• Korean Journal of Social Welfare
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• v.58 no.2
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• pp.87-118
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• 2006

The purpose of this paper is to test construct validity of contextual performance of social worker. The participants in this study included 170 social worker in community welfare center nationwide. A narrative data of social work practice experience and MTMM(multitriat-multimethod) data on job performance were collected. I classified meaningful contextual behavior cases by qualitative methods, and examined discriminant validity of contextual and task performance by CFA model. Data analysis showed that social workers' contextual performance has discriminant validity and sub constructs of this concept have internal consistency. However, some construct are not completely independent.

• Journal of the Korean Chemical Society
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• v.62 no.6
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• pp.441-452
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• 2018

This study investigated mentor teachers' mentoring types and how the types of mentoring changed throughout the collaborative mentoring program for beginning science teachers who had difficulties in teaching practice. One-on-one mentoring meetings were audio-taped and transcribed for analysis. The result of the study showed that mentors took various roles such as Observer, Critical friend, Provider of feedback, Instructor, Role model, Evaluator, Counselor, and Equal partner. However, if mentoring did not bring about a change in the perception of a science instruction of a mentee teacher, there was no positive change in the teaching of the mentee teacher. Therefore, mentor teacher must have enough time to concretely discuss about mentee teachers' perception of a science instruction, mentoring method, etc. with mentee teacher before mentoring.

• Journal of the Korea Convergence Society
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• v.7 no.2
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• pp.109-118
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• 2016

The purpose of this study was I cultivate practical ability to solve diverse and complex issues in the field of convergence and applied learning and practical training element through problem-based learning to preliminary sports leaders. Selected students in grades 3 to 28 Sports Science S university people to them as participants and through a qualitative case study methods, such as group interviews, participant observation, open questionnaire and the following results were obtained. First, the level of satisfaction on class was high and the class was evaluated with significant contemplation. Second, it has been collecting a variety of learning materials to understand, interpret and improve the ability to solve practical problems in the process of actively reconstruct their own knowledge structure. It also gave a positive impact on the creative and divergent thinking to accelerate the promotion of autonomy. Third, opinions about teamwork, sharing your thoughts with colleagues point is that you can see yourself in other people's positions were evaluated as positive effects.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.61-77
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• 2011

This study investigates science teachers' perceptions of science practices for science assessment. Science practices have information about students' ability to understand scientific knowledge and to perform scientific inquiry. For this study, seven science teachers, who have served for more than five years in secondary schools in Seoul, were chosen. A structured questionnaire consisting of twenty-seven items were used in National Assessment of Educational Achievement. And then, in-depth interviews followed. Co-workers analyzed and discussed the questionnaire and interviews. As results show, science teachers tend to determine science practices based on materials and way to present materials included in questions. Science teachers tend to recognize science practice as different, depending on information and thinking process, which is expected in solving them. In addition, they have a variety of the level of definition and understanding about science practices.

• Journal of the Institute of Electronics Engineers of Korea CI
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• v.45 no.5
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• pp.25-31
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• 2008

It is important for users to be confirming in e-Leaning system, because legitimate learner should be joined to the system for teaming and testing Thus, most system for authentication was verified using id and password with learner's id and password. In this case, It can be easy for hackers to steal learner's id and password. In addition, soma learner gets another to sit for the examination for one with another person id and password. For the solution like this problem it needs a biometrics authentication for complement. This method is required so much extra cost as well as are an unwanted concern. Therefore, we proposed keystroke technique to decide which learners are righteous or unlawful in this paper. In addition, we applied statistics and neural network for the performance of keystroke system. As a result, the performance of FAR and FRR in keystroke authentication was increased by proposed method.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1157-1168
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• 2012

This study examined the effect of simulated instruction activities based on a constructivist teaching approach on epistemological belief, science teaching efficacy belief, and teaching motivation. The RTOP (Reformed Teaching Observation Protocol) played a role to guide preservice biology teachers to obtain insights on current reformed teaching and to further practice teaching based on constructivism. The results indicated that preservice teachers changed their epistemological beliefs toward more sophisticated views, especially for 'simple knowledge'. They also improved their science teaching efficacy beliefs, both personal science teaching efficacy belief (PSTEB) and science teaching outcome expectancy (STOE). In addition, these perservice teachers decreased their scores of extrinsic teaching motivation. The Pearson correlation represented the negative relationship between personal science teaching efficacy belief (PSTEB) and extrinsic teaching motivation. After intervention, the preservice teachers mentioned inquiry, active participation and discussion as ideal science teaching methods and qualifications for science teachers.

