• Journal of the Korean Society for Library and Information Science
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• v.57 no.3
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• pp.211-230
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• 2023

The purpose of this study is to confirm the effect of digital co-teaching between teachers online on improving students' reading literacy. In order to achieve the purpose of the study, a pre-test was conducted on first-year high school students, and a post-test was conducted after conducting the co-teaching over two sessions. For statistical analysis, the data of 101 students with no missing values in pre- and post-tests were used. Through the OECD's PISA reading literacy evaluation framework and factor analysis, a reading literacy test tool consisting of expression, comprehension, and information literacy was developed and the degree of change in reading literacy was measured through a self-report with the tool. As a result of the analysis, it was confirmed that the digital co-teaching had a statistically significant positive effect on the expression, comprehension and information literacy of high school students. This study is meaningful in that it shows that digital co-teaching can be applied as a way to improve reading literacy in PISA organized by the OECD.

• School Mathematics
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• v.18 no.3
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• pp.667-689
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• 2016

Value is an intellectual and an affective concept that influences behavior. It does not exist individually but is conveyed through generation with some system. Korean students showed high achievement scores in spite of low emotion in mathematics learning. The objects of value recognition ought to be extended to social value as well as mathematics for balancing intellectual and affective features. Since the value formed at the first step in mathematics learning keeps its influence even after learning, it is important to form a positive recognition in the value. The following conclusions were drawn. First, the mathematics learning value instrument developed in this study. It is appropriate to explain a students' imbalance of intellectual and affective characteristics. Second, it is possible that the intellectual achievement of Korean students are influenced by the others-oriented value in particular. Third, the recognition of the mathematics learning value of elementary school students would have an influence on secondary school learning. Therefore, education for parents of elementary school students is required. This study can provide a basis on the view of the mathematics learning value which influences the educational result of Korean elementary students as well. It is expected from the following studies that focus on improving affective characteristics on mathematics learning of Korean students is beneficial.

• Journal of the Korean Chemical Society
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• v.65 no.1
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• pp.48-57
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• 2021

This study analyzed the science assessment items that were conducted by the paper and the computer-based assessment in the TIMSS 2019 pre-test, which is an international academic achievement assessment. We examined whether the test mode influenced the percentage of items answered correctly by each graders. As a result, there was no significant difference in the correct answer rates of science items according to the test media in 4th and 8th graders. Looking at the each graders, the difference in the percentage of correct answers was relatively large in the fourth grader rather than the eighth grader. In terms of items, the difference in the percentage of correct answers was relatively larger for the constructed items than the multiple choice questions. As a result of analyzing the content of science and assessment items on the influence of the test media, the multiple choice items showed little difference between the paper and the computer-based assessment items, but the answer-type items tended to have a lower percentage of correct answers than the paper-based assessment. In addition, by grade, 4th graders showed lower percentages of correct answers in the constructed items than 8th graders. This study provides implications related to the development and introduction of computer-based assessment in Korea, and suggests an educational implications for computer-based assessment to be well established as school evaluation.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.717-727
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• 2016

Using TIMSS survey data, we analyzed whether there were any significant changes in the learning environment of middle school science classes over the last 10 years. Our study selected questions from teachers and school principals' questionnaires and divided them by category: science class, teacher professional development, and school environment. The science class components were subdivided into three categories: science learning activities, evaluation, and homework. Within teacher professional development, the sub-categories included teacher training, collaboration to improve teaching, and teacher evaluation. School environment subdivided into two aspects, these being school characteristics and school system. Our research confirmed that there has been a positive change overall in learning environments. However, most classes are teacher-conducted and also teacher-oriented; the proportion of science investigation activities has declined compared against the prior ten years. Our study show that students do not engage in a range of inquiry-related activities. The questions on tests and examinations involve mostly knowledge application and understanding, although recent methods of evaluation show improvement. As for the science teachers, they participate in many professional development programs but focus on science content, science curriculum, and pedagogy. In addition, teachers do not have many opportunities to participate in the training to integrate information technology into science, science assessment, or improving students' critical thinking or inquiry skills. The teachers are satisfied with their profession, and the shortage of science resources does not seem to affect instruction.