• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.69-79
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• 2011

In this paper I present the framework for programming education relating to the programming course in university. First of all, I identify the literature of the psychological and educational study of programming in domestic and foreign country. Some outstanding papers in foreign country show that the mental model, programming knowledge and strategies are the important difference between novice and expert programmers. And various problems experienced by novice programmers are identified. I summarise this material and suggest some practical implications for programming teachers in their teaching activity. The framework for programming education presented by this work has three dimensions of program development process, programming learning factors and teaching and learning methods for programming to develope the novice's programming skill. It helps the programming teacher to design, implement and evaluate their programming course with the guideline of programming activities.

• Journal of The Korean Association For Science Education
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• v.16 no.3
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• pp.303-313
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• 1996

The major purpose of this thesis is to construct the evaluating framework of a science textbook with a high confidence and universal validity, referring to a preceeding study and materials involved in research work, and in consideration of the educational conditions of the secondary school. The framework developed in this study are composed of 7 categories: content, organization, representation, laboratory, illustrations, external form or editing system, and supplementary materials. Each category consists of detailed items. Eech item in the check-list is to be given between one and five points, and the total number of possible points in this evaluating framework is 290. As a result, these evaluating items enable quantitative analyses, afford an opportunity which we can look into many-sidedly the respects we should consider when a science textbook is adopted, and they can be estimated partly or synthetically as occasional demands. This study is exepected to contribute to choose a good science textbook as fundamental data in the future, and to help the lasting study or estimation of the textbook.

• School Mathematics
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• v.11 no.1
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• pp.1-15
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• 2009

Some researchers (Jones et al., 1997; Tarr & Jones, 1997; Tarr & Lannin, 2005) have worked on students' probabilistic thinking framework. These studies contributed to an understanding of students' thinking in probability by depicting levels. However, understanding middle school students' probabilistic thinking is limited to the concepts in conditional probability and independence. In this study, the framework to understand middle school students' thinking in probability is integrated on the works of Jones et al. (1997), Polaki (2005) and Tarr and Jones (1997). As in their works, depicting levels of probabilistic thinking is focused on the concepts and skills for students in middle school. The concepts and skills considered as being necessary for middle school students were integrated from NCTM documents and NAEP frameworks.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.535-555
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• 2007

The framework for mathematics assessments traditionally has been organized around two dimensions, a content dimension specifying the subject matter to be assessed within mathematics, and a cognitive dimension specifying the domains or thinking processes to be assessed. The cognitive dimensions describe the sets of behaviors expected of students as they engage with the mathematics content. The purpose of this paper is an attempt to make diversify and concrete the sets of behaviors by reviewing the current strands suggested by CAST(College Scholastic Ability Test), assessment framework developed by KEDI, and NAEA(National Assessment of Educational Achievement), and as famous foreign tests PISA, TIMSS, NAEP and NCTM.

• Korean Journal of Comparative Education
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• v.28 no.6
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• pp.111-130
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• 2018

In that all aspects of education can be compared from an international perspective, Comparative Education can share research subjects with most of the subdisciplinary study of Education. Especially Educational Finance and Economics, which is an important part of institutions and policies of education, has been one of the important areas in Comparative Education studies. In this regard, this paper summed up the relationship between Comparative Education and Educational Finance and Economics. Not only for the development of Educational Finance and Economics itself, but also in point of view of Comparative Education, it is as follows to discuss several tasks for Educational Finance and Economics to develop from now on. First, it is necessary to diversify the methods and approaches to Educational Finance and Economics. Comparative Educational studies or exploration on Educational Finance and Economics should require additional analysis from a variety of perspectives. Second, more efforts should be made to establish an independent theoretical framework for Educational Finance and Economics. Comparative Education may also be interested in international comparisons of these theoretical orientations or directions of Educational Finance and Economics. Third, we have to secure the identity of the Korean Educational Finance and Economics. Various comparative educational studies on Educational Finance and Economics of Education from an international perspective should be attempted on the basis of indigenous and independent Educational finance and Economics. Educational Finance and Economics are areas in which comparative educational analysis is needed more than any other study field of Education. We look forward to more active research on Educational Finance and Economics in the future from a comparative educational standpoint.