• Journal of Intelligence and Information Systems
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• v.11 no.2
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• pp.17-29
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• 2005

The purpose of the study was to explore the potential of the Social Network Analysis as an analytical tool for scientific investigation of learner-learner, or learner-tutor interaction within a Computer Supported Corporative Learning (CSCL) environment. Theoretical and methodological implication of the Social Network Analysis had been discussed. Following theoretical analysis, an exploratory empirical study was conducted to test statistical correlation between traditional performance measures such as achievement and team contribution index, and the centrality measure, one of the many quantitative measures the Social Network Analysis provides. Results indicate the centrality measure was correlated with the higher order teaming performance and the peer-evaluated contribution indices. An interpretation of the results and their implication to instructional design theory and practices were provided along with some suggestions for future research.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.439-452
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• 2019

This study aims to compare self- and peer-assessments of science-gifted elementary students' scientific creativity. A science-gifted program on the Pascal's principle was implemented to 40 fifth-graders in the Science-Gifted Education Center for two weeks. After that, students presented their results from a scientific creativity task using the principle in class. The task was to devise a new and useful tool using the principle, and it included the students' self-assessment about their idea. During presentation, students were asked to assess the works of peers and write down the reasons that they gave the scores they gave. Shortly, student self- and peer-assessments about students' scientific creativity outcomes were compared. Based on two essential components of creativity, ideas that satisfy both originality and usefulness can be counted as scientifically creative. The main results of this study are as follows: First, the average scores of student self- and peer-assessments were 71.5 and 61.9. Second, the standard deviations of student self- and peer-assessments were 14.47 and 5.79. Third, among scientific creativity, originality, usefulness scores, only originality had a significant correlation between student self- and peer-assessment (r=.42). Fourth, the students were categorized into four groups according to the levels of their scores by student self- and peer-assessment. And the frequencies of peer-assessment group had a significant difference at p<0.05 level, according to self-assessment group (Chi Square=4.0000, df=1, p=0.0455). Fifth, through a case study by group, the results suggesting that self-assessment could be affected by the students' self-efficacy and perfectionism and such effect could also influence peer-assessment have been found. The result showed that how the student self- and peer-assessment of scientific creativity are different and what the students' thoughts on the evaluation of scientific creativity are. The findings suggested that there are several things to consider for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• Journal of The Korean Association of Information Education
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• v.26 no.3
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• pp.219-227
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• 2022

Students are always preparing for remote classes while taking face-to-face classes due to COVID-19. However, it is true that the class satisfaction with distance learning is not high for students and teachers. The idea that even if remote classes are conducted at home, it would be nice to have classes together like real ones, the need for a virtual world education program that utilizes augmented reality and virtual reality based on the metaverse has emerged. However, there are very few studies that teachers try to apply them to their classes. In this study, a metaverse application curriculum was presented for elementary science and 'space' domains. To implement the metaverse, ZEPETO and COSPACIS EDU were used. In the analysis of content creation with students and evaluation with schoolmates, this study showed that the concentration of learning was increased and creativity improved in the 'real', 'individual', and 'society' domains.

• Journal of the Korea Society of Computer and Information
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• v.29 no.4
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• pp.47-54
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• 2024

The importance of cultural arts education utilizing digital tools is increasing in terms of enhancing tech literacy, self-expression, and developing convergent capabilities. The creation process and evaluation of innovative multi-modal AI, provides expanded creative audio-visual experiences in users. In particular, the process of creating music with AI provides innovative experiences in all areas, from musical ideas to improving lyrics, editing and variations. In this study, we attempted to empirically analyze the process of performing tasks using an Audio and Music Generative AI platform and discussing with fellow learners. As a result, 12 services and 10 types of evaluation criteria were collected through voluntary participation, and divided into usage patterns and purposes. The academic, technological, and policy implications were presented for AI-powered liberal arts education with learners' perspectives.