• 2003

The purpose of this study was to develop a new test instrument based on AAAS Benchmarks for Science Literacy, to assess k-12 students' progress in understanding nature of science (NOS). A total of 276 items were developed including 33 items for grade k-2, 36 items for grade 3-5, 78 items for grade 6-8 and 129 items for grade 9-12 and they were reviewed for validity and reliability. Key ideas that were the foundation of test items were extended, sophisticated and enriched according to the grade level. The general score of this test represents a student's cognitive state about an understanding of NOS. The result of this test can be expected to give some useful information for follow-up investigations, improving instructional design, and conducting further studies.

• The Journal of Korean Physical Therapy
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• 제30권6호
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• pp.246-255
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• 2018

Purpose: This study was to conduct a Korean cultural adaptation of the WHO disability assessment schedule (WHODAS) 2.0: 36-item version. Methods: An internationally standardized process of translation and cultural adaptation of an instrument was used to develop a Korean version of WHODAS 2.0: 36-item version. Linking each item into the International Classification of Functioning, Disability and Health (ICF) was also conducted in order to ensure the concepts in the translated instrument were compatible with ICF. All translated versions of the instrument, linking results and feedback from participants were used for the final adaptation of the Korean version of the instrument. The Korean version of the instrument was assessed twice on different occasions to examine Inter- and intra-rater reliability, and the intra-class correlation coefficient (ICC) was calculated. Results: Twelve participants were involved in the translation and linking process. Ninety-five volunteers were invited to participate to examine the reliability of the instrument. Fifty participants completed the self-rated version of the instrument and 45 finished the interviewer version. The Korean WHODAS 2.0: 36-item version was found to have excellent reliability: self-rated version and interviewer version reliability coefficients were ICC=0.92 and ICC=0.94, respectively. Thirty-four items of the translated instrument were to be linked to ICF categories. Some adaptation was made; details and a familiar example were added to help respondents answer the questions. Conclusion: The study results show that the adaptation of the 36-item version of WHODAS 2.0 to Korean was successful and the instrument is ready for use in testing its psychometric properties.

• 대한디지털의료영상학회논문지
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• 제10권1호
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• pp.21-28
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• 2008

Diagnostic display monitor QA according to AAPM TG18 is usually performed by PACS administrator, product manager and reading doctor, and for acceptance testing and periodic quality control evaluation, a combination of visual and quantitative tests can be used, as outlined in sections 5 and 6 of 'assessment of display performance for medical imaging systems'. Although many display tests can be performed visually, a more objective and quantitative evaluation of display performance requires special test tools. The required instruments vary in their complexity and cost, depending on the context of the evaluation(research, acceptance testing, or quality control) and how thorough the evaluation needs to be. Objective and reliable assessment of many display characteristics can be performed with relatively inexpensive equipment, So, we made 'AAPM TG18 guiding instrument' to ues variable purpose of the evaluation of 'geometrical distortions(quantitative"', 'veiling glare(visual)' and 'sensor calibration'. The spatial measurements for the quantitative evaluation of geometric distortions, and the measurement of the veling-glare ring response function which provides information regarding the spatial extent of the luminance spread, can be performed using the TG18 guiding instrument can be used to sensor calibration to standardize the basic rate of 0% luminance when periodic calibration.

• 아동학회지
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• 제29권1호
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• pp.275-292
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• 2008

This study investigated the effects of a teaching process using dynamic assessment for a unit on young children's measurement ability. Subjects were 45 5-year-old children in a kindergarten in Busan. The instrument was the Dynamic Assessment Tools for Young Children's Measurement Ability (Hwang & Ko, 2(07). Assessment consisted of four steps: pre-test, learning, transfer, post-test. Results were that at post-test, there were significant differences in scores of measurement ability between the dynamic assessment and control groups. In the dynamic assessment group there was significant improvement in length, width and weight between pre- and post-tests and there were significant shifts of measurement strategies and measurement errors between the pre- and post-tests.