• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.90-99
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• 2020

The purpose of this study is to investigate the difference in science class ability, science pedagogy achievement and class evaluation factors according to elementary pre-service teacher's gender. Also, the correlation between science pedagogy achievement and science instructional ability was examined. Finally, the evaluation factors applied to the evaluation of science instruction according to male and female gender of elementary pre-service teachers were examined. This study was conducted from september 2019 to december 2019 for 88 elementary pre-service teachers attending P University of Education in Pusan metropolitan city. Among these 88 students, 32 elementary pre-service students were male, 56 were female. The conclusions of this study are as follows. First, as a result of analyzing the science instructional ability according to genders of elementary pre-service teachers, female elementary pre-service teachers showed statistically significant higher scores in science class ability compared to male elementary pre-service teachers. Second, as a result of analyzing the achievement of elementary science pedagogy according to gender of elementary pre-service teachers, female showed statistically significant higher scores for elementary science pedagogy than that of male. Third, as a result of analyzing the correlation between science instructional ability and elementary science pedagogy achievement, there was no statistically significant difference. This result can be applied both side of male and female. Fourth, both male and female pre-service teachers had various instructional evaluation factors, among which the linguistic factors of the instruction were used most frequently as criteria for instructional evaluation.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.357-369
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• 1998

Science-related affective domain is considered as a very important domain for achieving students' scientific literacy. Most science educational objectives include some objectives about affective domain such as scientific attitudes, values, curiosity, interests and concerns about nature and science. In this research, the evaluation framework and items of science-related affective domain were developed. The evaluation framework consists of three main categories such as cognition, interest and scientific attitudes and 16 subcategories. The validity of the evaluation framework is tested by ten science educators. Forty-eight items are selected among item pool by considering item response analysis and item-test correlation coefficient. The Cronbach ${\alpha}$ of the tests is 0.83(cognition and interest) and 0.86(scientific attitudes). The results of the test are as follows. First, boys got higher scores than girls. Second, elementary students got higher scores than secondary students. Finally. students in urban areas showed higher scores than those in rural areas.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.68-69
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• 2010

본 연구의 목적은 서울시 소재 과학영재교육원에서 운영하는 프로그램에서 개발된 일부 모듈들에 구현되어있는 과학탐구과정 및 사고과정의 특징이 과학영재프로그램의 목적에 따른 목표를 성취할 수 있는지를 평가하고, 과학탐구과정이나 사고과정의 각 항목을 구현한 탐구의 실제를 알기 위한 것이다. 또, 본 연구의 결과를 토대로 모듈들에 대해 반성하고 개선점을 찾으려는 것이다. 연구 참여자들은 13명이며 연구 목적을 위해 첫째, 영재교육과정 및 평가에 관한 문헌을 근거로 과학영재프로그램의 목적과 목표를 설정, 둘째, 목적과 목표를 근거로 문헌에 제시된 분석틀들을 수정 개발, 셋째, 참여자들이 각자 모듈을 1개 선정하여 분석하고 이를 수정한 후 다시 분석하여 해석, 넷째, 분석결과의 해석을 토대로 반성을 하였다. 각 단계마다 각자 해결한 내용을 공개하고 모든 참여자들이 공개된 내용에 대해 비판하면서 합의하는 과정을 거쳤다. 합의 도출에 의해 첫째, 과학영재프로그램의 목적은 '탐구적 사고과정을 함양하고 지역사회에 유익한 새로운 지식을 창출한다.', 이에 대한 목표는 '자기 주도적인 탐구 계획 능력을 향상한다.'와 '숙달된 탐구 기능을 사용하여 실제문제를 해결할 수 있다.'로 설정하였다. 둘째, 분석틀은 '과학탐구과정' 과 '사고과정'의 두 범주로 구성하였으며, '과학탐구과정'에 해당하는 항목은 '사전탐구, 탐구방법, 해석적 탐구기술, 의사소통능력, 탐구평가, 과학의 본성'으로, '사고과정'에 해당하는 항목들은 '논리적 사고, 창의적 사고'로 구성하였다. 셋째, 선정된 모듈들을 분석한 결과 모듈들은 대체로 탐구방법과 해석적 탐구기술을 많이 강조하였는데, 수정된 모듈들에서는 이 두 항목이 더욱 강조되었다. 특히, 해석적 탐구기술에서 의사소통능력, 탐구평가, 과학의 본성, 창의적 사고를 강조하는 탐구의 실제가 증가하였다. 수정후 증가된 항목들은 앞에서 설정한 두 가지 목표에 도달하는데 도움이 되는 항목들이라고 합의 선정되었던 것이므로, 이에 따라 수정 전 모듈보다 수정 후 모듈이 보다 더 영재프로그램의 목표에 도달하기에 적합한 것으로 판단하였다. 넷째, 연구결과를 토대로 반성한 점은 '목표' 에 '창의적 사고'와 '과학의 본성'에 대한 강조가 부족하다는 것, '목표'에서 '실제문제를 해결'할 수 있어야 한다는 것에 비해 '모듈'에서 다루는 주제는 '실제문제'가 아니라 학문적인 질문에 치우쳐 있다는 것, '자기 주도적인 탐구 계획 능력'을 향상시키는 탐구의 실제가 대체로 적게 제시되어 있다는 것이다. 이러한 반성을 영재프로그램의 각 모듈에서 모두 구현할 수 있는 것은 아니지만 본 연구에서 설정한 목적과 목표에 따라 프로그램을 개발하는 경우 이러한 반성점을 고려하여 모듈을 개발한다면 영재프로그램 전체적으로 볼 때는 모두 구현되어 있을 것이다. 본 연구는 서울시에 소재하는 과학영재교육원들에서 개발하여 사용하는 많은 모듈 중 극히 일부를 대상으로 하였으므로 연구 결과를 모든 과학영재프로그램에 적용하기에는 한계가 있다. 그러나 본 연구처럼 프로그램이나 모듈을 평가하려는 연구자들에게 일련의 평가단계에 대한 시사점을 제공할 수 있을 것으로 생각한다.

