• Journal of the Korean Chemical Society
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• v.46 no.3
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• pp.287-295
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• 2002

In this study, the effects of a self-assessment on the students' science concept understanding and science-related attitudes were investigated. Student's perceptions towards the self-assessment were also examined. Five classes from a middle school in Gyunggi Province were chosen. Two of those classes were assigned to the control group that no self-assesment tool was applied to and the other 3 classes were assigned to the experimental group which a self-assess-ment tool developed for this study was applied to. The experimental group was further divided into two groups for imple-ment of two kinds of programs. One experimental group was provided some feedback such as solutions to problems and the other was not provided any type of feedback. The tests of science-related attitudes were administered before and after the instruction period. The science concepts understanding test was done only after the instruction. The results of this study were as follows. There were significant differences between the experimental group and control group in under-standing of scientific concepts. The enhancement of science-related attitudes was also higher for the experimental group. Providing feedback to students was more effective in the improvement of students' science-related attitudes. However, there were no significant differences in understanding of scientific concepts in relation to the feedback in experiment groups. From the above results, it was acknowledged thet self-assessment applied to the middle school science class showed considerably positive influences on the improvements of the understanding of scientific concepts and science-related attitudes.

• Journal of Science and Technology Studies
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• v.1 no.1 s.1
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• pp.51-68
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• 2001

Science cultures in the dimension of social interaction must be correlated with science cultures or science literacy in the dimension of psychological interaction. In order to develop a mature science culture, it must be assumed 1) that a science culture in a society ran be evaluated and 2) that we have to set up the criteria for evaluating it. This paper, based on the assumptions, makes an attempt to analyze the concept of science literacy underlying the PISA (Programme for International Student Assessment) conducted by OECD. The analyses are driven by the questions such as 'which philosophical backgrounds are absorbed into the concept of PISA' science literacy?' and 'What suggestions can be found with respect to the goal of enhancing the science culture?' In conclusion, the science literacy in PISA reflects the elements proposed by logical empiricism, naturalized philosophy of science, and social constructivism, which are being incorporated by the 'collaboration research program' conducted by the newly-emerging interdisciplinary field of 'science of science.' Finally, some further suggestions are added to the analyses to pursue more positive directions to induce mature science cultures in our society.

• Journal of the Korean Chemical Society
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• v.65 no.6
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• pp.455-467
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• 2021

The purpose of this study was to investigate the impact of negotiation-based peer and self-assessment activities on science-gifted students' modeling and students' perceptions of the impact of these assessment activities on modeling. For this purpose, 92 students in the 11th grade of a science high school, in a metropolitan city, were selected to conduct peer assessment, self-assessment, and science writing activities with four topics of Advanced Chemistry. The students' modeling was analyzed in terms of 'structuring scientific concepts', 'logic', 'multiple representations' and 'communication'. Based on the results, the mean scores of modeling increased for each element of evaluation according to the progress of assessment activities. Students' responses in the survey and interviews showed that students perceived the results of student assessment activities as valid, students also recognized the benefit of these assessment activities by referring to the assessment results before their next writing assignment.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.969-978
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• 2016

The purpose of this study is to figure out gifted elementary science students' improvement in performing open inquiry after peer review. In this study, gifted fifth-grade students performed open inquiry and review of each other as peers after the inquiry. Students' inquiries were evaluated and the influences of the feedback from the peer reviews were analyzed in relation to the inquiry performances. As a result of this study, three key points were discovered: First, the evaluation score increased with frequent feedback or long discussions. On the other hand, with less feedback, the evaluation score didn't rise. Second, there were three types of improvement in inquiry related to peer review: No. 1 was improvement after feedback given by themselves. No. 2 was reflection of feedback given to other groups. As a last type, No. 3 was that the students learned from other groups' presentation without any feedback and improved their inquiry. Third, there were five kinds of giving feedback; (1) feedback understanding the inquiry correctly, (2) insufficiency of peer's inquiry without deep thought. (3) on the usefulness of the inquiry, (4) on the scientific and logic validity through critical thinking, and (5) how to develop the inquiry. In these kinds of feedback, the fourth kind of feedback (4) occurred most frequently but the fifth (5) occurred rarely. It means peer review helps students develop their critical thinking ability and teachers should encourage students to give peers feedback of the fifth kind.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.743-745
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• 2022

본 논문에서는 국내 학술지 평가 체계 중, 과학기술 학술지 평가인 과학기술단체총연합회(이하 과총) 학술지 평가 요소에 대해 고찰하고, 평가 요소 중 정보화 요소 항목에 대한 개선사항을 제안한다. 저자가 제안하는 과총 학술지 평가 정보화 요소 개선사항은 국내 과학기술 연구자들의 노력에 따른 연구결과물을 더욱 쉽게 접근할 수 있도록 하고, 인용확대를 더욱 활성화 할 수 있도록 하여, 학술지 위상제고에 도움을 줄 수 있다. 국내 학술지가 갖추어야 할 학술정보 본문 편집 규정과 그에 따른 국내 학술지 평가 항목 중 연구자 식별정보인 ORCID, 논문 이력정보 등의 정보화 요소를 살펴보고, KISTI의 DOI 등록관리시스템과 코리아사이언스에 반영한 사례를 제시하면서 결론을 도출한다.

