• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.841-856
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• 2015

This study sought to explore longitudinal changes in Korean fourth graders' career aspirations in science. The sample included those who had high interest, but low career aspirations in science, and the analysis focused on the concept of science identity. To achieve this study's objectives, we selected 14 participants and then conducted two in-depth interviews with them. Compared with the first interviews (4th grade), changes were observed in eight students' career aspirations in science in the second round (5th grade). While six students maintained "negative" career aspiration, six revealed "medium" and two revealed "positive" career aspiration in science. To explore the relationship between science identities and career aspirations in science, three students were selected from the sample for further study. According to the results, the aspects of science identity that students valued regarding potential careers varied individually. Depending on these aspects, each student showed different patterns in the interactions between different aspects of science identity, and between aspects of science identity and science-related career aspirations. Over time, participants' experiences and interactions with people around them produced changes in their science identity, which led to changes in their career aspirations resulting from the interactions between aspects of their science identity. Their career aspirations in science were also significantly influenced by each participant's perceptions of relationships with peers (i.e., recognition by peers and of peers) and of science-related careers. Therefore, the results suggest that students need to be provided with appropriate learning environments and guidance relating to science careers.

• Journal of The Korean Association of Information Education
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• v.6 no.2
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• pp.131-140
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• 2002

In this study, we will explain the concept of an organized and collective web based project learning system and suggest a basic structure concentrating on the learners. The web-based project learning system enables learners to use the diverse information on the internet any where, any time. Also the project system aims to go beyond classroom education and achieve learner-focused education with a project based on the students' tastes.

• Journal of Korean Library and Information Science Society
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• v.31 no.4
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• pp.259-283
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• 2000

본 연구의 목적은 공중보건의들이 환자 치료와 학술적인 연구를 하기 위해 요구하는 정보를 효율적으로 제공하는데 그 목적이 있다. 2000년 10월 23일부터 11월 11일까지 3주 동안 공중보건의 298명을 대상으로 조사하였으며 이용자들의 정보요구와 이용행위로 정보수집방법과 정보원, 그리고 도서관 이용정도와 만족도를 평가한 결과는 다음과 같다. 1) 공중보건의들은 환자치료와 최근의 연구동향을 알고자할 때 정보를 가장 많이 필요로 하는 것으로 나타났다. 가장 많이 이용하는 정보원은 단행본(교과서)과 학술지로 인쇄본을 더 선호하는 것으로 나타났다. 2) 공중보건의들이 그들의 정보요구를 충족시키기 위해 선호하는 정보수입방법은 인터넷 검색과 동료들로 그 이유는 정보접근의 편이성과 정확성 최신성인 것으로 나타났다. 3) 이용자의 50.3%가 정보이용에 어려움을 느낀다고 하였는데 그 이유는 주로 지역적인 문제와 문헌전달의 지연에 있는 것으로 나타났다. 4) 공중보건의들은 정보가 필요할 때 주로 도서관을 이용하여 필요한 정보를 얻는 경향이 있으나 대체적으로 보아 도서관 이용빈도수는 매우 적은 것으로 나타났다.

• 한국디지털정책학회:학술대회논문집
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• 2003.12a
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• pp.527-534
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• 2003

본 연구에서는 항공교통관제 조직 내 지식공유 문화를 조성하기 위해 항공교통 관제사들의 지식공유 의도에 영향을 미치는 요인들을 실증적으로 파악하고 이들이 실제 항공교통관제사들의 지식공유 의도에 어떠한 영향을 미치며 각각의 요인들의 영향력 크기를 상호 비교해 봄으로써 항공교통관제 조직 내 지식 공유문화를 정착하는데 그 목적이 있다. 그 결과 항공교통관제사는 지식경영을 새로운 패러다임으로써 정책적으로 추진하고자 하는 시대적 조류와 이에 따른 지식공유의 중요성에 대한 자각과 개인의 지식을 공유할 수 있는 열린 사고가 개인차원 에서 지식을 공유하도록 유도하는 요인으로 작용하며 더 나아가 동료간의 신뢰와 지식공유에 따른 평가 및 보상이 조직차원에서 주어질 때 더 원활한 지식공유가 이루어질 것으로 나타났다.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.36 no.1
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• pp.44-52
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• 2013

For evaluating participation in collaboration project, the peer assement method is mostly used and various scoring methods have been proposed. But, the reliability and validity of the peer assessment method are still doubted for all most method. In order to overcome these weaknesss, some guidelines and training methods have been recommended. In this article, however, statistical technique is proposed for measuring individual contributions to collaboration projects considering each assessor's reliability. The gist of our proposed algorithm is that an assessor's reliability depends on the evaluation policy, and this reliability is evaluated by an analysis of variance of the scores assigned by the assessor. We also show that the proposed method is very efficient by case study in university class.

