한국 학령기 학생들의 관계추론능력: 한국판 관계추론능력검사 활용

채수은(Chae Soo Eun) 한국인간발달학회 2021 인간발달연구 Vol.28 No.3

This study explores how the recently developed Test of Relational Reasoning (TORR) performs in different age groups of South Korean elementary, middle, and high school students. TORR was applied to South Korean adolescents and analyzed using repeated measure ANOVAs and differential item functioning techniques. As a result of conducting TORR on 749 adolescents enrolled in elementary school grade 4 (N = 196) and grade 6 (N = 200), middle school grade 2 (N = 206), and high school grade 1 (N = 146) in Gangwon-do (6th grade: 105 boys (52.5%), middle school 2 grade: 81 boys (39.32%), and high school 1: 63 boys (43.15%)), we found that relational reasoning test performances tended to increase as the students’ grade level increased. However, there were differences in the patterns of change in scores according to grade levels for each of the four relational reasoning forms. While the antinomy and antithesis scores were significantly different between elementary grade 6 and middle grade 2, analogy and anomaly scale scores were significantly different between elementary grades 4 and 6. As a result of this study, the existing reasoning research centering on analogical reasoning should be expanded to incorporate various formats.

아시아 5개국 청소년들의 시민역량 형성에 미치는 부모 효과

채수은(Chae, Soo-Eun),강구섭(Kang, Gu-Sup),권용웅(Kwon, Yong-Woong) 한국비교교육학회 2016 比較敎育硏究 Vol.26 No.1

본 연구는 아시아 국가 학생들의 인종평등의식과 이민자평등의식에 대한 분석을 통해 아시아 다문화주의의 특성을 고찰하는데 목적이 있다. 이를 위해 International Civic and Citizenship Education Study (ICCS) 데이터 (N= 23,437)의 아시아 5개 국가(대한민국, 홍콩, 대만, 인도네시아,태국)자료를 토대로 두 개의 종속변인(인종평등의식, 이민자평등의식) 과 세 개의 독립변인(자녀가 인식한 아버지의 정치적 관심, 어머니의 정치적 관심, 부모-자녀 정치토론빈도 )에 대한 F 테스트와 x2테스트, 다중회귀분석을 실시하였다. 분석 결과, 아시아 5개국 청소년들의 국가간 평등의식에 차이가 있는 것으로 나타났는데 이민자평등의식에서 홍콩과 대만 학생들은 한국 청소년에 비해 높은 개방성을 보인 반면 인도네시아와 태국은 상대적으로 낮은 개방성을 보였다. 인종평등의식에서는 한국 청소년에 비해 비교국가 청소년 모두 개방적인 것으로 나타났다. 부모 특성에 대한 다중회귀분석 결과, 부모-자녀간 토론 빈도는 자녀들의 평등의식 형성에 긍정적인 영향을 미치는것으로 나타났으나 자녀가 인식한 아버지의 정치적 관심도는 학생들의 평든의식 형성에 부적인 영향을 미치는 것으로 나타났다. The current study aimed to provide empirical evidence about the variations in multiculturalism in Asian countries that have been suggested by previous studies. We explored the determinants of students attitudes toward equal rights for all ethnic and racial groups and immigrants in five Asian countries(South Korea, Hong Kong, Taiwan, Thailand, and Indonesia) using a subset of the International Civic and Citizenship Education Study(ICCS) data(N= 23,437). Group differences for the selected variables were esamined using F-test and X2 test. Multilevel regression analysis was conducted with two depent variables(equal rights for all ethnic groups and equal rights for immigrants ), three indepent variables (father political interest, mother political interest percieved by their children, and parent-child discussion), and three control variables (mother education, father education, and student gender). The result indicated that attitudes toward equal rights varied by nationality for Asian adolescents. Hong Kongese and Chinese Taiipei scored highly on items related to support for equality for ethnic groups in comparison with Korean whereas Indonesian and Thailanders scored lower than Korean. Support for equality for imimgrants were higher in all the other countries than Korea. According to multilevel regression analysis, perceives parent- child discussion was positively related to attitudes toward equal rights. In contrast, father's pplitical interest percieved by their children was negatively related to students attitudes toward equal rights.

