한국 근현대사 과목의 문항 난이도 특성 분석 : 전국 연합학력평가(10월) 채점 결과를 중심으로

朴振東(Park,Jin-Dong) 歷史敎育硏究會 2011 역사교육 Vol.119 No.-

This paper attempts to examine a list of factors that account for item difficulty. An analysis has been made on the basis of identifying the characteristics both of difficult items and of easy ones in the National Assessment of Academic Achievement Korean Modern and Contemporary History administered by local education authorities for the last five years. The main findings of the analysis of the result can be summarized as follows: The following characteristics of the items in question can be attributed to enhancing item difficulty: 1) items that reflected trivial content; 2) items that required extensive prior knowledge of the period in detail; 3) items in which comprehension of lead-in statement played an important role in identifying the correct option; 4) unconventional items that would prevent test-taking skills from having a greater influence on test performance than intended; 5) items whose key words were not explicit both in lead-in statement and in alternatives; 6) familiarity of the phrases used in alternatives; 7) items that include distracters, which are likely to be considered as correct answers. On the other hand, the following factors did not appear to be linked with item difficulty: 1) the matter of whether the instruction and alternatives of items reflected contents drawn from more than one unit; 2) the area of items such as interpretation of historical sources and historical imagination; 3) item format such as one correct answer variety, negative variety and combined response variety; 4) the amount of content elements in each alternative.

공간 개념을 활용한 수능 역사 문항 분석과 평가의 방향

박진동 ( Park Jin-dong ) 역사교육학회 2017 역사교육논집 Vol.64 No.-

This study examines how the space has been dealt with in the History Curriculum and the CSAT History Test using the map. The History Curriculum has used different terms regarding the space. The CSAT item analysis showed a higher frequency of space-related items in East Asian History. East Asian History has asked students whether they understand the spatial concept, systemicity, historical facts by finding the region and inferring it to the related facts. History Education in Korea has emphasized time and space at the same time. However, Curriculum and Assessment have not built the systematic framework yet. Achievement standards related with spatial concept must be set in the future History Curriculum Reform. Then, the CSAT will develop the items related with spatial thinking. Higher thinking skills such map reading and map creating need to be applied in classroom teaching will be another task in the near future.

한국 토종다래(Actinidia arguta)순의 주요 영양성분 및 in vitro 항산화 활성

진동은(Dong Eun Jin),박선경(Seon Kyeong Park),박창현(Chang Hyeon Park),승태완(Tae Wan Seung),최성길(Sung-Gil Choi),허호진(Ho Jin Heo) 한국식품과학회 2015 한국식품과학회지 Vol.47 No.1

토종다래 순의 무기질은 Ca, K, P 순으로 많았으며, 아미노산은 glutamic acid, aspartic acid가 많이 함유되어 있었다. 지방산 함량은 α-linolenic acid와 linoleic acid 등의 불포화지방산 함유량이 높았으며, 유리당은 sucrose의 함량이 상대적으로 높았다. Vitamin B 그룹에서는 vitamin B6가 17.99mg/100 g으로 가장 높았고, vitamin C와 β-carotene 함량은 각각 42.57mg/100 g, 390.69 μg/100 g이었다. Total phenolics는 40% EtOH 추출물이 198.08 mg GAE/g으로 가장 높았으며, ABTS radical 소거활성 및 DPPH radical 소거 활성에서는 농도 의존적으로 radical 소거 활성을 보였다. 지질 과산화 억제활성(MDA contents)과 세포내 산화적 스트레스 생성 억제효과에서는 지질과산화를 막아주며 신경세포 손상을 일정 수준에서 억제해 주는 것으로 확인하였다. 본 연구 결과를 종합해볼 때, 상대적으로 높은 phenolics를 함유한 토종다래순은 우수한 영양학적인 구성과 in vitro antioxidant activities를 기초로 한 고부가가치 건강지향식품 소재로서의 활용가치가 높다고 판단된다. Nutritional composition and in vitro antioxidant activities of the ethanol extract of Korean traditional actinidia (Actinidia arguta) sprouts of the Otumsense variety were investigated to examine the sproutsi nutritional value. The most abundant mineral, amino acid, and fatty acid were calcium, glutamic acid, and α-linolenic acid, respectively. The major free sugar of Otumsense sprouts was sucrose. The level of vitamin C, a natural antioxidant, was highest among other vitamins examined. The amount of total polyphenol was highest in the 40% ethanol extract. The 2,2-azino-bis(3-ethylbenzothiazoline-6-sulphonic acid) radical scavenging activity of the 40% ethanol extract was about 94% at a concentration of 1,000 μg/mL. Malondialdehyde inhibition by the extract increased in a dose-dependent manner (from 0 to 100 μg/mL). Intracellular reactive oxygen species accumulation resulting from H₂O₂ treatment of PC12 cells significantly reduced when the 40% ethanol extract was present in the media compared to that in PC12 cells treated with H₂O₂ only.

