• Communications of Mathematical Education
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• v.32 no.1
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• pp.37-57
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• 2018

In the early days, the use of concept maps in mathematics education focused on how to represent mathematical ideas in the concept map. In recent years, however, concept maps have proved beneficial for improving problem solving ability. Conceptual diagrams can be used for collaboration among students, tools for exploring problems, tools for introducing problem structures, tools for developing and systematizing knowledge systems. In this study, we focused on the structure analysis of mathematical problems using Concept Map based on the analysis of previous research. In addition, we have devised a method of using concept maps for problem analysis and a method of analysis of systematic mathematical problem structure. The method developed in this study was found to have significant value by applying to the university scholastic ability test.

• Education of Primary School Mathematics
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• v.15 no.1
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• pp.13-29
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• 2012

This study is the analytic research of items having gender gap in 6th grade students in 'National Assessment of Educational Achievement(NAEA)'. For this problem solving, the following was investigated. First, items having gender gap were selected in NAEA for the past eight years. Then, the mathematical factors that cause gender gap were analyzed. Second, to do this the field test was developed using item concept map. Finally, after the analysis of field test result the reason of gender gap was deduced. Through this study the improvement of mathematics teaching and learning method in elementary school is expected.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.326-335
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• 2016

The purpose of this study is to devise the concept of properties of the light on learning progressions for 3-6 grade students in the elementary school. For the purpose, this study creates a construct map of the properties of the light. Ordered multiple-choice items were developed in view of the construct map and presented to 200, 3~6 grade students in the elementary school. A partial credit model of Rasch model was used to analyze the results of those items, and the learning progressions was devised from the analysis results. The study can be summarized as follows: the construct modeling approach was used to devise the properties of light on learning progressions. As a result, the concept was selected for the core standards of construct map. Based on the construct map, the multiple-choice items were developed for students' conceptual understanding. The items were analyzed using the partial credit model, and the analysis findings showed that they were appropriate to assess students about their level of understanding of the properties of light. Finally, learning progressions were devised with the use of item analysis results.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.815-833
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• 2016

This study investigated children's (grade 3 to 9) responses to assessment items on energy as a cross-cutting concept in order to get basic information for a learning progression. The assessment consisted of 8 ordered multiple-choice items at the contexts of electric circuit, mechanical energy of falling objects, phase change of matter, dissolution, biological phenomena of a lizard, food chain, radiative equilibrium between Sun and Earth, and the system of water cycling. Children's responses to each item were analyzed with using cross-tabulations in terms of grades and item option levels and Wright map and Differential item functioning based on Rasch modeled item response analysis. The results offered empirical evidence of children's development of understanding energy from relation between energy and its phenomena, types of energy, transfer and conversion of energy, towards conservation and equilibrium of energy for all of eight contexts. Children of each grade did not fully understand energy conservation. As grade goes up, their understandings of energy transfer and conversion were differentiated across the contexts and topics of energy. According to Rasch analysis, children had easier understanding of energy on dissolution and poorer understanding of energy on water cycling than that on other contexts. It was discussed and suggested that the results of this study help us organize science topics with regard to energy when developing new national science curriculum.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.22 no.50
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• pp.183-193
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• 1999

The problem of discovering association rules has received considerable research attention and several fast algorithms for mining association rules have been developed. In this paper, we propose an efficient algorithm for mining quantitative association rules with item constraints. For categorical attributes, we map the values of the attribute to a set of consecutive integers. For quantitative attributes, we can partition the attribute into values or ranges. While such constraints can be applied as a post-processing step, integrating them into the mining algorithm can reduce the execution time. We consider the problem of integrating constraints that are boolean expressions over the presence or absence of items containing quantitative attributes into the association discovery algorithm using Apriori concept.

• The Journal of Korean Physical Therapy
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• v.28 no.5
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• pp.341-347
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• 2016

Purpose: The aim of the study was to investigate items of commonly used questionnaires that measure functioning status of persons with stroke and map to the International Classification of Functioning, Disability and Health (ICF). Methods: Eighty-six patients with stroke were recruited from 12 medical institutes for the study. Each item of the Modified Bathel Index (MBI), Stroke Impact Scale (SIS), Mini Mental Status Evaluation (MMSE) and SF-36 were examined and compared its concept with the ICF. Concept linking was performed by 10 health professionals independently. A field test was performed to assess its correlation between those of scales and their linked ICF category sets. Results: It was found that 11 items in MBI was linked to 14 ICF categories, whereas 27 items of MMSE had 10 categories of ICF linked. 60 items of SIS were to be linked with 35 ICF categories. Agreement between professionals in linking was found to be high: 97.5% for MBI items, 78.0%, 78.0%, and 74.8% for MMSE, SIS, and SF-36 respectively. Strong relationship was observed between measurement scales and linked ICF code sets (r=-0.76 for SIS, r=-0.78 for MBI, r=-0.47 for MMSE) whereas there was no relationship was found between SF-36 and its ICF code set (r=-0.06) from the field test. Conclusion: It was found that items of SIS, MMSE and MBI may be linked to ICF categories. Those of linking concept between clinical tools and the ICF could be helpful for clinical data standardization.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.295-302
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• 2016