• Journal of Engineering Education Research
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• v.21 no.5
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• pp.32-39
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• 2018

The purpose of this study was to develop and validate a behaviorally anchored rating scale for peer evaluation in group projects based on social interdependence theory. A mixed method involving a qualitative and quantitative approach was used in this study. In the qualitative study, both the individual and group interviews were conducted to college students regarding their cooperative learning experiences. Data from this qualitative research was analyzed based on 5 elements of cooperative learning and 'critical incidents' were extracted from students' own voices that would serve as specific rating criteria in the scale. Once the 'critical incidents' have been incorporated into the scale, validation from 3 independent experts was conducted. In the quantitative study, correlations with relevant variables were analyzed to examine the criteria-referenced validity. Findings suggest that the behaviorally anchored rating scale for peer evaluation in group projects can be used in various team-based learning contexts.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.01a
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• pp.257-258
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• 2020

팀 프로젝트 기반 컴퓨터 프로그래밍 수업에서 팀의 동료 학습자들은 공동의 성과물을 얻기 위해 다양한 팀 활동을 하게 되며 그 과정에서 여러 학습 능력이 향상될 수 있다. 본 연구에서는 팀 프로젝트에 참여하는 학습자들이 팀 구성, 주제 선정, 프로젝트 계획서 작성, 역할 분담, 팀 단위의 프로그래밍 개발 활동 및 평가에 참여하는 과정에서 얻게 되는 학습 성과를 분석해보고자 한다. 팀 프로젝트 수행과 관련 있는 창의력, 협동 능력, 의사소통 능력 그리고 문제해결 능력에 대해 학습자들 스스로 얼마나 향상되었다고 느끼는지 조사분석하여 다음 학기 수업 운영 시 교수법 개선에 반영하고자 한다.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.101-127
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• 2021

The purpose of this study is to design and develop a teaching-learning process plan for process-based assessment, focusing on the unit related to life design in middle school home economics(HE: Home Economics part of 「Technology and Home Economics」), to propose a feedback plan after implementing it, and to evaluate the plan through participatory observation and interviews. The student reflection journals, teacher's class journals, participatory observation journals, interviews, and performance tasks, were collected and analyzed to provide foundational date to be utilized for feedback to students, and class improvement. The research results are as follows: First, the developed teaching-learning process plan consists of a total of 8 sessions, i.e. 2 sessions for each of the four learning themes, under the practical question of "What should I do to live the life I want?" The portfolio was composed of five evaluation topics and for evaluation, oral presentation, observational evaluation, self-assessment, and peer evaluation were considered. Second, during the class, feedback from teachers, feedback from fellow students, feedback through results, and a plan to record them were provided. Third, from the analysis of collected data including observation journals and interviews, it was apparent that the students recognized the necessity of process-based assessment after the class, and students acknowledged that through the process-based evaluation in which they are evaluated on the efforts they made and provided with feedbacks, they participated more in class, and it lead them to experience a sense of growth and a feeling that they took a step forward into their future. Teachers suggested that the class through feedback was suitable for the unit and the capacity of the class, but the difficulty they experienced in giving feedback was presented as a disadvantage. For the process-based assessment, follow-up research is needed on various ways to provide feedback on-line and off-line through changes in the perception of assessment.

• Journal of Korean Academy of Nursing Administration
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• v.9 no.3
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• pp.495-505
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• 2003

Purpose: The purpose of this study was to develop 360 feedback for nursing unit manager based on the current personnel evaluation system and to evaluate the new tool according to evaluation subjects. Total of 277 subjects of nurse unit managers and staff nurses were participated in this study. Method: The study was conducted in three phases each for development, application, and analysis of 360 feedback. SAS program was utilized for data analysis with descriptive statistics, t-test, and analysis of variance. Result: The evaluation criteria of the developed 360 feedback tool consisted of 13 subscales such as professional knowledge, apprehension & judgement, job performance, applicability, creativity, leadership, responsibility, promptness & accuracy, administrative ability & sense of mission, activeness, cooperation, communicability, and general attitude. The internal consistency of the tool was Cronbach's alpha .939. The evaluation score by! peers(M=4.30) was the highest one, followed by self-evaluation(M=4.23), evaluation by supervisor(M=4.17), and evaluation by subordinate(M=4.10). The differences in the total evaluation scores among the subjects supervisor, self, peer, and subordinate were not statistically significant, but significant differences were found in some subscales scores. Conclusion: Further research is required to test the reliability and validity of the $360^{\circ}$ feedback tool, and to test the outcome and the process of $360^{\circ}$ feedback system.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.507-523
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• 2020

This study is to establish the items on instructional evaluation based on the teacher's practical knowledge in mathematics educations. Namely, this study deals with the items on how pre-service or in-service teachers reflect and revise their own or peer's class. To accomplish this, first of all the items on instructional evaluation was developed by researchers of this study on the basis of the results of two previous study. One is the literature of Elbaz(1981) and the other is the literature of Hwang(2013). Elbaz(1981) defined the definition of practical knowledge and five sub-domains of the practical knowledge. On the other hand, Hwang(2013) defined the teacher knowledge in mathematics education and four sub-domains of the teacher knowledge. According to these four domains, Hwang(2013) developed the items on the instructional evaluation in mathematics class. From now on, based on these two study, this study was to develop the items on the instructional evaluation involving the practical knowledge. Futhermore, the final and ideal items on the instruction would be established through the reflection and comments of professionals such as mathematics teachers, professors, and researchers.