• The Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.1-14
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• 2010

Previous researches on the improvement of logical thinking in Informatics subject have used general logical thinking test and only limited improvement of logical thinking by programming learning result. In this study, the operational definition of the logical thinking in problem-solving process on Informatics education is different from the general logical thinking and the logical thinking of the other subjects. Firstly, we suggested the operational definition of components of logical thinking using the open questionnaire by expert and research team discussion. Also, we suggested the relationship between the operational definition and contents of the 'problem-solving methods and procedure' section in secondary Informatics subject. Finally, this study developed the evaluation contents based on the operational definition of components of logical thinking. The components of logical thinking which was required in problem-solving process on Informatics subject were ordering reasoning, propositional logic, controlling variables, combinatorial logic, proportional reasoning. We suggested the relationship between operational definition and problem-solving process and assessment of logical thinking in problem-solving process on Informatics subject. This paper will give meaningful insight to supply the guideline of the teaching strategy and evaluation methods for improving the logical thinking in Informatics education.

• Korea Journal of Hospital Management
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• v.12 no.4
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• pp.96-118
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• 2007

This study were tried to suggest basic materials for making education and training plan, and members of organization were researched about thinking of education and training effectiveness and perceptible level. The subjects of this study were 762 hospital employee selected from ten of university hospitals in Seoul, Incheon, and Kyung Gi which are doing an education and training, and conducted a self-completion questionnaire. As a result of study and plan for raising the effectiveness were indicated following statements. Firstly, according to the general specific, training effectiveness was appeared similar. So, it requires suitable alternatives to make educational programs. Secondly, according to analysis of education and training necessity, achieving a goal for education and training have difference. it needs to be scientific analysis about necessity of education and training. Thirdly, when contents of education and training program are satisfied to educatee and fit for them, thinking of education and training effectiveness is higher. Therefore, establishing the goal of education training is concrete, realistic, and measurable for increasing learning motivation. Next to, thinking of education and training effectiveness is higher, when education and training person in charge taught to educatee very well, and they were satisfied about teaching. Consequently, they who nourishment of education and training person in charge within company have to improve their ability. And then, when educatee fit for teaching technique and satisfied about it, thinking of education and training effectiveness is higher. So, education and training were tried to find many of technique for fitting the desire of educatee. Sixth, the more education and training environment is satisfactory, the more educatee have high thinking of education and training effectiveness. CEO in hospitals have to think about many-sided solution for employee. Seventh, the more education and training have correct achieving organizational goal, the more educatee have high thinking of education and training effectiveness. Accordingly, hospital management should make up for education and training system. Then, thinking of education and training effectiveness is higher, when education and training measure an effect, and reflect to personnel management and assessment of an employee's performance. It should be the feedback for using information which is planning education and training. In conclusion, when result of measurement of education and training reflect to make a education and training plan, thinking of education and training effectiveness is higher, and result of measurement of education and training should reflect to make a education and training plan.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.622-634
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• 1999

We have investigated the 6th middle school science curriculum and its implementation based upon the results of middle school science teachers' and professors' ratings and self-reportings. The national-wide survey was administrated to obtain the data from 213 teachers of 112 middle schools and 43 professors of colleges of education. The survey items correspond to four stages of science curriculum. In the stage of the planned science curriculum, 'goals', 'framework of contents' and 'contents' are relevant to the basic guideline for curriculum revision, 'the more emphasis on inquiry activities'. However, the amount of contents is not appropriate, and 'methods' are difficult to attain. In the stage of the written science curriculum, 'goals', 'framework of contents', 'contents', 'methods' and 'evaluations' are not useful for teachers to teach science. In the stage of the implemented science curriculum, a small number of teachers use the issues of local community, organize the different group activities, develop assessment tools cooperatively, and conduct a lesson and a program considering students' diversities. This is partially because of the large amount of learning contents, the lack of materials and the weakness of supporting system. Finally, in the stage of the attained science curriculum, the students' achievements under the 6th curriculum is not higher than those under the other curricula.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1143-1157
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• 2004

