학급보상구조의 대안탐색을 위한 논의

林忠基 서원대학교 교육연구소 1985 敎育發展 Vol.4 No.1

Classroom reward structures refer to the performance criteria, contingencies, or standards, which are internatlized by group members, that students must satisfy in order to receive presumably valued or reinforcing consequesncies such as prize or high grades. There are three basic possible reward structures which can be implemented in a learning situation: competitive, cooperative, and individualistc reward structure. And the most typical reward structure in today's classroom appears to be competitive one. But most studies about reward structures suggest negative effects of competitive reward structure and positive effects of cooperative reward structure. Now, we must escape from the state that the competitive reward structure is pervasive in the classroom situation. Of course we should use all three reward structures depending upon the specific instructional objectives, and students should be taught the basic skills necessary to function in all three types of situations.

교육적 변화의 실험ㆍ통계적 분석방법에 관한 논의

林忠基 서원대학교 교육연구소 1986 敎育發展 Vol.5 No.1

Some methodological alternatives for the analysis of educational change, specifically for eliminating the influence of pre-treatment differences on post test scores were disussed. Experimental design consider action comparing past-test scores with assuming independent and equivalent samples, analysis model of difference scores comparing scores of subtraction of a pre-test score from each post-test score, analysis model of residual gain scores comparing scores of deviation of the post score from the post -test/pre- test regression line, repeated measures analysis of variance model including the pre- treatment differences as one dimension of analysis, and analysis of covariance model using the pre-test differences as a covariate can be used for the analysis of educational change. But there are problems such as the difficulty of true randomization including independent and equivalent sampling in the experimental design consideration in educational settings, such as the risk of being primarily composed of error variance in the statistics for the statistical analysis in the perspective of measurement theory. Also, there are problems that the measurement and meaurement level of education variables are not suited well to the general as sumptions of statistical models. Therefore, of course, above- mentioned methods for the analysis of educational change can be used, but the interpretation of those analysis results must be done in the context of their limitations.

枳實의 一般藥理作用

林中基,趙台淳,李善美 成均館大學校 1982 論文集 Vol.32 No.-

To elucidate the pharmacological actions of Ponicir, the effects of the fluid extract on isolated guinea pig ileum, blood vessel permeability in mice, granuloma formation in rats and swelling of rat hind paw were examined. The histamine induced contraction of isolated ileum was significantly blocked by Ponicir fluid extract and the blood vessel permeability was also significantly inhibited. In the experiments on granuloma formation only the exudate formation was inhibited. Forthermore, swelling of hind paw induced by 1% carageenin was also significantly inhibited by Ponicir fluid extract.

음악적성검사 개발을 위한 기초연구

임충기,박경자 서원대학교 교육대학원 2000 교육논총 Vol.4 No.-

This was done to find optimal conditions of musical aptitude test as a preliminary study for developing such test. In this study. five considerations might be suggested as follows. First. an united concept about musical aptitude needs to be established through professional musician's theoretical judgements and empirical studies such as factor analysis. Second, test materials need to be adopted from musical context itself rather than from simple mechanical sounds. Also, it is necessary that test contents should include musical sensitivity and musical preferences Third. in developing musical aptitude tests, a paradigm needs to be changed from indirect measurement to direct measurement. Fourth, considerations on measurement characteristics such as reliability, validity, standardization should be emphasized. Fifth, it is necessary to develop our own musical aptitude test which is appropriate to our cultural background.

교원연수 프로그램의 문제분석과 개선방안 탐색

임충기 서원대학교 2004 敎育發展 Vol.23 No.2

This study was intended to derive some implications for developing on-the-job training programs for teachers in the Graduate School of Education, Seowon University. Materials published by Ministry of Education &uman Resources Development were reviewed and previous researches about teacher development were investigated. As a result, the following implications to be considered in developing on-the-job training programs for teachers were suggested : 1) emphasis elevating application levels of subject curriculum in order to improve classroom teaching, 2) necessity of special programs for knowledge-based society, gifted students education, and guidance, 3) distant education programs with information technology, 4) considering developmental stages in teacher development, 5) differentiated programs according to teachers' cognition, career, and motivation levels, 6) considering context variables and alternative models. Finally, necessity of systematic programs for inservice and onservice programs was emphasized.

인간발달의 교육적 조망

임충기 西原大學校 1988 西原大學 論文集 Vol.22 No.-

This study was aimed to show that the discussion on human development in educational settings should be primarily based on the perspective of education and to search for a "educational" theory of human development. Here, the term of "educational" was stood for "being able to offer legitimate and useful implications for educational practice", namely "most interesting to educators". Educators are primarily intersted in knowing what things should be taught ("taught" in the sense that implies "learned"), by what methods, at what stages during by a person's educational development in order to produce a particular kind of educated person. By the way, the traditional suggestions about such educators' interests to student development were made mainly in the psychological perspectives. But there is a gulf between psychological theories and educational practice. The former concerns the problem of describing what it is, but the latter the problem of prescribing what ought to be. Educators are not trying to describe a process of development in a value-free way; they are trying to prescribe the best way of actualizing a range of preffered potentials. And in educational context the end-product is a kind of person, but in Piaget's developmental psychological theory it is a kind of thinking. Consequently, educational practice can not be reduced to psychological theories. Therefore, I think that the notion that one can move, however cautiously, along a line of implication from psychological theories to educational practice is mistaken, and is in practice damaging to education. In these contexts, I think that Egan's thory of educational development can give direct, important, useful, and legitimate implications to educators.