A Comparison between MIMIC(multiple-indicator, multiple-causes) and Mantel-Haenszel DIF(differential item functioning)s for Accommodated Achievement Tests

채수은(Soo Eun Chae) 한국교육평가학회 2012 교육평가연구 Vol.25 No.3

The current study aimed to explore factors that are likely to affect differential item functioning(DIF) for accommodated test conditions. The factors include analyses techniques, examinee characteristics, and test characteristics. Results from MIMIC(multiple-indicator, multiple- causes) and Mantel-Haenszel models appeared to converge in detecting DIF. The uniform MH and nonuniform MH produced different DIF items for both mathematics and reading. The DIF items were, in general, favorable of accommodation conditions in the total sample and the low performing group. Constructed-response (CR) items as opposed to multiple-choice (MC) items tended to favor students with accommodated testing conditions. Use of graphics and readability of the items were not associated with DIF given the accommodation groups. 본 연구에서는 시험보조물에 따른 차별기능문항(DIF: differential item functioning) 형성에 영향을 주는 요인을 탐색하였다. 차별기능문항에 영향을 주는 요인으로 통계 분석 기술, 피험자 및 검사도구의 특성을 고려하였다. 미국 초등학생들의 대규모 측정 수행데이터를 살펴 본 결과, MIMIC(multiple-indicator, multiple-causes)과 Mantel-Haenszel 두 DIF 기술 간 차이는 눈에 띄지 않았으나 균등분포(Uniform)MH와 비균등분포(nonuniform)MH 기술 간 DIF 결과 값은 수학과 국어 과목 모두에서 상이했다. 모든 수행능력 수준을 합친 전체 그룹 데이터와 수행능력이 낮은 학생 그룹에게는 시험보조물이 유리하게 작용하는 것으로 나타났다. 시험보조를 받은 학생들에게 선택형 문항에 비해 단답식 문항이 유리했다. 그림포함 여부와 문항의 가독성은 시험보조물에 따른 차별기능문항 형성에 크게 영향을 미치지는 않는 것으로 나타났다.

논쟁중심 교육방법과 논쟁지지 정도 결정요인

채수은(Chae, Soo Eun) 한국교육방법학회 2016 교육방법연구 Vol.28 No.2

This study explored determinants of support degrees of integrated education after administrating a debate-centered instruction in a special education class. A total of 19 preliminary teachers were involved in a debate-centered class based on a revised version of Johnson & Johnson’s debate model. Participants took a mandatory part in an integrated education supporter position once and the counter position the other time, a total of twice for debating given the topic, which was held six times in total over the semester. The participants responded to a survey asking support degrees of integrated education, the most reliable discussant, the most impressive discussant, and referring materials they used for the debates at the end of each debate session. In addition, their epistemic beliefs were asked at the first and the end of the semester. The results indicated no significant changes occurred between the beginning and the end of the semester regarding students’ support degrees of integrated education and their epistemic beliefs on special education. The most significant determinants of students’ support degrees of integrated education was their own supporting position at the debating session. However, the debating position of the reliable discussants and the impressive discussants was not significant degerminant of students’ support degrees of integrated education. The most frequently used materials for the students to prepare for debates was academic articles, and the variability of materials of use became greater over the course of the semester.

