• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.347-360
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• 2016

This study focused on the use of student assessment activities to investigate the impact on reflective thinking in Argument-based Inquiry. The participants of the study were 166 10th grade students (six classes). Over one semester, students participated in five ABI programs that we developed. The experimental group (84 students) was taught Argument-Based Inquiry with students' self and peer assessment activities. The comparative group (82 students) was taught without the activities. We analyzed students' reflective writing to investigate how the student assessment activities influenced the students' reflective thinking. We also used the interviews and surveys to examine the validity of student assessment activities. According to analysis of the reflective writing, the experimental group had a significantly higher mean score than the comparative group in the 3rd and 5th writing. The ratio of students who showed a metacognitive level of reflection with regard to analysis of inquiry process, understanding of learning, and change of thinking increased in both groups, but the experimental group's ratio was higher than the comparative group's. The result of analysis of the reflective practice showed that the ratio of the experimental group's students who reached the metacognitive level of reflection in their writing increased, while the comparative group's decreased. Therefore, we conclude that student assessment activities can create a learning environment that facilitates student participation, increases the students' engagement in the learning process, and can be used as a tool to scaffold learning.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.101-112
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• 2017

The purpose of this study is to find out what kind of experience and effect the learner - centered team - based learning (tbl)method has on pre - nursing learner's nursing English course. Participants were 12 preliminary nursing learner, it was analyzed through learning result recording, study observation, learning satisfaction, learner's report, peer evaluation. And described the meaning of the learning experience, individual and team scores were analyzed using frequency analysis, paired-t test. The results showed that the score of each team was higher than the score of individual in both. The tbl experience has been a form of intimacy with colleagues, a motivation for learning, self-study, easy to learn the medical terminology felt through repeated learning, to improve their score by having them secondary group test and they remembered it as a pleasant learning time.

• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.111-122
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• 2005

The goal of this study was to investigate the differences in the effect of feedback from different providers on elementary school students' science achievement and to examine the responses of the students regarding the feedback. Three 6th grade classes were chosen to be assigned as experimental group 1, experimental group 2, and control group, respectively. In experimental group 1, the teacher provided feedback with students concerning the formative evaluations which were conducted periodically. Experimental group 2 was the one in which students were organized into small groups to compose and exchange feedback with one another. No feedback was of offered to students in the control group. The results of the science achievement test indicated ,that the provision of feedback by the teacher resulted in more gains in student academic achievement. The interviews with students revealed that the learners made positive responses to the feedback provided by the teacher while they showed negative attitudes toward the feedback exchange among students. There were also differences in student responses to feedback between high and low achievers in science. Implications for science lessons and science education research were presented and discussed.

• Korean Journal of Culture and Social Issue
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• v.10 no.1
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• pp.1-30
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• 2004

Study 1 composed of three experiments examined differences in person perception between computer-mediated (or CMC) and face-to-face (or FTF) communications. In Experiment 1, each of 17 groups of 4-5 discussed a donation entrance system through CMC and a week later a college-based university system through FTF communication mode for half an hour. Then members of a given group rated each other along with self-ratings on five personality traits. Results indicated that in FTF than CMC condition, ratings of others were more positive and also self-peer agreement and meta-accuracy were larger in spite of no large difference in inter-judge agreement between two communication modes. In Experiment 2, 17 groups of 4 in each of the CMC and FTF condition discussed a college-based university system for an hour. Then group members rated each other on another five trait dimensions. Although ratings of others were more positive in FTF than CMC condition, there no systematic differences in two types of agreement and meta-accuracy between the two communication modes. In Experiment 3, 17 groups of 4 in each of the CMC and FTF condition discussed a donation entrance system for an hour and then group members rated each other on five trait dimensions different from those used in Experiment 1 and 2. The findings replicated Experiment 1. Study 2 examined gender differences in person perception in CMC. Fifteen dyads for each of the man-man, man-woman, and man-woman conditions communicated for an half hour in CMC and then rated each other along with self ratings on 25 personality trait dimensions. Results indicated that participants rated their partners more negatively for extorversion, agreeableness and culture factors, which was due mainly to woman's negative evaluations for their male partners. Also, self-peer agreement was the largest in the man-man communication condition. These findings were discussed in relation to differences between CMC and FTF communication modes.

