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과학학습의 정의적 영역에서 사전-사후 통합 검사 설계의 타당화 연구: 과학영재를 대상으로
임채성,박형민,Lim, Chae-Seong,Park, Hyoung-Min 한국초등과학교육학회 2017 초등과학교육 Vol.36 No.3
In this study, the reliability and validity of the retrospective pre-post test were analyzed in order to solve the problem of traditional pre-post test including response shift bias. Samples of the study were 162 elementary school students who are studying at the S university gifted education center in Seoul. Before completion of the field trip, we conducted pre test of science-related attitudes. After completion of the field trip, respondents were asked to compare their responses of pre and post science-related attitudes to quantitatively analyze the commonalities and differences of the two tests. To find out more characteristics, qualitative data such as daily records and interview were also gathered and analyzed. The major results of the study are as follows. First, for the paired t-test, there was no statistically significant difference between separate pre-test scores and retrospective pre-test. There was a very high correlation between the separate pre-test scores and the retrospective pre-test. Second, there were significant differences in all seven sub-factors of science-related attitudes between the retrospective pre-test and the post-test. Third, the separate pre-test scores showed a slightly higher tendency than the retrospective pre-test scores. This suggests that the response shift bias appears when it is performed the separate pre-test in affective domain. As a result of the interview, it was found that the evaluation standards of separate pre-test did not match with those of post-test. Forth, internal consistency reliability of the retrospective pre-test was higher than that of the separate pre-test. However, there were significant differences in six factors of science-related attitudes excluding the 'social implications of science' between the separate pre-test and the post-test. Based on these results, the retrospective pre-post test design provides simplicity and convenience to both respondents and investigators, as it is done with one test. The retrospective pre-post test design can be regarded as a valid design for the self-report measurement of affective domain on a single experimental group.
연구논문 : 뇌 기반 진화적 과학 교수학습 모형을 적용한 초등학교 학생의 자유 탐구 활동에서 과학 태도와 흥미 주제 영역 분석
임채성 ( Chae Seong Lim ),김재영 ( Jae Young Kim ),백자연 ( Ja Yeon Baek ) 한국초등과학교육학회 2012 초등과학교육 Vol.31 No.4
Interest is acknowledged to be a critical motivational variable that influences learning and achievement. The purpose of this study was to investigate the interest of the elementary students when free inquiry activities were performed through a brain-based evolutionary scientific teaching and learning model. For this study, 106 fifth grade students were chosen and performed individually free inquiry activities. The results of this study were as follows: First, after free inquiry activities, as to free inquiry science related attitude, a statistically significant difference was not observed. But they came to have positive feelings about the free inquiry. Especially students marked higher mean score in openness showed consistency in sub-areas of free inquiry science related attitude. Second, students had interests in various fields, especially they had many interests in area of biology. They chose inquiry subjects that seems to be easily accessible from surrounding and as an important criterion of free inquiry they thought the possibility that they could successfully perform it. And students who belong to the high level in the science related attitudes and academic achievement diversified more topics. Third, most of students failed to further their topics. However, the students who specifically and clearly extended their topics suggested appropriate variables in their topics. On the other hand, students who couldn`t elaborate their topics were also failed to suggest further topics and their performance of inquiry was more incomplete. In conclusion, the experiences of success in free inquiry make the science attitude of students more positive and help them extend their inquiry. These results have fundamental implications for the authentic science inquiry in the elementary schools and for the further research.
