• Korean Journal of Cognitive Science
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• v.23 no.1
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• pp.47-71
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• 2012

This study examined how students revised their writing after reciprocal peer review and how their revision activities were influenced by the review. Undergraduates in physics class wrote a laboratory reports, exchanged comments with peers, and revised their reports afterward based on the comments they received from their peers. The comparison between the original and the revised drafts showed that students were mainly concerned with micro-meaning revisions, focusing on making changes on individual words, clauses, and sentences. Revisions that dealt with macro-meaning of the texts were not as frequent. Giving and receiving comments influenced later revision activities. Receiving comments on micro-meaning of the texts led to a significant increase in both micro- and macro-meaning revisions. Receiving comments on macro-meaning of the texts, however, did not prompt relevant revision activities. Even when students engaged in macro revision, it was negatively related to writing performance gains in one subgroup, suggesting that even after peers point out macro-problems in their writing, students are not competent to solve the problems yet. The results of the study suggest that more efforts are needed to help them to understand and manipulate the macro-meaning structure of the texts.

• English Language & Literature Teaching
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• v.10 no.1
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• pp.107-126
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• 2004

This study is aimed at investigating the aspects of peer correction and responses of English composition in the web-based class. The participants for this study are students enrolled in the 'preparatory college cyber study center'. Two assignments were given--composition with no feedback and composition followed by student feedback. The participants' feedbacks, responses, and attitudes in peer interaction were analysed. The processes of these two assignments were also compared. The results were as follows: First, students' competitive attitude changed into cooperative attitude when peer-revision was followed. Second, both formal and content feedback were shown in the cyber composition class just as in the classroom composition class, but under no specific guidance, the majority of students' feedbacks were formal feedbacks. Third, some characteristics of web-based writing were found. In the web-based writing class where around a hundred students are enrolled. students' feedbacks were inevitable. The results of this study supported the use of students feedback.

• Proceedings of the Korea Contents Association Conference
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• 2014.11a
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• pp.459-460
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• 2014

본 연구는 대학생 영어 글쓰기 수업에 있어서 동료피드백을 활용한 수업이 어떤 효과를 발휘하는지를 밝힌 것이다. 대학 현장에서 많은 학생들은 글쓰기에 상당한 부담을 갖고 있는 것으로 조사되었다. 이러한 상황을 반영하여 학생들의 부담을 덜 수 있는 효과적인 영어 교수법이 바로 동료피드백을 활용한 글쓰기라 할 것이다. 이는 글쓰기 과정 중심에 초점을 맞춘 것으로 발달단계, 초고작성단계, 수정편집단계에 유용하게 적용할 수 있을 것이다.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.988-1001
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• 2010

The purpose of this research was to investigate how the peer review activity of lab report in the problem-solving experiment effected on the description ability and the quality improvement. The students who were taking the general chemistry experiment course were the subjects for this study. They finished lab reports and received peer review from their peers more than two times. The students who got feedback answered on peer review, revised their reports, and subsequently, completed final reports. The result showed that peer review affected the qualitative improvement of the lab report, specially in the process of 'designing experiment' and 'drawing conclusion and evaluation'. Students could organize their thoughts through writing lab reports. During this process, peer review activities provided the opportunity of self-examination and the way for viewing as objective standpoint. Moreover, the activities established communication fields for exchanging mutual opinions and learning.

• Journal of Educational Research in Mathematics
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• v.14 no.4
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• pp.403-419
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• 2004

The perspective on this study assumes that the mathematical modeling activity provides students with the environment which promotes metacognitive thinking. The purposes of this paper are to investigate metacognitive thinking on the mathematical modeling with the result of case study. The study revealed that development of students' model was accompanied with the control and monitoring of modeling activities. Also students refined the model by self-assessment and peer-assessment in small group modeling activities and developed generalizable model.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.229-248
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• 2013

The purpose of this study is to develop sequential concept tests (ConcepTest) for teachers' conceptual change on the straight propagation of light through in-service training of science teachers by peer instruction. We revised the ConcepTests for attaining the goal concept by implementing similar training courses for teachers three times and analyzing the results using both Hake gain and verbal protocol. The final form helped most teachers to reach the goal concept. While teachers are solving a given concept problem test, they had shown not only significant cognitive conflict to select one among candidate answers, but also used the concept obtained through the previous problem. The sequential ConcepTests developed in this study can be useful for training elementary and secondary teachers or pre-service teacher education.

