• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.1027-1037
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• 2010

Comparing to the other subject, the relationship among physics contents is strong from the perspective of knowledge order as grades go up. That is, The things already that students learned, are learning and will learn are closed related from grade to grade. We expect students to be proactive and creative in studying physics, which is the goal of 21th century, analyzing their knowledge structure based on the knowledge order through assessment. Especially, using computer system, we provide students with substantial feedback for the assessment as well as objective validity is increased along with speedy and exact process in a bid to help students' mathematical understanding grow. This paper seeks to analyze the data from assessment applying knowledge spaces of the scientifical gifted in the force and the motion concept to applicate on teaching method.

• Journal of Nutrition and Health
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• v.46 no.5
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• pp.470-481
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• 2013

This study provides standardized scientific criteria for education materials on nutrition and diet that could be used in schools, workplaces, and health and medical facilities. The study was conducted from April 2011 to October 2011. Literature reviews, institutional visits, and telephone interviews were conducted for the first draft of the accreditation criteria. Expert meeting and advisory councils were conducted in order to obtain feedback after development of the first draft of accreditation criteria. In order to verify the validity and reliability of the first draft on certification criteria, a survey was sent out to 143 professionals, including professors, researchers, health and medical experts, teachers, nutrition teachers, dietitians, and clinical nutritionists. After several modifications, the final accreditation criteria were established for 1) printed materials (authority, credibility, objectivity, organization, editing, real-life usability, activities and participation, and public interest), 2) web-sites (authority, credibility, objectivity, design, real-life usability, accessibility, currency, and public interest) and 3) materials with activities (credibility, organization, design, convenience of utilizing, safety, and public interest). Out of several criteria, contents (authority, credibility. and objectivity) and publicity (public interest) areas are mandatory requirements. For the accreditation, books for learning and materials with activities are required to meet more than six evaluation components, and the other materials are required to meet more than five evaluation components, including the required area. Accreditation criteria developed in this study could be used as a standard for development or selection of good education materials for nutrition and dietary life.

• Korean Journal of Comparative Education
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• v.28 no.2
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• pp.77-95
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• 2018

This study introduces the Classroom Assessment Scoring System (CLASS) and explores the characteristics of CLASS for observing classroom. The CLASS is a standardized observation instrument that was largely developed for use in the USA. The CLASS attempts to provide a conceptual framework for categorizing classroom interactions and consists of three broad domains of quality (emotional supports, classroom organization, instructional supports). We simulated this method to the elementary school classes. The professional-teacher makes the best use of student's initiation behaviors, and the novice teacher focused on the leading the contents of subject. The novice teacher tyr to make more positive climate and to present more frequent feedback to students than professional teacher's classroom. The professional teacher would like to reveal the student's opinions, questions and subtle emotional state. The CLASS can be used to collect data on a wide range of specific aspects of the teaching and learning process at any given time.

• Journal of Korean Academy of Nursing
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• v.49 no.5
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• pp.526-537
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• 2019

Purpose: The aim of this study was to evaluate the validity and reliability of the Korean version of the Clinical Teaching Behavior Inventory (CTBI). Methods: The English CTBI-23 was translated into Korean with forward and backward translation. Survey data were collected from 280 nurses' preceptors at five acute-care hospitals in Korea. Content validity, construct validity, and criterion-related validity were evaluated. Cronbach's ${\alpha}$ was used to assess reliability. SPSS 24.0 and AMOS 22.0 software was used for data analysis. Results: The CTBI Korean version consists of 22 items in six domains, including being committed to teaching, building a learning atmosphere, using appropriate teaching strategies, guiding inter-professional communication, providing feedback and evaluation, and showing concern and support. One of the items in the CTBI was excluded with a standardized factor loading of less than .05. The confirmatory factor analysis supported good fit and reliable scores for the Korean version of the CTBI model. A six-factor structure was validated ($x^2=366.30$, p<.001, CMIN/df=2.0, RMSEA=.06, RMR=.03, SRMR=.05, GFI=.90, IFI=.94, TLI=.92, CFI=.94). The criterion validity of the core competency evaluation tool for preceptors was .77 (p<.001). The Cronbach's ${\alpha}$ for the overall scale was .93, and the six subscales ranged from .72 to .85. Conclusion: The Korean version CTBI-22 is a valid and reliable instrument for identifying the clinical teaching behaviors of preceptors in Korea. The CTBI-22 also could be used as a guide for the effective teaching behavior of preceptors, which can help new nurses adapt to the practicalities of nursing.

• Hwankyungkyoyuk
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• v.15 no.1
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• pp.68-82
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• 2002

My responses to Kim Kyung-Ok's Critique on my critique on the Hungerford approach can be summarized as follows; First, it was argued that possible confusions and misunderstandings around the concept of behavior in REB were mainly caused by Hungerford himself who has used the word in several different ways, from a bunch of overt actions to almost all kinds of responses including cognitive skills, without any clear operational definition of it for more than 20 years. It seems to be needed for future users of the word, 'Behavior' to Prevent unnecessary confusions by providing their operational definition of it. Second, REB is too ambiguous to be a legitimate goal of environmental education and too outcome-oriented to be a meaningful measure for environmental education research. Anyone who accept REB as a goal of EE or a measure for research should clearly suggest procedures and criteria for judging the environmental responsibility of actions under consideration. Third, the Hungerford approach has begun by realizing the limit of a linear traditional behavior change system and has been evolving toward a complex model with dynamic interactions among/between cognitive variables and affective variables. However, it still has one-way structural orientation toward 'Behavior' with no feedbacks. Addition of some feedback processes would make the model more flexible and realistic. Finally, both the Hines model and the Hungeford model were established based on a series of behavioristic studies including three doctoral dissertations equiped with a list of actions which were prejudged to be environmentally responsible by the researchers, not by the learners. What they were primarily interested in was not how mind functions during the learning processes but how learners' behavior can be effectively changed. Considering uncertainty and complexity associated with environmental problems, a great deal of efforts ought to be made toward more context-based and less normative studies applying cognitive psychology and quantitative approaches.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.87-94
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• 2021