임상연구 : 소아에서 Propofol과 Ketamine을 사용한 전신마취 유도 시 호흡역학의 비교
임채성 ( Chae Seong Lim ),이호영 ( Ho Young Lee ),윤희석 ( Hee Suk Yoon ),손수창 ( Soo Chang Son ) 대한마취과학회 2006 Korean Journal of Anesthesiology Vol.51 No.6
Background: Propofol and ketamine are believed to reduce airway resistance. The aim of the present study was to compare the effect of propofol and ketamine on respiratory mechanics after endotracheal intubation in children. Methods: Forty pediatric patients were assigned randomly to two groups: propofol (n = 20) and ketamine (n = 20). Patients were anesthetized with propofol (2 mg/kg) or ketamine (2 mg/kg). All patients were paralyzed with rocuronium (0.8 mg/kg) and intubated and ventilated mechanically (ETCO2: 30-40 mmHg, tidal volume: 10 ml/kg, respiratory rate: 15-25 time/min). Peak inspiratory pressure (PIP), respiratory resistance (Rr), dynamic compliance (Cdyn) and expiratory tidal volume (Vte) measurements were recorded at five time points; 0.5 min after intubation without sevoflurane (baseline), following 2.5 min, 5 min, 7.5 min and 10 min of ventilation with 2% sevoflurane- 50% nitrous oxide. Results: Rr at 0.5 min after intubation was 27.4 ± 12.7 cmH2O/L/s in the propofol group, and 30.0 ± 13.5 cmH2O/L/s in the ketamine group. Cdyn at 0.5 min after intubation was 28.0 ± 9.9 ml/cmH2O in the propofol group, and 25.1 ± 10.6 ml/cmH2O in the ketamine group. There was no significant difference in the response of PIP, Rr, Cdyn and Vte between two groups and within groups. Conclusions: We suggest that the effects of propofol and ketamine on respiratory mechanics were similar during anesthetic induction in children. (Korean J Anesthesiol 2006; 51: 690~4)
임상연구 : Remifentanil이 전신마취 유도 시 Rocuronium에 의한 혈관통의 발생과 심혈관계 반응에 미치는 효과
임채성 ( Chae Seong Lim ),신용섭 ( Yong Sup Shin ) 대한마취과학회 2006 Korean Journal of Anesthesiology Vol.50 No.6
Background: Remifentanil is an opioid agonist with rapid onset and ultra-short duration of action. Rocuronium bromide can elicit a high incidence of pain when intravenous injection. In this study, the quantitative effect of remifentanil pretreatment on the injection pain of rocuronium and cardiovascular response during anesthetic induction were evaluated. Methods: Eighty adult female patients undergoing gynecological procedures with general anesthesia were analyzed for this study. Patients were randomly allocated to one of four groups. Patients received 2 ml of normal saline (n = 20), 2 ml (40 mg) of 2% lidocaine (n = 20), 2 ml of remifentanil 0.5μg/kg (n = 20) or 2 ml of remifentanil 1μg/kg (n = 20) 60 seconds prior to administration of rocuronium 0.7 mg/kg. Pain was assessed after rocuronium injection. Systolic and diastolic arterial blood pressure and heart rates were measured before and during anesthetic induction. Results: Both remifentanil and lidocaine have the good effect in minimizing the rocuronium injection pain. But, only 1μg/kg of remifentanil blunts the hypertension after endotracheal intubation. Conclusions: A bolus dose (1μg/kg) of remifentanil may be used for minimizing the rocuronium injection pain and blunting the hypertension after endotracheal intubation. (Korean J Anesthesiol 2006; 50: 637~41)
임채성 ( Chae Seong Lim ) 한국초등과학교육학회 2014 초등과학교육 Vol.33 No.2
Researchers have employed a diversity of definitions and measurement methods for creativity. As a result, creativity research is underrepresented in the literature and the findings of different studies often prove difficult to draw into a coherent body of understanding. With regard to assessment, there are some important problems both in creativity research and practice, such as originality bias and Big-C creativity bias in teachers` perceptions about creativity and creative thinking, and additive rather than multiplicative scoring systems of creativity assessment. Drawing upon most widely accepted conceptions of the creativity construct, I defined ‘student`s scientific creativity’ as the ability to make a product both original and useful to the student in terms of little c creativity, and ‘scientist`s scientific creativity’ as the ability to come up with a product both original and useful to the science community in terms of Big-C creativity. In this study, an ‘Assessment Formula for Scientific Creativity’ was developed, which is consisted of the multiplication of originality and usefulness scores rather than the sum of the two scores, and then, with scores calculated from the assessment formula, the scientific explanations generated by children were categorized into four types: routine, useful, original, and creative types. The assessment formula was revealed to be both valid and reliable. The implications of the assessment formula for scientific creativity are examined. The new assessment formula may contribute to the comprehensive understanding of scientific creativity to guide future research and the appropriate interpretation of previous studies.
뇌기반 진화적 접근법에 따른 과학 자유탐구에 대한 초등학교 학생의 인식
백자연 ( Ja Yeon Ba다 ),임채성 ( Chae Seong Lim ),김재영 ( Jae Young Kim ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.1
In National Curriculum of Science revised in 2007, free inquiry was newly introduced to increase student`s interest in science and to foster creativity by having students make their own curiosity questions and find answers by themselves. The purpose of this study is to analyze elementary school students` perceptions on free science inquiry activities applying a brain-based evolutionary approach. For this study, 106 the fifth grade students participated, and then completed a questionnaire on free inquiry activities according to a brain-based evolutionary science teaching and learning principles. The students performed a series of steps of the Diversifying, Estimating- Evaluating-Executing, and Furthering activities in each of Affective, Behavioral, and Cognitive domains (ABC-DEF approach) and constructed their own free inquiry diary, then the observations by the researcher and interviews with the students were analyzed both quantitatively and qualitatively. The major results of the study were as follows: First, the majority of the students perceived the each domain and step positively although a few of them perceived negatively. The reasons perceived as negatively were categorized into two; preference dimension of like or dislike and ability dimension of metacognitive or self-reflective capacity. Also, they perceived the free inquiry experience in the form of ABC-DEF as helpful to understand the nature of scientists` scientific activities. Based on these findings, implications for supporting authentic inquiry in school science are discussed.