• Journal of Science Education
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• v.37 no.3
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• pp.476-491
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• 2013

The purpose of this study was to investigate the effect of science writing activities on high school students' scientific thinking ability in Life Science I class. In order to do this, 6 teaching-learning materials dealing with science writing and an evaluation tool for scientific thinking ability were developed. And the subjects were 224 high school students of 6 classes. As a result of applying science writing activities in Life Science I class, the students' scientific thinking ability was improved. And students' inductive/deductive/critical/creative thinking ability was improved. In addition, in the most of the evaluation criteria of scientific thinking ability, the scores of posttest were higher than those of pretest. The number of students to show higher performance levels was increased. Therefore, science writing activities have positive effect on high school students' scientific thinking ability. This study provides some implications for teaching science writing activities to develop students' scientific thinking ability.

• Journal of Information Management
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• v.42 no.3
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• pp.211-233
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• 2011

The purpose of this study is to develop key elements of evaluating research achievements in humanities and social sciences at universities in Korea. Literature reviews and analysis of policies for faculty evaluation in domestic universities were carried to define concepts and types of research achievements. Questionnaire surveys and case studies were performed to find measures, criteria and requirements of research achievements assessment in 26 domestic universities and several foreign universities. As a result, basic principles and key elements of evaluation in research achievements that reflected quantity and quality of research were proposed. The result of this study will stimulate research activities and promote the national research competitiveness with ensuring internal stabilities in universities.

• Proceedings of the Korea Water Resources Association Conference
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• 2017.05a
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• pp.7-7
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• 2017

범람파동 개념에 따르면 하도와 홍수터의 횡적 연결성은 하천 생태계의 생물다양성과 생산성 증대에 중요한 역할을 한다. 제방에 의하여 제내지 홍수터가 하도와 차단된 우리나라 하천에서 생태적 서비스를 증대하기 위해서 횡적 연결성을 복원하는 기술 개발이 필요하다. 횡적 연결성의 복원 기술을 개발하기 위해서는 우선 하도와 홍수터 사이에 생태적 연결성의 현황을 파악하고 연결성을 저해하는 요인을 진단하는 평가 기술 개발이 시급히 요청되고 있다. 따라서 본 연구에서는 제방에 의하여 차단된 제내지 하천환경에서 수리적, 생태적 횡적 연결성을 평가하고 진단하는 기술을 개발하고 연결성 회복 방안을 제안하고자 한다. 차단된 제내지 하천환경 평가는 1) 지리정보시스템을 이용하여 차단된 하천공간을 탐색하고, 2) 탐색된 전체 재내지에서 원격평가에 의하여 간편하게 횡적 연결성 평가를 실시하고, 3) 선정된 특정 제내지 대상지에서 현장평가에 의하여 상세하게 연결성을 평가하는 순서로 수행된다. 차단된 하천공간의 획정은 홍수가 범람할 수 있는 제내지 공간을 잠재적 하천공간으로 정의하고 수치표고모델 (DEM)과 하천기본계획의 30년 빈도 홍수위 자료를 이용하여 제내지 홍수터를 탐색하였다. 제내지 홍수터의 원격 연결성평가는 지리정보시스템에서 수치지도와 토지피복도 등 공간자료를 이용하여 수리 및 서식처 환경성, 제방 차단성과 하도 및 육상 연결성을 평가하고 원격평가 결과를 토대로 현장평가 대상지를 선정하였다. 횡적 연결성의 현장평가를 위하여 크게 하도-홍수터 연결성과 제내지 서식처 보존성으로 평가 항목을 선정하였다. 또한 연결성 평가는 수리연결성과 생물연결성으로, 서식처 보존성 평가는 습지유지율, 습지보존성, 육역지보존성을 세부항목으로 구성하였다. 평가 항목별로 5 등급의 평가 기준에 따라서 평가 점수를 부여하고 평가 총점을 산출하여 최종 연결성 평가 등급을 5 단계로 구분하였다. 현장평가를 위한 MS Access 기반 소프트웨어를 개발하여, 데이터 입력과 관리 및 평가 결과 산출과 비교를 편리하게 하였다. 개발된 제내지 하천환경 평가법을 청미천과 만경강에 적용하여 검증하였다. 개발된 평가법을 바탕으로 차단된 제내지 하천환경에서 연결성 회복에 따른 어류와 식생의 분포를 예측하는 수리생태 결합모델을 개발하였다. 먼저 차단된 제내지에서 연결 수로를 복원하여 유속, 수심 분포를 준이차 수리수문 모델로 예측하였다. 예측된 수리 환경에 따라서 지표어종의 서식처 적합도 지수 (HSI)를 이용하여 서식 분포 확률을 모의하였다. 또한 일반화가법모델 (GAM)을 이용하여 환경구배에 의한 우점식생의 분포를 예측하였다. 차단된 제내지 하천환경의 생태적 연계성 평가 기술을 기반으로 제방제거, 제방후퇴, 제방고 하강, 수문 및 연결수로 개선, 생물이동 저해 장벽 제거 등의 다양한 복원기술이 개발되어야 할 것으로 생각된다.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.173-183
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• 2005