In this study, we investigated a learning progression focusing on $5^{th}$ to $9^{th}$ graders' performances with dissolution and solution concepts using the construct modeling approach. We designed a construct map describing hypothetical pathways of the concept development of dissolution and solution by analyzing both National Science Curricula and related studies. A conceptions test consisting of ordered multiple-choice items was developed and administered to 826 students. A revised construct map was derived from analyses of the results based on the partial credit model, a branch of polytomous item response theory. The sequence of dissolution and solution concepts presented in the current science curriculum was found to correspond with the learning progression of the students. However, the lower anchor, the concept of the homogeneity of particles in solution, and the factors affecting solubility were not consistent with the expected levels of the construct map. After revising the construct map, we proposed a learning progression for dissolution and solution concepts with five levels: Students of level 1 (the lower anchor) recognize the particles in the solution but misunderstand various concepts; Students of level 2 understand the homogeneity of particles in solution; Students of level 3 understand solubility and the conservation of particles during dissolution; Students of level 4 partially understand the interaction between particles; and Students of level 5 (the upper anchor) understand the interaction between particles and the factors affecting solubility.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.30 no.5D
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• pp.523-531
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• 2010

A dam is effective in stable supply of water required in daily life and reduced damage from floods, but there are problems as a lot of land or houses are submerged. Therefore many projects have been conducted in order to improve and support daily life environment surrounding a dam. This study has focused on analyzing how to calculate support working expenses for Dam area by using GIS spatial overlay in addition to effects of scale of a topographic map and reached the following conclusion. First, as a result of areal error in submerged area by scale based on a 1/3,000 digital topographic map, it has been found that a 1/5,000 digital topographic map is 9.5 times more accurate than a 1/25,000 digital topographic map in the total of areal error. Second, as a result of areal error in area surrounding a dam, it has been found that a 1/5,000 digital topographic map is 7.4 times more accurate than a 1/25,000 digital topographic map in the total of areal error. Third, as a result of error of support expense for submerged area, it has been found that a 1/5,000 digital topographic is 15.9 times, 14.7 times and 15.9 times more effective than a 1/25,000 digital topographic map in terms of the total error of support expense, standard error and the total support expense error on the entire project costs in submerged area. In addition, as a result of analysis on error of support expense for area surrounding a dam, it has been found that a 1/5,000 digital topographic map was 10.7 times, 9.6 times and 10.6 times more effective, respectively, in the total error of support expense, standard error and the total error of support expense for the entire project costs in area surrounding a dam compared to a 1/25,000 digital topographic map. Lastly, as a result of error of the entire project costs for area surrounding a dam, it has been found that a 1/5,000 digital topographic map was 1.4 times, 1.3 times and 1.4 times more effective, respectively, in the total error of support expense, standard error and the total error of the entire project costs compared to a 1/25,000 digital topographic map, but it was not much different from the result of calculating areal error in submerged area or area surrounding a dam because population item didn't consider areal concept.

• Journal of Science Education
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• v.46 no.1
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• pp.1-16
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• 2022

The purpose of this study is to explore learning progressions for global warming at middle school level. For this purpose, we conducted a construct modeling approach that specifies constructs, item designs, outcome spaces, and measurement model steps from April to October, 2021. In order to develop student assessment items, we analyzed the 2015 revised curriculum and textbooks of middle school and categorized a concept hierarchy for each construct to create a construct map. The assessment items were developed into multiple-choice, short answer, and essay questions according to the selected constructs to strengthen the linkage between the constructs and the items. Based on the three-step grading criteria for each item, an online assessment of 21 minor items developed for middle school students show that many students met 'high' level, but none met 'low' level. In this manner, the initial set lower anchor was reset to level 0, the original set upper anchor was lowered from level 4 to level 3, and the hypothetical learning progression for global warming was presented in the following order: phenomenal, conceptual, and mechanical understandings. The results of the research have raised implications for reorganizing the next science curriculum and improving the assessment system.