• Journal of Science and Technology Studies
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• v.7 no.2
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• pp.91-124
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• 2007

이 논문은 우리나라의 물리학, 화학, 생물학 분야의 과학자들을 대상으로 한 설문조사를 바탕으로 머튼이 과학자사회의 규범구조로 정식화한 네 가지 규범들-보편성, 공유성, 탈이해관계, 조직화된 회의-과 국가주의 가치관이 실제 과학자사회에서 어느정도 작동하고 있는지를 분석하였다. 전반적으로 응답자들은 한국 과학자사회에서 출신대학과 해외학위라는 귀속적 지위의 영향으로 보편성 규범이 제대로 작동하지 않는 것으로 평가했고, 여성의 경우 성의 영향도 큰 것으로 평가하고 있었다. 공유성과 탈이해관계 규범의 경우 한편으로 공유성과 탈이해관계라는 전통적인 규범이 그리고 다른 한편으로는 비밀주의와 연구주제 선정에 있어서 산업적 응용성과 국가적 필요를 강조하는 국가주의적 가치가 공존하고 있었다. 조직화된 회의 규범의 경우 특히 과학적 증거 이외의 다른 권위들에 대해 회의적인 태도를 견지해야 한다는 규범이 제대로 작동되지 않는다는 평가가 대다수였다. 과학자사회의 규범과 가치에 대한 평가는 각 과학자들의 연구환경에 따라 상이한 모습을 보여주는데 특히 젊은 세대의 과학자들이 보편성과 조직화된 회의 규범의 위반을 더 강도 있게 지적하는 반면 연구 주제의 선정에 있어서 탈이해관계 규범은 부정하는 경향을 보여주고 있다.

• Annual Conference on Human and Language Technology
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• 2021.10a
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• pp.467-472
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• 2021

본 연구는 패션앱 후기글에 나타나는 구매자의 의견에 대한 '평가분석(Evaluation Analysis: EA)'을 수행하여, 이를 기반으로 상품의 검색 및 추천을 수행하는 의류 검색추천 챗봇을 개발하는 LICO 프로젝트의 언어데이터 구축의 일환으로 수행되었다. '평가분석 트리플(EAT)'과 '평가기반요청 쿼드러플(EARQ)'의 구성요소들에 대한 주석작업은, 도메인 특화된 단일형 핵심어휘와 다단어(MWE) 핵심패턴들을 FST 방식으로 구조화하는 DECO-LGG 언어자원에 기반하여 반자동 언어데이터 증강(SSP) 방식을 통해 진행되었다. 이 과정을 통해 20여만 건의 후기글 문서(230만 어절)로 구성된 EVAD 평가주석데이터셋이 생성되었다. 여성의류 도메인의 평가분석을 위한 '평가속성(ASPECT)' 성분으로 14가지 유형이 분류되었고, 각 '평가속성'에 연동된 '평가내용(VALUE)' 쌍으로 전체 35가지의 {ASPECT-VALUE} 카테고리가 분류되었다. 본 연구에서 구축된 EVAD 평가주석 데이터의 성능을 평가한 결과, F1-Score 0.91의 성능 평가를 획득하였으며, 이를 통해 향후 다른 도메인으로의 확장된 적용 가능성이 유효함을 확인하였다.

• Science & Technology Policy
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• v.6 no.6 s.87
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• pp.32-38
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• 1996

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.265-275
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• 2003

The purpose of this study is to investigate the differences of science achievement between female- and male students in different assessment types, expecting the reconsideration of their scientific ability. to accomplish this purpose, the school science achievement score of 1,487 female- and male students in 2000 were analyzed from the perspectives of assessment methods and gender differences, achievement level and gender differences, and gender characteristics in correlation between each assessment type and total science score. The science achievement score in this study includes mi-term and final paper-and-pencil test in two semesters and performance assessment. The results are as follows. First, in the total science achievement score, whereas female students achieved significantly better than male counterparts in the 7th grade, there was no significant difference between two genders in the 8th and 9th grades. Second, as for the close-ended items, all students, regardless of their gender and grade, showed no significant difference. As for the open-ended items, whereas female students achieved significantly better than male counterparts in the 7th grade, there was no significant difference between gender in the 8th and 9th grades. As for the performance assessment, all female students, regardless of their achievement level, achieved significant better than male counterparts, which is very noteworthy. Third, in the uppermost achievement level, there was no significant difference not only in close- and open ended items but also in performance assessment. Fourth, male students' correlation between performance assessment and total science score was relatively higher than female students'. The result of this study, that female students did significantly better than male students in performance assessment, is interesting in that performance assessment is widely accepted as more reliable and valid method in measuring students' various ability than traditional paper-and-pencil test.

• Journal of Korean Library and Information Science Society
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• v.33 no.3
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• pp.133-152
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• 2002

The purpose of this study is to propose the criteria for evaluating web information resources. This study also attempts to get a sense of the overall quality of web information resources and to identify the relationship among the criteria, Particularly those on the science and technology. Three evaluation categories are Proposed; information content functionality or workability, and design. Core features of information content includes authority, relevancy, currency; functionality includes navigation, user support technical requirements; layout and design includes visual appearance. Based on the proposed criteria, the 50 sample web resources selected from 5 different field were evaluated. The results showed that the web information resources on the Electrical and Electronic Engineering field was excellent. The Pearson's correlation coefficient between evaluation criteria showed that information content and functionality had a negative relationship, on the other hand functionality and design had a moderate correlation.