The purpose of this study was to develop HS-VOSTS(High School Students' Views On Science-Technology-Society), which is an instrument that monitors high school students' views on STS. For this study, 23 multiple-choice items were developed on four categories. First, a categorial scheme was constructed. The categorial scheme was based on many instruments that evaluate students' understanding on STS, literature review, and STS learning goal that many researchers had asserted. Second, the multiple-choice items were developed. The development of the items was carried out through four steps. In the first step, some pairs of statement on each subordinate category were formed. Next, the student statement questionaries which were based on the pairs of statement were responded by 772 students. In the second step, the response written by the students were analyzed to common viewpoints and the first multiple-choice items were constructed. In the third step, the semistructured interview with 28 high school students was implemented and the second multiple-choice items were constructed. In the fourth step, the final version of the instrument was developed through the analysis of the students' response on the second multiple-choice items. HS-VOSTS is an useful instrument for monitoring students' beliefs and viewpoints on STS topics. The results of the students' responses to HS-VOSTS items reflect the students' own thoughts directly. These results will give some implications for the curriculum developers, the authors of text books and the educational policy makers as well as the teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.10
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• pp.461-470
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• 2020

This study analyzed the determinants of land compensation costs using the CALS (Continuous Acquisition & Life-Cycle Support) system to generate data for the construction (planning, design, building, management) process. For analysis, variables used in the related research on land costs were used, which included eight variables (Land Area, Individual Public Land Price, Appraisal & Assessment, Land Category, Use District 1, Terrain Elevation, Terrain Shape, and Road). Also, the variables were analyzed using the machine learning-based Xgboost algorithm. Individual Public Land Price was identified as the most important variable in determining land cost. We used a linear multiple regression analysis to verify the determinants of land compensation. For this verification, the dependent variable included was the Individual Public Land Price, and the independent variables were the numeric variable (Land Area) and factor variables (Land Category, Use District 1, Terrain Elevation, Terrain Shape, Road). This study found that the significant variables were Land Category, Use District 1, and Road.

• Journal of The Korean Association of Information Education
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• v.11 no.4
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• pp.447-459
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• 2007

Recently, the use of computer game by Korean teenagers is rapidly growing due to the expansion of the computer popularization and the development of game industry. Of all the teenagers, 82.4% have experience of playing computer game and statistics shows that 22.4% of them play everyday. There is an opinion that the computer game not only improves self confidence and concentration but also enhances internet use, foreign language usage and cognitive ability so that it accelerates learning efficacy and releases stress. On the other hand, there also exists a negative opinion on the symptoms of its addiction. Young(1996) warns that like other addictions, computer game addiction can provoke social problems such as loss of control, desire, marriage problem, schoolwork failure, financial deficiency and loss of employment. Therefore, this study has investigated how computer game addiction affects teenagers' personality. For this purpose, I have conducted the research on the reality of teenagers'computer game use, computer game addiction assessment, analysis on the difference between male and female, and on the relation between the level of computer game addiction and teenagers' personality. As a result, it is confirmed that the computer game addiction affects negatively to teenagers' personality such as stability, self-controlling, perceiving emotion, expressing emotion and controlling emotion.

• Korean Journal of Biological Psychiatry
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• v.8 no.2
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• pp.258-265
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• 2001

Objectives : Chronic alcohol consumption has been known to result in various neurocognitive deficits. Many neuropsychological studies revealed that the major disturbances occurred in the executive function, learning and short-term memory, visuospatial performance function, perceptuo-motor skills, and abstraction and problem solving abilities. This study was done to identify which cognitive areas might be mainly affected. Methods : The cognitive disturbance was evaluated using the Korean Version of the Mini Mental State Examination(MMSEK) and the 7 Minute Screen(7MS) in male inpatients with alcohol dependence(N=3 : as well as in age and education level matched healthy male controls(N=30). Four individual tests of the 7MS were consisted of the Benton Temporal Orientation Test, the Enhanced Cued Recall, the Clock Drawing and the Category Fluency. Results : 1) The average scores of four individual test of the 7MS for the alcoholics were $2.77{\pm}4.38$ for the Benton Temporal Orientation Test, $13.90{\pm}2.02$ for the Memory Test(the Cued Recall $6.77{\pm}1.94$, the Uncued Recall $7.10{\pm}2.45$), $5.84{\pm}1.86$ for the Clock Drawing, and $12.58{\pm}3.29$ for the Category Fluency. Except the Benton Temporal Orientation Test, there were statistically significant differences between test scores of alcoholics and those of controls(p<0.01). 2) The alcoholics who had MMSE-K score <24 were 9.68%. The average(${\pm}S.D.$) score of the MMSE-K for the patient group($27.23{\pm}2.62$) was significantly(p<0.001) lower than that of the healthy controls($29.20{\pm}1.24$). There were no statistically significant differences between four individual test scores of the 7MS of alcoholics with the MMSE-K score <24(N=3) and those of alcoholics with the MMSE-K score ${\geq}24$(N=28). 3) Four individual test scores of the 7MS seemed to have statistically significant association with such variables as MMSE-K, duration of alcohol drinking, blood magnesium concentration, liver function and thyroid function. Conclusion : Mild deficits of cognitive areas such as orientation, memory, visuospatial abilities and verbal fluency could be found in alcohol dependence.