고등학생의 선다형 문항 풀이 과정과 시험전략 고찰

朴振東(Park Jin-Dong) 歷史敎育硏究會 2011 역사교육 Vol.117 No.-

This study attempts to examine the ways in which high school students solve multiple-choice type items in College Scholastic Ability Test(CSAT) History, with a focus on their test-taking strategies. Research methods employed in this study are questionnaires administered to students drawn from 4 interviews with two groups of students such as those who are familiar with test-taking skills and those who are not. An analysis of questionnaires gave rise to the development of interview questions as well as the selection of 6 items in CSAT Korean History for think-aloud protocol. Students in this study tended to follow each item from the beginning to the end. It took less time for students with considerable experience of taking CSAT to solve each question. With regard to the question of using prior knowledge about the given event, it is important to note that contextual knowledge based on chronological understanding helped students solve each problem. Given the small number of participating students, it is too hasty to generalize the findings of this study. This study intended to explore the potential of using think-aloud protocol in examining the mechanism through which students approach to problem-solving.

日帝强占下(1920년대) 普通學校 6年制 昇格運動의 展開와 歸結

朴振東(Park Jin-Dong) 歷史敎育硏究會 2007 역사교육 Vol.102 No.-

The expansion of primary education under the Japanese occupation was accompanied with establishment and elevation of common schools. After the March 1st movement, the Japanese administration built six-year common schools as well as four-year ones. The expansion of primary education concentrated on building four-year schools which had weak qualification for graduation. It rather made Koreans unsatisfied with the educational opportunities, thus they strove to grow the primary schools to six-year ones for themselves. Examining statistical data of common schools, both established and newly built in the 1920s, this study explored the problem of elevation of common schools in local level in light of the Japanese administrations and movement leaders. As a result, this study found out that administrative stress on building new schools tended to prohibit any elevation of common schools. Therefore, elevation-delayed Myon(面) witnessed voluntary elevation movement of common schools, which was possible in terms of Koreans’ efforts such as civil appeals as well as fund-raising. Critics argue that the elevation movement appeared compromising and limited since it urged Koreans to engage with Japanese education system. However, this movement can be highlighted because it extended educational opportunities for Koreans corresponding to Japan’s discriminative educational policy. It also stimulated to build and elevate schools for secondary education.

교수요목에 의거한 ‘이웃나라 역사’ 교과서의 발간과 그 구성

朴振東(Park Jin-Dong) 역사교육연구회 2008 역사교육 Vol.106 No.-

This study examined the early education of Neighbors History through Syllabus for Social Studies in secondly school in 1948 and textbooks published thereafter. The syllabus, the first national curriculum document, was formed at the period of the United States Army Military Government in Korea(USAMGIK) and applied in the early days of the Republic of Korea. Therefore, examination of the syllabus would help us to understand the developing stage of world history education in Korea. The analyses of the syllabus and textbooks lead to following conclusions; First, the syllabus for middle school was organized in terms of Oriental, Western and Korean history. Even though history was under the roof of social studies, it was taught independent from other social studies subjects. The 1st graders of middle school began to team oriental history based on their prior learning of Korean history in elementary school. Second, the syllabus put emphasis on the relevance to contemporary world and problem solving capacity as well as temporal order of historical events. Third, the syllabus organized its contents in terms of time and place. However, it turned out to have inconsistent content organization. The pages and perspective demonstrate its focus on the Chinese history, which remains a critical issue up to this point. Four, most of textbook authors were university faculties, majoring Oriental history. However, they could not but ask help from Korean history or Western history majors because of the shortage of human resources. Five, the textbooks could be published after authorization, Page numbers, contents, and representations of textbooks were various depending on publishing companies. The authorized textbooks paid little attention to the history of India, West Asia, Japan and contemporary history and included none other than factual explanations. Finally, the textbooks strove to meet cognitive levels and learning needs of students, which was of no avail. In spite of poor quality, it is worthy to note that the textbooks included references and problems for lessons.

H₂O₂ 로 유발된 산화적 스트레스에 대한 브로콜리 (Brassica oleracea var. italica) 잎 분획물의 PC12 cell 보호 효과

박선경(Seon Kyeong Park),진동은(Dong Eun Jin),박창현(Chang Hyeon Park),승태완(Tae Wan Seung),최성길(Sung-Gil Choi),허호진(Ho Jin Heo) 한국식품과학회 2014 한국식품과학회지 Vol.46 No.4

