• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.241-263
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• 2011

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out several research as follows : 1) establishment of observation elements for selecting examples of good mathematics instruction between 2001 and 2002, 2) development of the standards on teaching evaluation between 2004 and 2006, and 3) investigation on the elements of Pedagogical Content Knowledge including ‘teaching and learning methods and assesment' between 2007 and 2008. The purposes of development of mathematics teaching evaluation standards through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those three studies (namely, evaluation standards) focused on the knowledge of 'teaching and learning methods and assessment'. For this purpose, seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. According to those seventh evaluation domains, elements on teaching evaluation focused on the knowledge of 'teaching and learning methods and assessment' were established.

• Journal of the Korea Society of Computer and Information
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• v.17 no.8
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• pp.189-201
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• 2012

The purpose of this study is to develop an effective teaching model for the "Problem solving methods and procedures" section in the revised academic high school informatics curriculum, verify its effectiveness, make the subject more effective and appealing to teachers as well as students. The model includes a middle school level informatics curriculum for the students who have yet to learn the section. This development follows the ADDIE model, and the Python programming language is adopted for the model. Using the model, classes were conducted with two groups: high school computer club students and undergraduate students majoring in computer education. Of the undergraduate students 75% responded positively to the model. This model was applied in the actual high school classroom teaching for 23 class-hours in the spring semester 2012. The Pearson correlation coefficient that verifies the correspondence between the PSI score and the informatics midterm exam grade is .247, which reflects a weak positive correlation. The result of the study showed that the developed teaching model is an effective tool in educating students about the "problem solving methods and procedures". The model is to be a cornerstone of teaching/learning plans for informatics at academic high school as well as training materials for pre-service teachers.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.429-437
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• 2020

This study investigated a total of 529 integrated science teachers' implementation and changes to apply the curriculum-instruction-assessment. Data was collected through online survey on scientific competencies and skills, teaching-learning and assessment methods, changes of teacher's preparation, topics/materials, teaching-learning, and assessment to apply the curriculum-instruction-assessment as teaching integrated science. The results of the study were as follows: first, in the integrated science class, teachers implemented more on scientific communication and scientific inquiry among scientific core competencies, and analysis and interpretation of data collection and communication among scientific skills. Teachers often taught in lectures and used multiple choice items and short essay for evaluation. Teacher groups with less than 10 years of teaching experience appeared to be less active in teaching scientific core competencies and skills than those with more than 10 years. Second, Teachers have increased more time and efforts to search and to organize various materials in addition to textbooks, and try to integrated concepts in various fields to prepare learning topics and textbooks. Third, even though teachers made little change in implementing the process-oriented assessment, they used instructional strategies to increase student engagement in the integrated science class, restructured the instruction to provide immediate feedback after conducting the assessment. It is necessary to build a system that ensures fairness and credibility of evaluation while respecting the autonomy and professionalism of teachers.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.565-566
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• 2021

최근 펜데믹으로 인하여 대부분의 교육 시스템은 비대면 수업을 통해 수업이 이루어지고 있다. 하지만 비대면 강좌는 대면 강좌와는 다르게 강의자가 수강자의 수업 상태를 파악하는데 제한이 있으며 강좌 수강 태도에 대하여 수강자를 평가하기가 어렵다. 본 논문에서는 비대면 강좌에서 사용할 수 있는 방법 중에서 실시간 화상 강의 수강자의 참여도 추정 시스템을 제안한다. 이 시스템은 기존의 화상 시스템에서 사용하는 장비를 이용하여 수강자의 얼굴, 동공 및 사용자 활동을 실시간으로 측정하여 이를 강의자에게 여러 카테고리 형태로 수업 참여도 측정값을 제공한다. 이를 통해 강의자가 수업 시 수강자들의 수업 참여 여부와 수업 평가 및 향후 수업 개선점을 확인할 수 있도록 한다.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.65-84
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• 2021

The purpose of this study was to develop and evaluate the Home Economics(HE) Flipped Problem-Based Learning(FPBL) education plans focusing on 'food selection and storage' unit for middle school students. The results of this study are as follows. First, middle school students who participated in the class had mainly experienced lecture-style classes previously, but they preferred group activity classes to lecture-style classes. Their 'preferred on-line class tools' was 'Miricanvas', and the 'helpful on-line class tools for learning' was 'Tinkerbell'. Second, the HE FPBL education plan was designed and developed to conduct block time classes, twice a week for 3 weeks by applying the '13 stages of FPBL'. The main topic of the class is "food selection and storage that protects health and the environment". The practical and unstructured problems in the FPBL was to participate in the 'Food Selection and Storage to Protect Health and Environment' mission development contest of a TV entertainment program. Learning materials(stepping video, reading materials, activity sheets, and evaluation tools for process-based evaluation) were developed. The 206 senior students at a middle school in Haeundae-gu, Busan, took the class for three weeks and evaluated it as a good class that helps them learn, is satisfactory, interesting, and suitable, leads to class participation, and is differentiated from other teaching methods.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.569-594
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• 2010

