• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.353-361
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• 2015

This study focused on the use of peer assessment activities to investigate its the impact on students' argumentation skills in argument-based inquiry. The participants of the study were 106 10th grade students (four classes). Two classes were assigned to the experimental group, and the other two classes were assigned to the comparative group. The experimental group was taught argument-based inquiry through the application of peer assessment activities. The comparative group was taught argument-based inquiry without peer assessments. At the claim and evidence stage, students were asked to evaluate whether peers' claims fit with the evidence and whether peers' explanation of the evidences validity was sufficient. The quality of argumentation used in the students' writing was different in each group. According to the analysis of the summary writing test, the results showed that the experimental group had a significantly higher mean score than the comparative group in argumentation components, including evidence and warrant/backing. In addition, the experimental group used better multimodal representation including explanation of evidence than the comparative group. The findings showed that argument-based inquiry applying peer assessment activities had an effect on the argumentation skills in students' writing.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.468-478
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• 2000

In this study, the effects of a teaching strategy based on interactive formative assessment on students' science concept understandings and science-related attitudes were investigated. Students' perceptions toward this teaching strategy were also examined. Eight classes chosen from a co-ed middle school in Seoul. Four classes were assigned to the experimental group and the other four classes were assigned to the control group. After the instructions, tests regarding students' conceptions and science-related attitudes were administered. We also interviewed 24 students randomly chosen from the experimental group to investigate their perceptions toward the teaching strategy used. The results showed that the teaching strategy used was more effective for enhancing students' science concept understandings. However, there was no significant difference in science-related attitudes between the two groups. For the experimental group, no significant differences were found in the gain scores of the conceptions tests between the subgroups by previous achievement or cognitive levels. From interviews, it was found that students thought that the teaching strategy used encouraged much interactions and motivated them to think, and that teacher's appropriate feedbacks were helpful to their understanding scientific concepts.

• Proceedings of the Korean Information Science Society Conference
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• 2005.07a
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• pp.91-93
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• 2005

교육에서 평가가 매우 중요하기 때문에, 인터넷과 정보통신 기술의 발달로 웹을 기반으로 하는 평가에 대한 연구들이 활발히 이루어지고 있으며, 또한 현재의 교육평가에서 강조되고 있는 수행평가를 지원하는 시스템 개발에 대한 연구들이 많이 이루어지고 있지만 이러한 연구들에서 제시하는 평가 시스템이나 수행평가 시스템은 학생들이 대부분의 시간을 보내는 현재의 교실에서 수업 시간에 사용하기는 힘들다. 따라서 본 연구에서는 현재의 교실에서 바로 사용이 가능하며, 수업 시간 중에 언제든지 수시로 사용할 수 있는 무선 수행평가 시스템을 설계하고 구현하였다. 본 연구의 시스템은 수업 과정에서 수시 평가를 통해 목표 달성을 위한 방법을 즉시 수정, 보완할 수 있도록 도울 것이며, 교사의 수행평가 업무를 수월하게 만들 것이고, 학습의 질을 향상시켜 공교육의 신뢰성을 증진시키는데 기여하게 될 것이다. 더 나아가 다양한 수업 활동에도 적용 가능하고, 교사와 학생, 학생과 학생들 간의 실시간 커뮤니티 도구로도 활용될 수 있을 것이다.

• Journal of the Korea Computer Industry Society
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• v.2 no.9
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• pp.1139-1146
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• 2001

The value of Web in information societyis increasing in the field of education. Web Based Instruction (WBI) has an unlimited possibility of access the information. It also overcome the constraint of time and space more than the previous class learning method. The previous WBI system informed the results of study to learners after a professor's lecture and test was given. The uniform test didn't make the professor recognize the learner's evaluation according to the level of the learner and it couldn't be a reason to change a teaching method. In this paper, we discuss the Learning Evaluation(LE) component which can support a teaching method to teachers. We suggest LE component for supporting teachers as suggesting visually the test result of pre-test by step and post-test with several ways after analyzing, designing and realizing the evaluation of the test based on CDP(Component Development Process).

• Journal of the Korean Institute of Landscape Architecture
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• v.44 no.1
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• pp.51-65
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• 2016

A syllabus can be considered to be a masterplan for good educational results. This study tries to diagnose the current status of landscape architectural design education and suggest improvement strategies for better landscape design courses through the analysis of the syllabi of mid-level landscape design studio classes collected from the four-year undergraduate programs. The findings and suggestions are as follows. First, it is necessary to take advantage of a syllabus as a contract as well as a plan and a learning tool. Second, it is crucial to make more detailed statement from the perspectives of learners. Third, more customized components for design courses should be developed; the syllabus should give the structure of a design class as an integration and synthesis of other courses. Fourth, it is necessary to increase the interrelationship and relevance among the components, especially between course objectives and evaluation criteria, and course activities and references. Fifth, a syllabus needs to function as a communication tool in a flexible manner. Sixth, a syllabus needs to give a comprehensive information about the site and the design project. Finally, instructors need to introduce a set of detailed evaluation rubrics or criteria acceptable to students in order to increase the fairness and transparency of the evaluation.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.133-144
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• 2023

