• Proceedings of the Korea Technology Innovation Society Conference
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• 2017.11a
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• pp.127-127
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• 2017

과학기술기본법 제12조 및 성과평가법 7조에 따라 국가연구개발 투자의 효율성 제고를 위해 장기간 대규모 예산이 투입되는 사업, 사업간 중복조정 또는 연계가 필요한 사업, 다수 중앙행정기관이 공동으로 추진하는 사업, 국가적 사회적 현안으로 대두된 사업 등에 대해 특정평가를 실시하고 있다. 사업군 특정평가는 "08년부터 "17년까지 총 17회 실시되었으나 사업군 단위의 평가보다 사업군 내 개별사업 중심으로 평가가 수행되어 왔다. 본 연구의 목적은 사업군 특정평가의 평가틀을 제시하는 것으로 기존의 사업 단위 특정평가 방법을 차용해왔던 방식을 사업군 단위 특정평가에 적합한 평가틀을 제안하고자 한다. 평가의 계층구조에서 사업평가와 정책평가 사이에 위치한 사업군 평가에 대한 틀 제시는 향후 과학기술분야의 정책평가 도입을 위한 탐색연구에 해당한다. 이러한 연구목적의 달성을 위해 먼저 기존에 수행되었던 사업군 특정평가의 사례들에 메타평가를 수행하여 현 사업군 평가틀의 한계를 조사하고, 국내외 정책평가 사례 분석을 통해 사업군 특정평가 틀에 활용 가능한 벤치마킹하고자 하였다. 이러한 기존 사업군 평가의 한계와 선행 정책 평가의 시사점을 바탕으로 사업군 특정평가틀을 제시하였다. 메타평가는 선행 문헌조사를 기초하여 본 연구에 적합한 메타평가틀을 구성하여 적용하였고, 국내외 정책평가 사례에 대한 선정과 분석은 정책평가 전문가들의 지문과 면접조사를 활용하였다.

• Journal for History of Mathematics
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• v.21 no.3
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• pp.157-182
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• 2008

TIMSS 2003 is the third and most recently round of IEA's Trends in International Mathematics and Science Study. In this study, I considered the changes of the mathematics cognitive domain in TIMSS and got some facts for developing assessment framework. And I analyzed 7 countries' achievement in the view of our country Korea, i.e. Singapore, Hongkong, Chinese Taipei, Japan, Netherlands, and Unites States. With the reliable and valid achievement scales for cognitive domains given by ISC, students' achievement scales were analyzed according to country, percentile, and sex in each cognitive domain.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.210-235
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• 2012

The purpose of this study was to develop a valid and reliable assessment tool for measuring scientific creative problem solving ability for middle school students. To achieve this aim, an assessment framework, four assessment items, and detailed rubrics for scientific creative problem solving were developed. The assessment framework had three dimensions (i.e. science contents, inquiry process, and thinking skills) and sub-elements for each dimension. The assessment items were tested with 320 middle school students in order to determine reliability, difficulty, and item discrimination. Science teachers and experts in science education checked the validity of the items and the rubrics. The results proved that the assessment tool was reliable enough to evaluate students' scientific creative problem solving skills.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.501-506
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• 1999

• Journal of the Korean Chemical Society
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• v.65 no.1
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• pp.25-36
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• 2021

This study aimed to analyze achievement characteristics of Korean students in the results of PISA 2018 science domain. To this end, the characteristics of PISA 2009 to PISA 2018 science were analyzed in terms of the percentage of each performance level and the ratio of male and female by achievement level; in addition, the percentage of correct answers by framework subscale was compared with PISA 2015. The results showed that Korea has a higher percentage of students at the lower level of achievement as compared to the high-ranking countries of PISA, and the ratio of students at the higher level of achievement was lower. On average, the difference in achievement between boys and girls was negligible; however, but at the higher achievement level, the ratio of boys continued to be higher than that of girls. In addition, in the PISA science framework, the percentage of correct answers of the questions corresponding to 'personal' of 'contexts', 'evaluate and design scientific enquiry' of 'competencies', 'epistemic' of 'knowledge', and 'high' of 'cognitive demand' increased; similarly, and achievement improved as compared to PISA 2015. Based on these results of the study, we propose a method for improving teaching and evaluation to foster Korean students' scientific competence.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.647-667
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• 2010

The purpose of this study was to develop a brain-based analysis framework for evaluating teachinglearning program in science. To develop the framework, this study categorized educational constructs of the teachinglearning programs into one of three teaching-learning factors: cognition, motive, and emotion, using previous studies on science program. Ninety-three articles on the brain functions associated with science program were analyzed to extract brain activation regions related to the three educational constructs. After delineating the brain activation regions, we designed the brain function map, "the CORE Brain Map." Based on this brain map, we developed a brain-based analysis framework for evaluating science teaching-learning program using R & D processes. This framework consists of the brain regions, the bilateral dorsolateral prefrontal cortex, the bilateral ventrolateral prefrontal cortex, the bilateral orbitofrontal cortex, the anterior cingulate gyrus, the bilateral parietal cortex, the bilateral temporal cortex, the bilateral occipital cortex, the bilateral hippocampus, the bilateral amygdala, the bilateral nucleus accumbens, the bilateral striatum and the midbrain regions. These brain regions are associated with the aforementioned three educational factors; cognition, motivation, and emotion. The framework could be applied to the analysis and diagnosis of various teaching and learning programs in science.

• Journal of Korean Society of Forest Science
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• v.105 no.4
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• pp.472-485
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• 2016

The main purpose of this research was to develop a multi-level evaluation framework for the management effectiveness of the Forest Genetic Resources Reserve (FGRR) at both the system level and the site level. The initial system level Management Effectiveness Evaluation (MEE) framework for FGRR was developed based on the MEE Framework designed by IUCN WCPA and MEE framework for Korean National Parks that was designed jointly by IUCN, the Korean Ministry of Environment, and the Korea National Park Service. Several indicators were added or modified considering characteristics of the FGRR. The final system level MEE frameworks consisted of 6 categories with total of 39 criteria and 42 indicators based on expert survey results. The initial site-level MEE framework was developed based on the site level MEE framework for Korean National Parks that was designed jointly by IUCN, the Korean Ministry of Environment, and the Korea National Park Service. The final site level MEE framework consisted of 6 categories with total of 16 criteria and 40 indicators based on both an expert survey and an intensive workshop with the officers in charge of managing the FGRR from the Korea Forest Service and local governments.

• 한국지구과학회:학술대회논문집
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• 2004.09a
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• pp.21-36
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• 2004

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.41-56
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• 2005

• 한국지구과학회:학술대회논문집
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• 2004.09a
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• pp.37-44
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• 2004