• Proceedings of The KACE
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• 2017.08a
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• pp.185-188
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• 2017

본 논문에서는 과학영재교육원 초등심화 수학 정보 과정의 30명을 대상으로 프로그래밍 학습을 수행한 후 사회성의 변화를 분석하였다. 수업에서는 교육용 프로그래밍 언어인 스크래치의 리믹스 기능을 활용하였으며, 협동학습이 가능하도록 동료 학습자의 프로젝트를 수정 보완하도록 하고 최종적으로 팀 단위의 결과물을 도출하였다. 연구결과에 따르면, 스크래치의 리믹스 기능을 활용한 프로그래밍 학습이 사회성 향상에 통계적으로 유의미하며, 사회성 구성 요소인 사교성, 자주성, 협동심에서 긍정적인 효과가 있는 것으로 나타났다.

• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.487-497
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• 2014

The purpose of this study is to investigate the efficacy of interaction using Wiki in communication-oriented classes taught by native teachers on the incidental improvement of productive vocabulary knowledge. Eighty two university freshmen participated in the study and they were divided into two groups. Thirty eight students(Process Group) received process feedback from the teacher while forty four students(Result Group) received result feedback. They were given a short movie project working in a group of four or five people to practice interaction between peers and between students and the teacher. Data were collected from one receptive and three productive vocabulary knowledge test scores. The results showed that interaction using Wiki was conducive to the growth of productive vocabulary knowledge incidentally due to continuous opportunities to use vocabulary. The students of process feedback group made greater gains of productive vocabulary than those of result feedback group. Based on these results, pedagogical implications are discussed.

• 한국신재생에너지학회:학술대회논문집
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• 2009.11a
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• pp.302-302
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• 2009

미국 DOE(Department of energy) 산하 EERE(the office of energy efficiency and renewable energy)에서는 시행되고 있는 일반 프로그램 평가(General Program Evaluation) 중 하나인 과정 평가(Process Evaluation)는 프로그램의 수행의 효율성과 유효성을 평가하기 위해 수행된다. EERE에서는 프로그램 별로 매 2~3년에 한번, 프로그램의 진행에 장애요인을 시행하기 위해 부정기적으로 과정평가를 수행하여 프로그램의 진행과정을 개선할 것을 제안하고 있다. 과정평가의 방법론으로는 사례연구(case study), 내용분석(content analysis), 메타평가(meta evaluation), 델파이분석(delphi-analysis), 외부 동료평가(peer review) 등의 방법론이 사용될 수 있다. 특히, EERE는 "Peer Review Guide(2004)"을 발간하여 과정평가에서 있어 외부 동료평가의 방법론을 정리하였다. 과정평가를 통해 프로그램 수행결과의 중간점검과 동시에 프로그램의 발전을 위하 전문가의 제언을 수집할 수 있다. 따라서 과정평가의 결과는 프로그램의 개선에 도움을 줄 수 있으며, 장기 과제인 경우 프로그램 관리에 효과적으로 사용될 수 있다. 우리나라의 경우, 사업 수행 시 '진도보고'나 '중간결과 발표' 등을 통하여 동일한 내용의 평가를 시행하고 있으나, 평가의 항목.시기.예산 등에 대한 지침(guideline)이 구축되었다고 볼 수 없는 상황이다. 한국의 신재생에너지 보급사업은 국가적인 중요도, 투입예산의 규모 및 수행기간 등을 고려할 때 과정평가를 통해 정기적으로 사업의 진행과정을 점검할 필요가 있다 하겠다. 따라서 신재생에너지 분야의 사업의 관리에 적용될 수 있는 EERE의 과정평가를 한국의 상황에 맞게 수정하고 이를 정규적으로 시행하는 방안에 대한 논의가 필요하다 하겠다.

• School Mathematics
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• v.14 no.4
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• pp.517-529
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• 2012

Assessment in the school should be done consistently in accordance with the national curriculum. This study analyzed the process that preservice teachers developed the question items. The preservice teachers already equipped with the knowledge about the curriculum, didn't reflect it to items at first. However, in the review and modification process with colleague discussions, they get the curriculum coherence faithfully. And the item completeness gets higher such as to conform to the item intent, to help the students easily understand the item and to have the consistency between items.