형성적 기능 중심의 대학 강의평가 공개를 위한 연구

채수은 ( Soo Eun Chae ),손영민 ( Young Min Son ) 안암교육학회 2015 한국교육학연구 Vol.21 No.1

The present study was driven by the recent needs for formative functions of course evaluations, which have been recognized as an ultimate goal to advance educational quality in universities. This study surveyed instructors and students1 awareness of functions of course evaluation and tested evaluation fairness using a course evaluation result from a university in South Korea. The participant instructors and students recognized importance of the formative function of course evaluation. However, the actual application of the evaluation to reform courses in the next semester was not captured according to the responses. Further, various course characteristics were reported as making significant differences in the course evaluation, which were consistent with the previous literature. Such differences appeared, therefore, to be core factors that make unfair course evaluation results. Nevertheless, most of the open course evaluation systems in South Korea are based on simple ratings and average scores. Further equalization of the evaluation scores by controlling for the noise effects would not definitely warrant formative functions such as increasing student-teacher communication or providing prior-information of the courses but the summative functions of the course evaluation. We suggested strategies for establishing an open course evaluation system to ensure the formative function.

매체 활용이 중학생의 시민의식과 다문화수용성에 미치는 영향

채수은 ( Sooeun Chae ) 경북대학교 중등교육연구소 2014 중등교육연구 Vol.62 No.3

The current study aimed to explore use of media that influences senses of neighborhood and community, and levels of acceptance of multiculturalism. Using the second phase data for Middle school students of Korean Child Youth Panel Studies (KCYPS), it was examined how the amount of times the students spent for rest with these media activities was related to levels of their acceptance of multiculturalism and senses of community. Further, frequency of various internet and mobile phone uses was examined in relation to senses of neighborhood and community, and acceptance of multiculturalism using Structural Equation Modeling technique. A conceptual model driven from Kumlick`s(1995) concept of multicultural citizenship and Berry`s(1997) ecocultural model was established. The conceptual model appeared to fit the KCYPS data at acceptable levels. The three media types predicted students` positive citizenship. Time for resting with book-readings particularly contributed to developing citizenship. As a result of the examination, active intervention from parents and family members on mobile phones resulted in greater citizenship and acceptance of multiculturalism.

신체적 조작과 시각적 조작이 아동의 수학개념 발달에 미치는 영향의 차이에 대한 비교

채수은 ( Soo Eun Chae ) 한국교육공학회 2012 교육공학연구 Vol.28 No.1

The current study aimed to explore how differently children require teacher’s feedback and how students’ problem-solving strategies change over time depending on the learning materials students used. 4th grade elementary students received either physical learning materials or visual materials. Students’ problem-solving processes were video-recorded varying by the types of materials. Children’s detailed developments were coded based on three levels (i.e., problem, trial, and strategy). The data were analyzed using repeated measures and microgenetic design. Overall, use of physical learning materials benefited children’s fraction learning. Physical materials helped students to understand fraction concept faster than the other materials. Physical actions than static operation with pictures encouraged students’ use of core actions that directly lead to correct problem-solving. However, physical materials did not contribute to children’s verbal interpretation on how and why they rearranged the materials (i.e., tiles). Regardless of learning materials, all the children needed teachers’ interpretation on the fraction problems. All the participants tended to show correct verbal interpretations and use core strategies at the end of the interview. The current study provided an evidential foundation regarding effectiveness of physical materials on children’s mathematical discovery and development of mathematical understanding.

문제중심학습 수업에 내재된 학습동기 유발요인과 수업효과성의 관계

이미숙,채수은,Lee, Mi Suk,Chae, Soo Eun 연세대학교 의과대학 2014 의학교육논단 Vol.16 No.3

The current study aimed to find the relationship between attention, relevance, confidence, and satisfaction (ARCS) learning motivation and class effectiveness inherent in problem-based learning (PBL) classes designed for dental and nursing students. Seventy-nine participants responded to survey items for motivation and class effectiveness after completion of their classes. The study findings were as follows. First, the differences among the $dental^{**}$, $clinical^{**}$, and $nursing^{**}$ PBL classes were identified in terms of class effectiveness (F=3.63, p<0.05) and academic achievement (F=13.9, p<0.01). Second, three learning motivation factors-satisfaction (t=4.07, p<0.01), confidence (t=2.84, p=0.01), and relevance (t=2.96, p<0.01)-appeared to determine class effectiveness in the abovementioned order. Only attention (t=2.02, p=0.05) was significantly related to academic achievement. Third, the relationship between hours of learner contribution to the PBL tasks and academic achievement was statistically significant. Therefore, we suggest the incorporation of ARCS motivation factors in PBL classes on the basis of the characteristics of each major and grade.

