• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.41-48
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• 2020

The purpose of this study is testing measurement invariance of the school vitality scale across the level of school. For this study, 3,156 elementary school teachers and 4,411 secondary school teachers were surveyed. As a result, school vitality scale was found to have the same factor structure in the structure regression model. Second, the factor load of the measurement model was found to be the same. Third, the structural path coefficients were the same. Fourth, structural covariance was found to be the same. Fifth, the structural residuals were the same. Based on these findings, it can be concluded that we can use school vitality scale both elementary school and secondary school. This study will contribute to diagnosing school vitality levels and finding ways to improve school management.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.159-166
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• 2011

This study was performed to compare and to analyze the contents validity on the unit related in computer of practical arts education text of the 7th national curriculum, to look deep into the problem on contents and to propose the strategy of reformation, to suggest in strategies for development of subject for the 8th national curriculum in our society on current IT-based. And this thesis suggests the revised operating guide of ICT education according to 2009 curriculum and new IT-environment.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.37-46
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• 2017

Since 2018, the level of informatics education that is mandatory in junior high schools depends on the subject matter expertise of Informatics & Computer teachers. The purpose of this study is to analyze whether secondary teacher training institutes provide curriculum that guarantees the subjectivity of Informatics & Computer teachers. In order to achieve the goal, this study first compares curriculum courses for educating Informatics & Computer teachers of Korea secondary teacher training institutes with subjects based on the content system of J07-CS, the informatics education in Japan. Second, we compare the basic subjects offered by the Ministry of Education with the vocational subjects. Third, we analyzed the basic subjects of each university. As a result of the study, the number of informatics-related courses opened by Korean secondary teacher training institutions was insufficient compared to the number of subjects in J07-CS. Even though the standard of comparison was limited to basic subjects, the content elements were insufficient, and the ratio of the basic subjects of each university was low. In order to achieve the goal of informatics education from 2018, it is urgent to improve the curriculum of secondary education teachers.

• Journal of the Korean earth science society
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• v.27 no.5
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• pp.509-520
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• 2006

The purpose of this study was to analyze laboratory instructions in a secondary school science with an analysis instrument on science laboratory instruction. For its purpose, we used an instrument that analyzes three dimensions of the secondary laboratory instructions. This analysis instrument was composed of 3 categories (the aim of the laboratory activity, interaction, and inquiry process) which are spread into 20 sub-categories, and its validity was checked by four science educators with factor of 0.89. For its purpose, 21 sessions of lab instructions were video-recorded and transcribed. According to the results, in the aims category, the instructions mainly focused on two aims; acquiring the declarative knowledge and increasing attitudes toward science. In the interaction category, some of the observations made were that the teachers's questions could not gather the students' divergent thinking, their directive instructions were centered around themselves rather than giving opportunities for students to be centered within laboratory activities, and students' interaction were rarely shown. Therefore, interaction was classified as level I. In the inquiry process, presenting phenomenon or questionings about the subjects were little observed, and students' hypothesizing and predicting were almost nonexistent. Most of the activity designs within lab session were given from the teachers' directions or worksheets, and students solely focused on data collecting and recording. Hence, inquiry process were classified level I.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.725-733
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• 2015

In this study, we investigated secondary school science teachers' actual and preferred types of assessment with focus on the purpose and the method of assessment. Participants were 92 secondary school science teachers. We developed a questionnaire asking science teachers about the types of assessment they have actually used and the preferred types of assessment for hypothetical situations that have been generally reported as the prototypical examples of constructivist assessment. The characteristics of the science teachers such as teaching career, experience on in-service training about assessment, and perspective toward constructivist assessment were also examined. The analysis of the actually implemented assessments in their responses revealed that most science teachers tended to aim at traditional purposes such as summative assessment, and that multiple-choice was the most prevailing assessment method followed by experiment, report, and essay. For hypothetical assessment situations, science teachers exhibited their preferences for various types of constructivist assessment methods, whereas their purposes of the assessment still remained to be traditional. The science teachers who have had a relatively constructivist perspective toward assessment showed a statistically significant preference for using formative assessment than their counterparts in the hypothetical assessment situations.