The goal of this study was to improve environmental awareness by systematically developing a hands-on online lesson for adults on making drink bags by upcycling discarded umbrella cloth. The lesson was developed using an ADDIE model. During the analysis stage, the instructional design direction was established based on the findings of previous studies. In the design stage, the operation of practical classes in the online environment was specifically planned. The contents of education and the training time were also determined. The materials developed during the development stage included a kit and theoretical information containing images to raise awareness of environmental pollution and the significance of upcycling, as well as videos and photos. During the implementation stage, two sessions were held three months apart. A total of 36 adults participated, with 18 participants in each session. In the evaluation stage, the first session participants provided feedback on class satisfaction, which led to improvements. Positive feedbacks were received from the second session participants, who expressed satisfaction with the smooth communication and easy approaches to the learning materials. In both instances, the surveys on environmental consciousness and attitudes yielded an overall average score of 4.27, indicating a generally positive evaluation.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.543-563
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• 2020

This study explores how the teaching practices of two teachers changed during scientific modeling classes. It also aims to understand these changes in terms of the teachers' modeling pedagogical content knowledge (PCK) development. The study participants were two elementary school teachers and their fifth-grade students. The teachers taught eight lessons of scientific modeling classes about the human body. The data analysis was conducted for lessons 1-2 and 7-8, which best showed the change in teaching practice. The two teachers' teaching practices were analyzed in terms of feedback frequency, feedback content, and the time allocated for each stage of model generation, evaluation, and modification. Teacher A led the evaluation and modification stages in a teacher-driven way throughout the classes. In terms of feedback, teacher A mainly used answer evaluation feedback in lesson 1-2; however, in lesson 7-8, the feedback content changed to thought-provoking feedback. Meanwhile, teacher B mostly led a teacher-driven model evaluation and modification in lesson 1-2; however, in lesson 7-8, she let her students lead the model evaluation and modification stages and helped them develop models through various feedbacks. The analysis shows that these teaching changes were related to the development of modeling PCK components. Furthermore, the two teachers' modeling PCK differed in teaching orientation, in understanding the modeling stages, and in recognizing the value of modeling, suggesting the importance of these in modeling teaching practice. This study can help improve the understanding of modeling classes by revealing the relationship between teaching practices and modeling PCK.

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.55-69
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• 2011

This study aims at developing and evaluating the cohousing teaching/learning plan for middle and high school. The plan was developed into 5 stages such as data collection and analysis, design, development, implement, and evaluation_ It was composed of 3 lessons with various teaching materials; the concept and necessity of cohousing, spatial composition, and making a cohousing village as the main theme. The 3 home economics teachers carried out the plan for 28 classrooms (1125 students) in 2 middle and I high school, during 23th, Aug., to 17th, Sep. 2010 in Kyunggido. The high level of understanding, learning processes, interest, satisfaction with the class reported by the students showed that the plan might be adequate to both high and middle school students. The teachers carried the lessons reported the similar positive responses to the plan with some suggestions to increase teaching hours, prepare class appliances, and prepractice the teaching materials.

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.37-54
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• 2011

The purpose of this study was to develop home economics(HE) teaching learning process plans by Gagne's instructional events using scaffolding of 'nutrition and meal of adolescents' unit according to the 2007 revised middle school HE curriculum. To achieve this purpose, the teaching learning process plans and worksheets using scaffolding according to Gagne's instructional event were developed for 5 periods, implemented to the 71 middle school students in Busan city, and evaluated by 21 home economics(HE) teachers and 71 middle school students. The content of the teaching learning process plans were composed of the subjects, 'impotance of nutrition and wellness', 'types of function of nutrients, 'Korean dietary reference intakes and characteristics of adolescent nutrition', 'nutrition problems, eating habits, and diet of adolescents', and 'future health and jobs'. HE teachers evaluated that the content of the teaching learning process plans were suitable to the middle school students, teacher's questions were accurate, and the teaching learning process plans were suitable, usable, and easy to implement in middle school HE class. The students who participated in the class were satisfied with the instruction by Gagne's events using scaffolding. They perceived that the contents and process of the instruction were understandable and interesting.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.221-246
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• 2011

One of the main purposes in prospective elementary teacher education is to prepare for teaching each subject matter. For this purpose, it is necessary to explore how prospective teachers may analyze elementary mathematics instruction and they perceive their analytic foci. This study probed in what ways prospective teachers analyzed elementary mathematics instruction using two video cases. The results of this study showed that prospective teachers focused mainly on instructional strategies, specifically with regard to whether such strategies would be adequate both for mathematical content to be taught and for students' characteristics. They also focused on the effective use of instructional materials as well as the case teacher's adequate feedback. Prospective teachers claimed to have analytic foci not only on the degree of attainment of instructional purposes but also on students' responses and interest. Given this result, this paper includes several issues related to help prospective teachers prepare for better teaching.