This study is to analyze the performance of the reformed liberal arts curriculum based on the core competencies of A University and use it as basic data for evaluation and feedback. To this end, students who took courses opened in the second semester of 2020 were surveyed using the liberal arts curriculum competency diagnosis tool developed by A University. Depending on the purpose of the study, descriptive statistics and t-test were performed to analyze the results. As a result of the study, communication (t=-9.839, p<.01), learning (t=-4.707, p<.01), thinking (t=-9.992, p<.01), cooperation (t=-2.061, p<.01) was significantly improved, and sharing (t=-.550) was improved, but it was not significant. These results are meaningful in providing the basis for examining and judging the operation of subjects by competency.

• Korean Medical Education Review
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• v.23 no.3
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• pp.185-193
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• 2021

Students must be familiar with clinical skills before starting clinical practice to ensure patients' safety and enable efficient learning. However, performance is mainly tested in the third or fourth years of medical school, and studies using the validity framework have not been reported in Korea. We analyzed the validity of a performance test conducted among second-year students classified into content, response process, internal structure, relationships with other variables, and consequences according to Messick's framework. As results of the analysis, content validity was secured by developing cases according to a pre-determined blueprint. The quality of the response process was controlled by training and calibrating raters. The internal structure showed that (1) reliability by generalizability theory was acceptable (coefficients of 0.724 and 0.786, respectively, for day 1 and day 2), and (2) the relevant domains had proper correlations, while the clinical performance examination (CPX) and objective structured clinical examination (OSCE) showed weaker relationships. OSCE/CPX scores were correlated with other variables, especially grade point average and oral structured exam scores. The consequences of this assessment were (1) making students learn clinical skills and study themselves, while causing too much stress for students due to lack of motivation; (2) reminding educators of the need to apply practical teaching methods and to give feedback on the test results; and (3) providing an opportunity for faculty to consider developing support programs. It is necessary to develop the blueprint more precisely according to students' level and to verify the validity of the response process with statistical methods.

• Journal of the Society of Disaster Information
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• v.17 no.3
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• pp.427-441
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• 2021

Purpose: This study proposes a method for developing a model that predicts the probability of traffic accidents in advance to prevent the most frequent traffic accidents in the military. Method: For this purpose, CRISP-DM (Cross Industry Standard Process for Data Mining) was applied in this study. The CRISP-DM process consists of 6 stages, and each stage is not unidirectional like the Waterfall Model, but improves the level of completeness through feedback between stages. Results: As a result of modeling the same data set as the previously constructed accident investigation data for the entire group, when the classification criterion was 0.5, Significant results were derived from the accuracy, specificity, sensitivity, and AUC of the model for predicting traffic accidents. Conclusion: In the process of designing the prediction model, it was confirmed that it was difficult to obtain a meaningful prediction value due to the lack of data. The methodology for designing a predictive model using the data set was proposed by reorganizing and expanding a data set capable of rational inference to solve the data shortage.

• Journal of Korean language education
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• v.29 no.3
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• pp.55-82
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• 2018

The purpose of this study is to analyze Language Achievement tests of King Sejong Institute which have been carried out from 2014 to 2017. Language Achievement tests of King Sejong Institute has been developed since 2014, the test is operated in 99 institutes of 46 countries now (As of first half of 2017) When this study analyzes the result of evaluation for 4 years, it was found that the number of nations enforcing the evaluation, institutes and examinees has continued its growth. In the early stage of evaluation, the examinees from Asian regions take up majority but the recent proportion of European region is getting bigger gradually. In addition, only beginner level evaluation was carried out in the early stage but recently its range is expanded to the intermediate level. This Language Achievement tests of King Sejong Institute can be utilized very valuable data which can diagnose the present and future of oversea Korean language education. In order to elevate public confidence as Korean language achievement test, this study suggested, first, increase the feedback effect of evaluation, second, establish the learning history information of examinees along with the test scores, third, conduct the training for evaluator in order to increase the validity and reliability of the evaluation, fourth, seek to utilize the results of the achievement test.

• Research in Community and Public Health Nursing
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• v.30 no.3
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• pp.295-306
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• 2019

Purpose: There has been a growing recognition that person-centered care enhances the quality of life of nursing home residents with dementia. This study was conducted to develop a person-centered dementia care online education program for direct care staff in long-term care facilities. Methods: Delphi method with expert group was used to validate contents. We developed 61 draft items based on literature review. Twenty experts participated in consecutive three round surveys including 5-point Likert scale questions and open-ended questions. Based on experts' opinions, the content validity ratio for content validity and the coefficient of variation for stability were calculated. Results: Three-round Delphi surveys and additional feedback from the expert panel established a consensus of core contents: 1) dementia (7 categories), 2) person-centered care (6 categories), 3) communication (8 categories), and 4) behavioral and psychological symptoms of dementia (6 categories). Specific sub-categories in each category were differentiated according to the job qualifications (65 sub-categories for registered nurses, 64 sub-categories for nursing aids, and 41 sub-categories for personal care workers). Conclusion: This delphi study identified person-centered dementia education curricula, in which the person-centered approach should be a key policy priority in Korean long-term care system. Now it is urgently needed to develop education programs utilizing online platforms that enable efficient and continuous learning for long-term care staff, which can contribute to behavior changes in the person-centered dementia care approach and improvement of care quality in long-term care facilities.