• Journal of Wetlands Research
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• v.22 no.2
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• pp.106-112
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• 2020

Wetlands play an important function and role in hydrological, environmental, and ecological, aspects of the watershed. Water level in wetlands is essential for various analysis such as for the determination of wetland function and its effects on the environment. Since several wetlands are ungauged, research on wetland water level prediction are uncommon. Therefore, this study developed a water level prediction model using multiple regression analysis, principal component regression analysis, artificial neural network, and DNN to predict wetland water level. Geumjeong-Mountain Wetland located in Yangsan-city, Gyeongsangnam-do province was selected as the target area, and the water level measurement data from April 2017 to July 2018 was used as the dependent variable. On the other hand, hydrological and meteorological data were used as independent variables in the study. As a result of evaluating the predictive power, the water level prediction model using DNN was selected as the final model as it showed an RMSE value of 6.359 and an NRMSE value of 18.91%. This research study is believed to be useful especially as a basic data for the development of wetland maintenance and management techniques using the water level of the existing unmeasured points.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.814-824
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• 2004

This article presents the effects of estimation activities related to speed and density on students' concept-understanding, answer-prediction, and answer-calculation in problem solving procedure with quantitative and qualitative methods. Participants were one hundred and ninety two seventh graders from one coeducational school in Seoul. Half of them participated in the estimation activities and the other half did in the measurement activities. Discussions of three students during estimation activities on density and their post-interviews were tape-recorded. Pre- and post-assessment scores were analyzed for the whole classes, and students' discussions and interviews served this research as evidences for the case analysis. Results of scores indicated that students in the estimation activities were significantly better than those in the measurement activities for predicting answers, but not for understanding concepts. Analysis of the cases revealed that estimation activity helped them to understand the relations of mass, volume and density, empirically, which enhanced their prediction ability. Furthermore, the ability could help a student with low calculation ability to comprehend the calculation problems. Thus, it is concluded that estimation activities could influence students' empirical learning on quantitative concepts, which enhanced their prediction ability.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.681-691
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• 2016

In this study, we investigated pre-service secondary chemistry teachers' use of teacher's guide in planning lessons. Eleven pre-service teachers at a college of education in Seoul participated in this study. Textbooks and teacher's guide books including various teaching materials were provided. Pre-service teachers used teacher's guide while they planned two lessons, which were a lecture and an instruction using science teaching model. A semi-structured interview was conducted. All of the teaching-learning materials and interviews were analyzed. The analyses of the results revealed that most pre-service teachers followed each lesson presented in teacher's guide, but they did not consider the structure of the whole unit and science curriculum. There were some cases that the exemplary lesson planning in teacher's guide helped them to select science teaching model. They modified the questions of textbook activity in planning their lecture. On the other hand, they modified the activity to fit each stage of the model in planning their instruction using science teaching models. Most pre-service teachers constructed their own worksheets by applying the materials of the teacher's guide. They recognized the components of assessment by considering exemplary lesson planning from the teacher's guide, and created questions by modifying the content of textbooks and teacher's guide books including various teaching materials. However, the questions which they made were limited in context of knowledge. They evaluated that introductory questions were not of interest to students, and modified or added new materials. Educational implications of these findings are discussed.