무아레 간섭계를 이용한 복합재 보강 콘크리트의 변형해석

주진원,채수은,신동일,Ju, Jin-Won,Chae, Su-Eun,Sin, Dong-Il 대한기계학회 2002 大韓機械學會論文集A Vol.26 No.1

Many of aged and damaged concrete structure have been revitalized with composite reinforcement. Flexural behaviors of composite-patched concrete specimens are characterized by high-sensitivity moire interferometry. The three-mirror, four-beam interferometry system and a compact loading system are used for obtaining singe patterns representing whole-field contour maps of in-plane displacements. It is seen from the calibration test for the loading system that the measured bending displacement is in excellent agreement with the displacement calculated by the beam theory. The crack opening displacement as well as the bending and the horizontal displacement fur the notched and unnotched specimen are investigated. The results also show that the notched specimen reinforced by a composite sheet has sufficient stiffness and strength compared to the original concrete specimen.

시각이미지를 활용한 온라인 글쓰기에 나타난 교육 및 상담 관련 종사자의 자기성찰연구

이현진(Lee, Hyun Jin),채수은(Chae, Soo Eun) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.5

본 연구는 시각 이미지를 활용한 온라인 글쓰기에 나타난 자기 성찰 경향을 탐색하는데 그 목적이 있다. 교육 및 상담 관련 종사자를 대상으로 시각이미지를 활용한 온라인 글쓰기에 참여 하기 전과 후에 자기성찰척도 설문에 응답하도록 하였으며 2019년 10월부터 11월까지 자료를 수집하였다. 이 기간 동안 실험집단 10명은 5회기 동안 매주 그림카드를 선택하여 꾸준히 온라인 글쓰기를 진행하였고 통제집단 11명은 아무런 처치를 하지 않았다. 실험집단의 글쓰기자료와 심층면접을 통해 수집한 자료를 바탕으로 맥락화, 범주화하여 주제를 도출하였다. 자료처리는 사전사후의 자기성찰정도 차이를 검증 및 글쓰기 자료와 심층면담 자료에 대한 질적 자료 분석을 실시하였다. 본 연구에 대한 결과, 실험집단이 통제집단보다 유의미하게 자기성찰정도가 향상되었음을 알 수 있었다. 또한 질적 자료 분석을 통해 시각이미지를 활용한 온라인글쓰기에 참여한 교육 및 상담 관련 종사자들이 이 프로그램을 진행하면서 경험한 것은 ‘정리됨’, ‘자기의 이해’, ‘타인의 발견’, ‘미래에 대한 다짐’, ‘직면하기’, ‘긍정성 찾기’라는 6개의 범주, 17개 주제로 드러났다. 특히 자기효능감은 부모양육태도 및 학교적응이 행복감에 미치는 영향에 유의미한 간접효과(매개효과)가 있는 것으로 확인되었다. The current study aimed to explore how reflective thoughts are presented during participation in an online writing program using visual images. The participants were educators or counselors and asked to respond to an inventory of reflection before and after their participation in online writing using visual images. The data was collected from October to November 2019. During the 5-week experiment period, the experiment group (N=10) was asked to introspective writing on an online community by viewing picture cards which they selected every week. The control group received no intervention. Their online-writing and the in-depth interview results from the experiment group was used to capture major themes related to the reflection process. Reflection difference pre-post intervention was quantitatively analyzed, and their writing materials and in-depth interview data were examined for qualitative analysis. As a study result, the experiment group showed significant enhancements in reflection scores. The qualitative result indicated the participants in online writing experienced six categories of topics: “organization”, “understanding of self”, “finding of others”, “determination of futures”, and “confrontation”.