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out several research as follows : 1) establishment of observation elements for selecting examples of good mathematics instruction between 2001 and 2002, 2) development of the standards on teaching evaluation between 2004 and 2006, and 3) investigation on the elements of Pedagogical Content Knowledge including understanding of learners between 2007 and 2008. The purposes of development of mathematics teaching evaluation standards through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those three studies (namely, evaluation standards) focused on the teacher knowledge of learners' understanding. For this purpose, the meaning of learners' understanding was also investigated in-depth. Finally, the concrete elements on teaching evaluation focused on the teacher knowledge of learners' understanding in math class were new developed, based on the literature reviews on learners' understanding. Then, those evaluation elements were developed according to the five domains of learners' understanding such as evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies.

• Journal of the Korea Convergence Society
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• v.9 no.1
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• pp.41-50
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• 2018

The purpose of this study is to analyze the trends after surveying Korean researches on writing classes of science and engineering college students. In this study, we reviewed the trends of the researches and summarized the fields of the journals. The contents of researches were classified into the general discussion on the science and engineering writing class and the discussion on the contents of education and the teaching methods. The flow of discussion about writing class was developed in detail closely related with characteristics of science and engineering discipline, composition of writing class, educational goal and curriculum of engineering education certification system. A number of researches have proposed contents and methods of education developed through the analysis of textbooks, school and case studies. It is necessary to develop active research on various perspectives and topics such as students, teachers, evaluation, and systems in the future.

• Journal of the Korean earth science society
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• v.26 no.1
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• pp.30-40
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• 2005

The purpose of this study is to analyze gifted students' perception of the teaching activities at the gifted science high school (Busan Science Academy), in Busan, Korea, and to investigate the science experiment class practice. In this study, a questionnaire about the curriculum courses, teaching strategies, and evaluation method of the school was administered to 139 gifted students. The verbal interactions during the science experiment class were audio and videotaped, transcribed, and analyzed. The results of this study are as follows: First, according to the gifted students' perception, the credits of specialized courses and advanced elective courses need to be increased and the credits of general courses need to be reduced. Second, teachers at this school mainly use teaching strategies such as lecture, group activities, and discussion; on the other hand, the students prefer diverse teaching strategies such as discussion, lecture, experiment, inquiring activities, and problem solving. Third, students prefer a writing test assessment rather than a written report assessment or portfolio assessment. Fourth, the patterns of verbal interaction were different depending on the level of the teachers' questions and interactions between the students in the experiment class facilitated students' inquiry.

• Journal of the Korean Geographical Society
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• v.39 no.4
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• pp.620-632
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• 2004

This paper tries to examine differences between geography classes taught by majored and non-majored teacher and to find problems in the latter case, tv observing four middle school geography classes in Seoul, from April to May 2003. The observation was fecund on (1) organization of a class (2) dialogue between teacher and students (3) strategy of explanation. In addition, the author conducted personal interviews with social studies teachers in the schools where the observations were made. The analyses of the observed classes were made by micro-ethnographic research method. Major findings of the observation and analysis are as follows. First, the transition from one topic to another topic was not smooth in the case of non-majored teacher class. Second, the questions that the non-majored teacher posed in the classroom played less significant role in keeping up the class in an organized fashion than those that the majored teacher posed. Third, the non-majored teacher focused on the concepts, terms and contents appeared in the textbook and simply tried to explain them, whereas the majored teacher demonstrated teaching methods such as comparing and contrasting cases to provide students with a more dynamic and comprehensive understanding on the topic they teamed. Fourth, the non-majored teacher used maps less frequently and less actively than the majored teacher. In addition, although the non-majored teachers are well aware of their problems in the class as a non-majored teacher, they think that the problems are inevitable in a given curriculum structure of social studies in Korea.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.1-12
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• 2010

The purpose of this study was to investigate the development and application of strategies using fairy tales in elementary school science. For this study, many fairy tales were searched in terms of various characteristics and educational value of the tales. Five fairy tales were selected and reconstructed to suit the 'mirrors and lenses' unit of 5th graders' school science, and teaching strategies using the fairy tales were developed to be used in six lessons. To investigate the effects of instruction using fairy tales, pre/post tests for scientific attitude were administered. To analyze students' perception of their classes, a simple survey was administered through questionnaires. We found from this study that the students related the fairy tales with their own experiences and took an active part in the class that used them. Also, instruction using fairy tales had positive effects on their scientific attitude. Many students said that the science classes were interesting, and the method using fairy tales encouraged students to study hard as well as helped them to understand the context. It was concluded that instruction using fairy tales was an effective method in terms of enhancing learning motivation, encouraging more inquiries, more opportunities to apply the scientific concept, and more positive scientific attitude. We discussed the strategies using fairy tales for implementation in elementary science classes as well.