Embretson의 MRMLC와 데이터 특성에 관한 연구

임충기 서원대학교 교육연구소 1999 敎育發展 Vol.18 No.1

Embretson(1991) suggested a multidimensional Rasch model for learning and chance, MRMLC, which could be applied to binary data and formulated as the following: ***** where θi1 = i th person's initial ability at □ = 1: θi2‥‥. θim = i th persons's learning abilities that correspond to □> 1; and bi = item difficulty of i th item; in the context that items are presented under sequentially administered K conditions, the first test is the standard test condition, while the remaining tests follow K- 1 units of targeted instruction, structured cues, or practice. Underlying performance is item difficulty, bi and M abilities, θim for each person i, so that θi1 is the initial ability and θi2 to θim are learning abilities. It is assumed that any increase in item performance for person i results from an increase in effective ability, which is due to a change in learning abilities rather than a change in item difficulty. Thus, item difficulties are constant over many testing situations, so that a single item difficulties. bi, applies to the item with any condition. Furthermore, all items within any condition are assumed to have equal discrimination with ones. In this study, 300 1/0 binary data were simulated according to the following schemes. Six kinds of distributions of item difficulties in a test of thirty items were considered as fellows: a) bi ~ N(-1,1), b) bi ~ N(0,1), c) bi ~ N(1,1). d) bi = -1, for all i's, e) bi = 0, for all i's, f) bi = 1, for all i's. And five kinds of distributions of learning abilities in a sample of one thousand examinees were considered as follows ; a) learning abilities ∼ uniform(0, 0.1) for any condition and examinee b) learning abilities ∼ uniform(0, 0.3) for any condition and examinee c) learning abilities ∼ uniform(0, 0.5) for any condition and examinee d) learning abilitiees - uniform,(0, 0.1), uniform (0, 0.3), uniform(0, 0.5) for each of high, middle, low groups in terms of prior effective ability e) learning abilities - uniform(0, 0.1), uniform(0. 0.3), uniform(0, 0.5) for earth of high, middle. low groups in terms of prior effective ability. For each of these 30 combinations of 6 item and 5 learning ability distributions. 10 binary data sets were simulated as if 10 successive tests had been administered. With these data sets, the followings were examined in each of 30 combinations in order to identify characteristics of the model and data simulated : 1) change of item difficulties, calculated with the ratio of ones, 2) chance of item discriminations, calculated with point-biserial correlation, 3) change of eigen valuers, 4) change of Cronbach's α. According to the results, Embretson's MRMLC model has some problems in terms of item discrimination and dimensionality. In cases of 'd)' and 'e)' learning ability distribution, 10 successive data sets showed violation of the assumption of unity constant discrimination for any item and any test occasion such as sufficient decrease and increase in terms of point-biserial correlations respectively. Also, in cases of 'd)' and 'e)' learning ability distribution, 10 successive data sets showed rapid divergence to multi-dimension and convergence to uni-dimension respectively. The 'd)' condition might be regarded as a supplementary lesson situation, the 'e)' condition as a deepening lesson situation. Therefore, Embretson's MRMLC might be said to be inappropriate for supplementary and deepening learning situations

고든 음악적성검사의 타당화 연구

임충기 서원대학교 2004 敎育發展 Vol.23 No.1

This study was intended to identify the validity of Gordon's advanced measures of music audiation. Specially, its logic of item design and scoring procedure was examined with analyzing actual test data. As a result, it was found that Gordon's logic of item design and scoring procedure was fully functioning in the context of classical test theory. In future, an appropriate item response model might need to be developed for this measure.

만성폐쇄성 폐질환 환자에서 적혈구 항산화효소의 변화

국기용,이만재,조희충,임영국,박일,김원식,이승일,이병래 朝鮮大學校 附設 醫學硏究所 1993 The Medical Journal of Chosun University Vol.18 No.1

Toxic oxygen free radicals have been implicated as important pathologic mediators in many clinical disordesrs. Enhandng the intracellular content of antioxidant enzymes can provide means of limiting biological damage caused by oxygen free radicals. Many investigations have examined the potential of various oxyradical scavengers to modulate oxyradical injury. The oxygen free radicals play a role in the pathogenesis of chronic obstructive pulmonary disease. To investigate the pulmonary oxyradical injury and the protective role of antioxidant enzymes, author measured the amount of thiobarbituric acid reactants, the activiteies of antioxidant enzymes (superoxide dismutase, glutathione peroxidase, and catalase) and the sulfhydryl groups in serum and red blood cells from the chronic obstructive pulmonary disease groups and the normal controls. The thiobarbituric acid reactant in chronic obstructive pulmonary disease groups was increased than the controls in both serum and red blood cells, and the superoxide dismutase activity in red blood cells was no statistically difference in both groups. But, the glutathione peroxidase and catalase activities were lowered in chronic obstructive pulmonary disease groups than the controls. The sulfhydryl groups in serum and red blood cells were no statistically difference in both groups. These results suggest that the increased thiobarbituric acid reactant in chronic obstructive pulmonary disease groups mean oxygen radical toxicity, and the decreased glutathione peroxidase and catalase activities may play a role in cellular injury.

An investigation of parameter estimation methods for Sympson's IRT model

Lim, Choong-Ki 서원대학교 교육연구소 1997 敎育發展 Vol.16 No.1

Sympson의 비보상적·다면적 문항반응모형에서 문항·능력 모수를 추정하기 위하여 동원될 수 있는 통계적 방법들, 예를 들어, 동시최대우도, 조건적 최대우도, 주변적 최대우도, 베이시안, 그리고 Sympson의 알고리듬 등의 추정방법들의 적절성과 가능성을 탐색 ·논의하였다. Sympson 모형에 관하여 지금까지 밝혀진 지식과 통계적 모수추정방법에 성과를 여러 가지 측면에서 고려해 볼 때, 동시최대우도의 추정방법이 가장 현실적이고 경험적임을 보였다. 또한, 이 때 이용할 수 있는 분포함수를 제안하였다.