• Korean Journal of Social Welfare Studies
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• v.42 no.3
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• pp.183-206
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• 2011

This study examined the longitudinal relationship between academic achievement and school satisfaction using a data of the Seoul Panel Study of Children(SPSC). Fully autoregressive cross-lagged analysis and multi-group comparison were performed to measure the longitudinal relationship between two constructs as well as differences between poverty and non-poverty groups. The results showed that both academic achievement and school satisfaction were stable over time in non-poverty group. Academic achievement at the 4th grade significantly affected the school satisfaction at the 6th grade and it subsequently affected on the academic achievement at the 8th grade in non-poverty group. In contrast, academic achievement was not consistent over time in poverty group. Only the school satisfaction at the 6th grade affected the academic achievement at the 8th grade. The findings of this study have various practical implication for school interventions. It is more important to keep supporting the children to maintain the level of academic achievement in non-poverty group. While, in poverty group, it is essential to make school satisfaction and academic motivation increase with school attachment programs.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.12
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• pp.564-574
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• 2017

This study reviews the current status of entrepreneurship education programs in elementary and secondary schools, and analyzes the following educational needs among teachers. We have made the following conclusions from the study. First, career development teachers shared a strong need for entrepreneurship education programs. Second, the programs provided by these teachers were substandard despite the strong need expressed. In particular, insufficient training period and incentives were provided to teachers involved in the programs, and the teachers exhibited low standards in job specialization and class evaluation abilities. Third, the awareness of people involved in the education scheme was most critical in the cultivation and activation of entrepreneurship educations-according to the Borich educational demand calculations comparing the required and actual entrepreneurship education standards. In summary, the general educational conditions, such as the teachers' job specialization, educational support and environment, and partakers' awareness, were lacking in entrepreneurship education programs aimed at the youth. To stimulate the programs' effectiveness, teachers must be better trained; the programs should be better advertised; and specialization should be cultivated during training. Furthermore, the government's support towards program development and diversification through appropriate policies should aim to help the education's recipients in their proactive career development during the current 4th industrial revolution.

• Journal of the Korean earth science society
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• v.30 no.6
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• pp.773-786
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• 2009

Recently, the connection between science museum and school science curriculum has been emphasized, but the frameworks for evaluating school science curricula are insufficient in terms of how much of school science curriculum was reflected and attained. The purposes of this study are to develop a framework that can be utilized to evaluate levels of curriculum that are reflected and attained in the texts of exhibition panels displayed in science museums. We developed an evaluation tool based on the frameworks used to assess students' achievement in the secondary school curriculum, and we used the tool to measure the reflection and attainment levels demonstrated in the texts of exhibition panels about earth science contents of secondary school curriculum in three science museums located in Chungcheong-do, central part of Korea. Findings showed that the levels of reflection and attainment of secondary school curriculum in exhibition panels about earth science contents in science museums were measured 38.7% and 2.82 points out of 5.0respectively. We hope that the evaluation tool used in this study could be utilized to measure the levels of reflection and attainment of secondary school science curriculum demonstrated in the text of each of exhibition panels in science museums.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.103-112
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• 2016

The purpose of this study is to investigate secondary science teacher's concepts of good science teaching. To do these, I have developed a questionnaire composed of 32 good teachings on education content, instructional method, instructional environment and atmosphere and assessment categories. 136 secondary science teachers have participated in the questionnaire and were requested to show agreement. Additionally, they were requested to describe the best science teachings that they have experienced. Results are as follows: First, the best science teaching that science teachers thought is a teaching that is in full accord with students' level in education content category, a teaching with an energetic interaction in instructional method category, a teaching in a trustful atmosphere in instructional environment and atmosphere category, a teaching in which students could learn something through a teaching-related assessment in assessment category. Second, secondary science teachers thought that a self-directed learning, a differentiated instruction and a teaching with diverse materials are not important factors in good science teaching. Third, there is a difference between good teaching that secondary science teachers have conceived and good teaching that they have experienced. It shows that science teachers did not precisely understand what good science teaching is. Additionally, I discussed the need of finding a case on good science teachings and a support of an interaction-focused teaching.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.173-183
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• 2005

In this study, we questioned what assessment types and scoring methods of science performance assessment(SPA) were being used in middle and high school, and how much these SPA scores were reliable(generalizable). To answer these questions, SPA data obtained from the seven schools were classified according to assessment type and scoring method. Based upon this classification, we analyzed the reliability by applying generalizability theory. The result, from the classification of assessment type and scoring method, showed that SPA types of the seven schools were divided into two types: paper-pencil type and task type. Paper-pencil type included answer(content)-restricted essay-type test solely. Task type has two parts: process and outcome assessment. As the results of analyzing scoring methods of the seven schools, there were two cases in the way of scoring methods: one case is scoring all essay-type items and performance tasks by one teacher, the other is scoring assigned performance tasks by two teachers. But the case of scoring assigned essay-type items or the case of cross scoring by two or more teachers were not found. The findings of the reliability analysis are as follows: (1) Effect of essay-type item to SPA score was larger than that of performance task. (2) There was remarkable difference among the seven schools' interaction effect of person and rater in scoring performance tasks. (3) Most of generalizability(reliability) coefficients of SPA for the seven schools were smaller than the acceptable generalizability coefficient(0.80). Therefore, the population of statistical parameters such as number of item, task and rater, should be increased for approaching the acceptable generalizability level.