• Journal of the Korean BIBLIA Society for library and Information Science
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• v.32 no.1
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• pp.295-314
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• 2021

The purpose of this study is to find out the factors that affect the 'public librarian servant's' Collective Self-Esteem (CSE) in Korean relation-oriented collectivism. The research was organized into a research model by setting up a hypothesis on the impact relationship the between the group Collective self-esteem, the work environment factors and cognition of Superior institution of the Public librarian servant. The relevant data collection was conducted for public librarian servant working in public libraries nationwide through the method of survey. From April 3, 2020 to May 14, 2020, it was conducted for Public Librarian Servant in public libraries nationwide with Civil Service System, Office of Education, Ministry of Culture·Sports and Tourism based on responses for 301 Public Librarian Servant from 559 institution. According to the analysis, the cognition of the superior institution of Public Librarian Servant influences the cognition of Collective Self-Esteem among the sub-factors of Collective - Self - Esteem of Collective Self-Esteem. This study is meaningful in that 'Public Librarian Servant' who was treated as an individual entity in the study of Library and Information Science study, as being has relationship with various groups and is dealt with multi-dimensionally in Korean relation-oriented collectivism culture. Research suggests that when Public Librarian Servant exist as one of the subordinate organizations to vast Civil service system, it suggest that Public Librarian Servants should find out a balance for improve their relatively low social values.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.3
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• pp.5-23
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• 2016

The aim of this study is to analyze the effect and limitation of teacher librarians' self-reported appraisals and suggest it's activation plans about school library based instruction (SLBI). According to results of analyses, the SLBI begin with subject teachers' demand for learning materials and teacher librarians play their educational role in Information search & access and representation & synthesis of information during the instruction. Compared with previous studies, the limitations of SLBI we can see in this study are restricted role of teacher librarians, exclusive attitude and antipathy to classroom opening of subject teachers under the SLBI. The bars of promoting the SLBI are also the difficulty of collaborative working with several same subject teachers and subject classroom system. The ways of activating the SLBI suggested in their self-reported appraisals are building intimacy with subject teachers and participating actively curriculum council, peer-supervision and demonstration classes.

• Korean Journal of Forensic Psychology
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• v.11 no.1
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• pp.63-87
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• 2020

Judgment and decision-making studies have shown that people are easily influenced and biased by information irrelevant to the object of judgment. There is a great deal of research that indicates that bias exists in the legal judgment scene. One of them is a bias induced by defendants' character evidence. This study examined whether cognitive activities such as discussion, counterfactual thinking, and peer assessment could reduce the bias induced by the character evidece. In Experiment 1, 121 college students were asked to give the percentage they believed the defendant to be guilty. There was no cognitive activity for the control group. There were three different cognitive activities for the experimental group: discussion, counterfactual thinking and discussion, and counterfactual thinking and peer assessment. Results showed reduction in bias for all the experimental groups, and there was no difference between them. In Experiment 2, there were 125 participants from general population for the same procedure as in Experiment 1. Results showed reduction in bias only for the counterfactual thinking and discussion group. In general discussion, we speculated the implication of the results and the reason for the difference between the two experiments.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.667-680
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• 2018

The purpose of this study is to investigate 1) the types of knowledge students ask for in their reading comprehension of science textbooks using an online annotation system, 2) the accuracy of the knowledge provided by the students to their peers, 3) the frequency of knowledge sharing behaviors, 4) the evaluation of the effect of collaborative reading, and 5) the trust among peers as knowledge sharers. Questions made by 241 students in the second grade of middle school using an online annotation system in two chapters of the science textbook were analyzed using Bloom's revised taxonomy and their answers were grouped according to five accuracy categories. Also, questionnaires for the evaluation of the effectiveness of collaborative reading comprehension and of trust among the students were used. The students asked their peers 'understanding questions' which comprised almost 80% of the total questions they made and were similar with individual metacognitive strategies for reading comprehension. Of the total threads, 71% has scientifically correct threads shared by the students. The frequency of the knowledge sharing behaviors was high but this was affected by the rewards (point system). Students evaluated that collaborative reading comprehension conducted through an online annotation system were helpful in their learning. In addition, the ratio of students trusting their peers who did the knowledge sharing is over 80%. This study shows that when students use an online annotation system, they can fill one another's cognitive gaps in the reading process by sharing knowledge. Also, collaborative reading using an online annotation system has proved that cognitive individualization is possible through sharing knowledge interactively and dynamically, unlike reading hard copies of textbooks which are a one way information transfer.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.389-403
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• 2019

This study aims to analyze criteria and characteristics for preservice elementary teachers' critiques of their peers' inquiry-based instruction. This study reviews critiques written by 31 preservice elementary teachers enrolled in an elementary school science inquiry methods course wherein the teachers designed and implemented inquiry-based instruction. These preservice teachers participated in inquiry-based instruction as if they were elementary students and then evaluated their peers' instruction. Analysis of the critiques reveals that preservice teachers evaluated their peers' instruction on the following criteria: instruction context, science content, teaching strategies, students, instructional goals, non-verbal attitude, and assessment. Their beliefs about teaching science inquiry were reflected in the critiques. Additionally, it was found that four orientation for teaching inquiry-didactic, academic rigor, activity-driven, inquiry orientation-reflected in critiques; some of critiques held more than one of these orientations. And they did not merely criticize but suggested alternatives to general teaching strategies; furthermore, of inquiry-instruction specific teaching strategies. They showed higher epistemic understanding of inquiry-based instruction after mid-term demonstrations. The evidence demonstrated that the proportion of critiques specifically about inquiry-based instruction increased after the mid-term demonstrations. Moreover, the post mid-term critiques emphasized interaction between students as well as understanding of the nature of science. These findings could provide implication for teaching inquiry and criticizing others' instruction as part of elementary school science courses in preservice elementary teacher education.