• Journal of Korean Library and Information Science Society
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• v.41 no.3
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• pp.133-154
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• 2010

With the introduction of new teacher evaluation system, teacher librarians' evaluation indicators and questions were presented for the first time. The purpose of this study is to review the validity of current indicators and questions and to develop new one, based on it. The result is as follows : Current indicators mainly focus on the management of school library facility and collection, not on teacher librarians' educational activities and have the low validity to evaluate the expertise of teacher librarians. As a result, this study will suggest new evaluation indicators and questions to evaluate their expertise appropriately.

• Journal of the Korean Society for information Management
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• v.14 no.2
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• pp.249-268
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• 1997

Unlike most print resources such as magazines and journals that go through an filtering process (e.g. editing, peering review), information in world Wide Web and Internet is mostly unfiltered. Using and citing information found over Web may not be reliable or authoritative. Therefore it is necessary to develop skills to evaluate what we found on the net. Fifteen evaluation documents for WWW are collected, analyzed from digital sources of U. S. academic libraries and common criteria for evaluating WWW resources are developed. Also several practical steps were made to overcome the quality problems.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.527-546
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• 2021

The purpose of this study is to reveal what mathematics teachers focus on and how they assess students' thinking during lessons enacted. For this purpose, we googled and searched internet sites to collect formative assessment materials for the year 2014 to 2019. The formative assessment tasks data were analyzed according to the levels cognitive demand levels and tasks suggested in textbooks in terms of degrees to which how they are related. The data analysis suggested as follows: a) most of the formative assessment tasks were at the low-level, in particular, PNC level tasks that require applying particular procedures without connections to concepts and meaning underlying the procedures, b) the assessment tasks appeared to be very similar to the tasks suggested in the secondary mathematics textbooks, and c) it seemed that 3 types of formative assessment, observation notes, self-assessment, and peer-assessment were dominantly utilized during mathematics lessons and these different types of formative assessment were employed apparently to find out whether students participated actively in class and in group activity, not how they go through understanding or thinking processes.

• Proceedings of the Korea Multimedia Society Conference
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• 2001.11a
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• pp.758-763
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• 2001

웹 기반 프로젝트학습은 학생들 스스로 웹에서 자신들의 제작물을 만들면서 자신의 기능과 지식을 실제로 적용하는 과정과 학습경험을 모두 의미한다. 그러므로 학습자들의 다양하고 폭넓은 학습활동이 기대된다. 본 연구에서 설계한 프로젝트 학습 시스템은 수시로 교사와 전문가의 도움도 받고 다른 팀의 동료 학생들로부터 평가를 받으면서 아동의 관심과 흥미, 주제 중심, 활동 중심, 문제 중심의 프로젝트 활동을 할 수 있도록 한다. 그리고 이들 웹 상에서 구현함으로써 학습자 중심의 공동 프로젝트 학습이 되도록 한다.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.549-560
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• 2005

Web-based distance teacher training should focus on increasing self-directed problem solving skills of trainers by problem-based instruction(PBL). Performance assessment evaluates achievement of learning goals through the practical performance learning to solve problems in the real situation. This study proposes a web-based performance assessment model for the distance teacher training. It reflects fairness and objectiveness issues of performance assessment which elementary teachers are concerned about through the survey on distance teacher training, and relieves instructors from overload of managing and scoring performance tests. The proposed model provides problem-based learning situations, interactions between individuals and groups, and web-based cooperative evaluation and the peer evaluation.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.375-392
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• 2016

The purpose of this study is to provide a philosophical reflection on mathematical process consistently emphasized in our curriculum and to stress the importance of sharing creativity and its applicability to the mathematical process with the value of sharing and participation. For this purpose, we describe five stages of changing process in a peer mentoring teaching method conducted by a teacher who taught this method for 17 years with the goal of sharing creativity and examine components of mathematical process and their impact on it in each stage based on learning environment, learning process, and assessment. Results suggest that six principles should be underlined and considered for students to be actively involved in mathematical process. After analyzing changes in the five stages of the peer mentoring teaching method, the five principles scrutinized in mathematical process are the principles of continuous interactivity, contextual dependence, bidirectional development, teacher capability, and student participation. On the basis of these five principles, the principle of cooperative creativity is extracted from effective changes of mathematical process as a guiding force.