브로콜리(Brassica oleracea var. italica) 잎의 n-hexane, chloroform, ethyl acetate, butanol 및 distilled water 분획물의 total phenolic 화합물 함량은 chloroform 분획물이 206.8 mg GAE/g으로 가장 높게 나타났으며, ABTS radical 소거활성 및 지질 과산화(MDA) 생성 억제효과 실험 결과에서 chloroform 분획물에서 가장 높은 활성을 나타내었다. in vitro 항산화 실험들에서 우수한 효과를 보인 chloroform 분획물을 이용하여 H₂O₂으로 유도한 산화적 스트레스에 대한 신경세포(PC12 cell)에서의 산화적 스트레스 생성 억제효과, 세포 생존율 그리고 세포막 손상 억제효과 역시 농도 의존적 경향을 나타내며 positive control 로 사용된 Vit.C와 유의적인 결과를 나타냈다. 마지막으로, HPLC 분석 결과 브로콜리 잎 chloroform 분획물에 존재하는 주요 phenolic 화합물은 feulic acid인 것으로 확인되었다. 본 연구 결과를 종합해볼 때, 생리활성 물질로서의 ferulic acid 등을 함유한 브로콜리 잎 chloroform 분획물은 in vitro 항산화 활성과 함께 신경세포 보호효과를 나타내는 고부가가치 기능성 소재로의 활용이 기대된다. To examine the physiological effects of broccoli (Brassica oleracea var. italica) leaf, the bioavailable compounds in broccoli leaf extract, and its in vitro neuroprotective effects against H₂O₂-induced oxidative stress were examined in this study. The chloroform fraction of broccoli leaf extract had the highest total phenolic content of all the fraction than others, and the highest 2,2-azino-bis(3-ethylbenzothiazoline-6-sulfonic acid) diammonium salt (ABTS) radical-scavenging activity and malondialdehyde (MDA) inhibitory effect. Intracellular reactive oxygen species (ROS) accumulation resulting in H₂O₂-treated in PC12 cells was significantly lower when the chloroform fraction was present in the medium compared to that in PC12 cells treated with H₂O₂ alone. In a cell viability assay performed using 3-(4,5-dimethylthiazol-2-yl)-2,5-diphenyltetrazolium bromide (MTT), the chloroform fraction showed protective effects against H₂O₂-induced neurotoxicity and inhibited lactate dehydrogenase (LDH) release into the medium. High-performance liquid chromatography (HPLC) analysis showed that ferulic acid was the predominant phenolic compound in chloroform fraction of broccoli leaf.

수능 문항의 구성 요소 분석과 문항 제작 방안 : 대학수학능력시험 한국 근·현대사 과목을 중심으로

朴振東(Park Jin-Dong) 歷史敎育硏究會 2009 역사교육 Vol.111 No.-

This paper set out to examine types of items in College Scholastic Ability Test(CSAT) History with a focus on item component (item stem, instruction and alternative). In particular, attention is paid to the form and type of multiple-choice type items. Some patterns of the structural elements of questions used in the previous exams are identified through analyzing Korean Modern and Contemporary History exam papers between 2005 and 2009. The main findings of this study can be summarized as follows: Item stem aims to help students make the various distinctions required by the question through providing them with guidance both for responding to the elements in the question and for making sense of instruction. Instructions form an essential part in CSAT as they play an important role in assessing students' ability to conduct an inquiry. The types of instruction can vary according to their choice of kind of sources-primary [secondary] sources or adopted materials as well as written sources or visual sources. Moreover, the ways in which the chosen materials are employed can vary ranging from using a single source through combining more than one to simulating classroom-based activities or field work. Alternatives can be divided into a few types: selecting one word or single phrase answer in either written or visual form and sequencing alternatives in a chronological order. It should be emphasized that alternatives are devised to be mutually exclusive as well as to correspond to an item stem and an instruction of the question. Given the impact of the types of a question on the validity of CSAT, attention needs to be drawn to the various elements of item component.

日帝强占下(1920년대)朝鮮人의 普通敎育要求와 學校設立

朴振東(Park Jin-Dong) 역사교육연구회 1998 역사교육 Vol.68 No.-

解放後 歷史敎科書 發行制度의 推移

朴振東(Park Jin-Dong) 역사교육연구회 2004 역사교육 Vol.91 No.-

The Korean History textbook maintained government-authorized system at the primary level and official approval system at the secondary level until the 3rd curriculum(1974). Since the 3rd curriculum, it has changed to the government-authorized system. Now. the textbook of the modern and contemporary history of Korea for the 11th and 12th grades is published under the official approval system, which allows a little change. Although official approval system is spreading, both systems are premised on government control, which blocks the merits of official sanction system. National Curriculum Documents and Notes and Authorization Criteria of Textbook are pointed out as the barriers to expressing uniqueness of each textbook. Also political situation has been the restrictions that limit the diversity of textbook. Since the experience has not accumulated along with the curriculum reform, an effort to make a totally new textbook was needed everytime. On the condition that there should be more investment to the textbook, a transition from pre-censorship to post-error-correcting is strongly recommended. The organization of writers, the period of writing, the term for official approval should be determined after much consideration without haste. The basic researches and institutions concerned for the development of new textbooks should be increased with the establishment of predictable policies on the process and the time of executing official sanction.