• 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.

• Annual Conference of KIPS
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• 2005.05a
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• pp.1031-1034
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• 2005

사회생활을 통하여 직면하게 되는 다양한 형태의 문제들을 해결할 수 있는 사고력을 기르는 것은 교육적으로 매우 중요하다. 특히 남과 더불어 문제를 해결하는 능력이 가장 직접적으로 실현되는 사고 혹은 활동 형태는 바로 토론이다. 또한 토론을 통한 학습은 학습자 중심의 교수-학습 활동으로 교사와 학생 간, 학생과 학생 간의 대화를 활성화함으로써 달성하고자 하는 학습 목표를 학생들 스스로 성취 할 수 있는 길을 열어준다는데 교육적 의의가 크다. 본 논문은 기존의 웹 기반 토론 학습의 제약을 극복하는 것에 초점을 맞추어 웹 기반 토론 학습시스템을 설계하였다. 이러한 웹 기반 토론 학습시스템은 첫째, 원활한 토론 학습을 위하여 실시간 및 비실시간 토론 학습을 모두 제공해야 한다. 둘째, 토론 학습의 사회자 역할, 토론자 역할, 방청객 역할을 두어 과제 중심적 역할 유형과 사회성 촉진적 역할을 모두 실현할 수 있어야 한다. 셋째, 사회자중재를 위한 토론중단 및 토론재개 기능과 방청객 질의 응답 시작과 종료기능을 제공하야야 한다. 넷째, 기존의 웹 토론 학습을 위해 이용되는 게시판이나 대화방은 학습자 평가를 위한 기능이 없고 현장 적용에 어려움이 많기 때문에 웹 토론 학습시스템에 학습자들을 평가할 수 있는 자기평가, 동료평가, 교수자 평가 등의 평가 기능을 제공하여야 한다.

• The Mathematical Education
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• v.49 no.1
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• pp.1-14
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• 2010

In this paper, we study the effects of the Mathematical attitude and Disposition to the myself evaluation using the peer-evaluation feedback in in-group team teaching. For this purpose we construct a experimental class and then analyse the students' change in those aspects after applying peer-evaluation feedback made some significant changes on the students attitude in mathematics and Disposition. First, the results for this purpose on regarding the enhancement of mathematical attitude are effective. Second, the results on regarding the improvement of Disposition are effective.

• Proceedings of the Korea Contents Association Conference
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• 2011.05a
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• pp.231-232
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• 2011

마이크로티칭은 교사들의 모의수업을 녹화한 후 피드백, 평가, 성찰의 과정을 통하여 수업 스킬을 개선하는 교수-학습방법으로 교직수업 및 교원연수 등에 활용되고 있다. 그러나 마이크로티칭을 진행하는 데에는 상당한 시간적, 물리적 부담이 부가되며, 때문에 더욱 의미있는 학습, 평가와 성찰의 기회가 허락되지 않기도 한다. 따라서 이를 효율적, 효과적으로 지원할 수 있는 방안이 모색되어야 한다는 요구가 있다. 본 연구에서는 동영상 위키 시스템에 기반을 둔 마이크로티칭 지원도구를 개발하였다. 이 시스템은 텍스트, 음성 기반 피드백 기능을 지원하여 교수자의 피드백을 보다 원활하게 도우며, 동영상 위키의 속성을 활용하여 동료피드백을 지원하여 능동적 상호작용이 이루어질 수 있다.

• Proceedings of the Korean Society for Information Management Conference
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• 2006.08a
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• pp.79-86
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• 2006

최근 지식 정보화 사회로의 이행이 급속도로 진행됨에 따라 과거에 비해 대학에서는 강의와 여구 활동에 대한 정보요구의 증가가 계속되고 있으며, 또한 대학의 연구나 교과목들이 점차 학제적 성격을 띄게 됨으로써 동료와의 지식공유에 대한 중요성이 날로 부각되고 있다. 이에 본 연구에서는 대학 내에서의 강의안 공유에 초점을 두고 강의안 공유를 활성화 할 수 있는 요인들을 규명하고 이들 사이의 영향관계를 실증분석을 통해 밝혀 내고자 하였다. 문헌연구를 통해 평가와 보상, IT인프라기반의 의사소통채널, 인지성, 신뢰도, 개방적인 의사소통, 협력도를 대학 내 강의안 공유에 대한 영향요인으로 하여 연구모형을 설정하였다. 연구모형의 검증은 모 대학을 대상으로 실시한 설문조사에서 얻어진 71개의 설문지 데이터를 중심으로 가설검증이 수행되었다. 연구결과 구조적 요인인 평가와 보상, 그리고 관계적 요인에서의 인지성만이 대학의 강의안 공유에 유의미한 영향을 미치는 것으로 밝혀졌다.