In this study, we questioned what assessment types and scoring methods of science performance assessment(SPA) were being used in middle and high school, and how much these SPA scores were reliable(generalizable). To answer these questions, SPA data obtained from the seven schools were classified according to assessment type and scoring method. Based upon this classification, we analyzed the reliability by applying generalizability theory. The result, from the classification of assessment type and scoring method, showed that SPA types of the seven schools were divided into two types: paper-pencil type and task type. Paper-pencil type included answer(content)-restricted essay-type test solely. Task type has two parts: process and outcome assessment. As the results of analyzing scoring methods of the seven schools, there were two cases in the way of scoring methods: one case is scoring all essay-type items and performance tasks by one teacher, the other is scoring assigned performance tasks by two teachers. But the case of scoring assigned essay-type items or the case of cross scoring by two or more teachers were not found. The findings of the reliability analysis are as follows: (1) Effect of essay-type item to SPA score was larger than that of performance task. (2) There was remarkable difference among the seven schools' interaction effect of person and rater in scoring performance tasks. (3) Most of generalizability(reliability) coefficients of SPA for the seven schools were smaller than the acceptable generalizability coefficient(0.80). Therefore, the population of statistical parameters such as number of item, task and rater, should be increased for approaching the acceptable generalizability level.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.13 no.9
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• pp.1973-1979
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• 2009

This dissertation was aimed at finding an implication of selecting and educating the gifted of information science discovering features of gifted learner in the field of math and science and the gifted of information science through comparative analysis of observing evaluation for the gifted of information science. Subjects of the study are foundation course learners of University Science Education Institute for the Gifted in the field of physics, earth science, math, information science. We have compared the features of learners of each field through one-way ANOVA about an observing evaluation for one year. In consequence, information science learners showed mostly different features from physics and earth science learners in details of an attitude area and a problem solving area. And an analysis of each subject of information science learners showed that the test of attitude area in the fields of math and information was relatively superior to that of science. On this, the researcher concluded that there must be features of the gifted on information science and their difference from gifted learners in math and science was caused by learner levels and features of each field. Based on the result of this study, we expect that we can imply it to selecting and educating the gifted of information science.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.820-836
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• 2002

Constructivism has had a great influence on science education over the last two decades. The purpose of this article is twofold: First, to describe the characteristics of constructivism and, second, to suggest an ideal forms of science education in Korea as implied in constructivism. A review of the literatures in the first area shows that constructivism is philosophical/psychological view which believe in the social nature of the construction of scientific knowledge and its learning. And the analyses of a few schools of constructivism suggest decision-making as a goal of science education, learning as the active construction of meaning through interaction between learner and learning environments, and discussion and cooperation as appropriate teaching strategies. At the same time, the results necessitate teaching ethical aspects of science in the secondary schools, and also imply that performance assessment must be emphasized in evaluation of science education.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.59-72
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• 2023

This study analyzed a group interview with six earth science teachers and eight middle school students to find out the evaluations and criteria they use to evaluate VR/AR contents (two virtual reality content and two augmented reality contents) in middle school science digital textbook. The study found the VR/AR contents were evaluated on four criteria as follows: VR/AR media characteristics; technical operation; user interface; and teaching-learning design. The evaluations can be summarized by each criterion. First, regarding VR/AR media characteristics, interesting features of VR/AR contents were considered relatively advantageous compared to other media like videos. However, its shortage of visual presence and inconvenience of using markers were mentioned as shortcomings. Second, in the technical operation criteria, teachers and students found the following conditions as technically challenging: failing to properly operate on a particular OS; huge volumes of contents in the application; and frequent freezing when using the application. Third, poor intuitiveness and lack of flexibility were found as negative aspects in user interface. Fourth, regarding teaching-learning design, the teachers evaluated whether the VR/AR contents delivered scientifically accurate information; whether they incorporated class goals set by teachers; and whether they can help students' inquiry. It turned out teachers gave negative feedbacks on VR/AR contents. The students evaluated VR/AR contents by assessing whether they help them with learning science but concluded they did not regard them necessary in science learning at school. Based on the findings, this study discusses which development direction VR/AR contents should take to be useful in teaching and learning science.