• The Mathematical Education
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• v.60 no.2
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• pp.209-228
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• 2021

The purpose of this study is developed the Item Feature Analysis (IFA) frameworks for curriculum-based assessments, focusing on Math competency and representation in secondary schools and implemented the IFA in National Assessment of Educational Achievement. To conduct the study, previous studies were analyzed, and feasibility studies were conducted twice. As a result of the study, we structured the IFA framework based on the 2015 revised mathematics curriculum in Korea and developed a method to analyze the characteristics of the math items. The results of structuring the framework for math included two categories: math competency in the content aspects, and representation type in the formal aspects. Specifically, 12 features of math competency and 8 features of representation type were identified, and an item feature analysis framework composed of these features was developed. The math competency was developed based on the subject competency of 2015 national curriculum. Math assessments in high schools, which have been changed to the competency-based assessments, had more frequency of the feature of math competency compared to middle schools. In this study, implemented the IFA in National Assessment of Educational Achievement and explored the way of ensuring the validity. These have been proved as critical applications for ensuring the validity of curriculum-based student assessment as well as building a tool for assessment.

• The Journal of Information Systems
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• v.31 no.2
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• pp.263-288
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• 2022

Purpose Recently, the tours and activities (TAA) market provided by online travel agencies (OTA) has grown rapidly and has become the third-largest in the travel industry. However, compared to its practical proliferation, TAA has not yet received much academic attention. This study aims to discuss the effect of the four domains (e.g., educational, entertainment, escapist, and esthetic experiences) of the experience economy on users' memorable tourism experiences (MTE), satisfaction, and loyalty in the context of TAA. Moreover, the study investigates how this mechanism varies depending on the tour guides' professional competency. Design/methodology/approach This study developed a research model based on the S-O-R framework. Using the survey method, data were collected from consumers who had experienced TAA offered by OTA more than once within one year. A total of 307 respondents (consumers) were used for the final analysis, and developed hypotheses were tested using a structural equation model technique. Findings The results of this study are as follows. First, educational, entertainment, and escapism experiences in the experience economy positively affect MTE. Second, within the experience economy, entertainment and esthetic experiences have a positive effect on satisfaction. Third, MTE positively influences satisfaction, repurchase intention, and recommendation intention. Fourth, satisfaction has a positive impact on repurchase and recommendation intentions. Finally, according to the level of tour guides' professional competency, there is a significant difference in the effect of escapism experience on MTE/satisfaction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.200-210
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• 2020

The maintenance of educational facilities was assembled in 12 project classifications of the Educational Improvement Program. The priorities were decided by the evaluation scores derived from the condition investigation, and maintenance works were budgeted in the order of priorities. These priorities were a schedule for conducting maintenance and an important criterion for obtaining a construction order. Several restrictions in the condition investigation exist, which derives budgets and conducts maintenance separately based on the priorities. An educational facility manager has a restriction in quantity take-off, which results in an incorrect budget. Discomfort would occur in an educational environment, and a period of infringing safety would increase. This study proposes applying a BIM in the condition investigation and the planning framework for work-type packaging. A BIM supports a budget calculation and derives evaluation scores by linking a repair and an inspection result. The work-type packaging algorithm divides a budget allocation range and derives the result of a grouped work-types applied in an equivalent space and element. As a result of applying cases, it could shorten the duration by approximately 37.4%. Its usability in selecting a grouped work-type was evaluated through an assessment with workers.

• Journal of the Korea Safety Management & Science
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• v.10 no.4
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• pp.209-218
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• 2008

The growth in services has focused issues of service quality both for commercial enterprises and across a range of public services and government institutions. The education sector, in particular, has undergone radical change to meet the needs of its varied constituents. This paper examines key issues in internal service, customer satisfaction, service quality, relational commitment as they apply in one particular education sector. The purpose of this study is to analyze effect of internal service on customer satisfaction, educational service quality. First, In the dimension of internal service, many factors affect internal customer's evaluation for overall satisfaction. They are categorized as five factors; tangibles, reliability, responsiveness, assurance, empathy. The results of this study supported the proposed conceptual framework overall. Therefore, we identified that internal service quality is the antecedent of an internal customer satisfaction, and the consequent variables of an internal customer satisfaction are educational service quality, external customer satisfaction. The major findings of this study are summarized as follows. First, some factors(tangibles, reliability, responsiveness, assurance, empathy) affected positively internal customer satisfaction. Second, external service quality affected positively educational service quality, external satisfaction. In other words, the more internal customers have experienced internal service, the higher internal service quality deliver educational service quality.

• International Journal of Computer Science & Network Security
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• v.21 no.6
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• pp.231-236
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• 2021

The article assesses the functioning of the DE system or a separate educational institution, where it can be carried out on the basis of developed criteria or on a regulatory basis. The assessment was carried out on the basis of a qualitative and quantitative nature by comparing the actual state of affairs with a certain "ideal" (educational standard), which must be defined and used as a kind of benchmark against which the assessment is made. Conducted an assessment based on a regulatory framework that represents an alternative approach. It has been emphasized that the exceptional difficulty in determining the ideal indicators (norms) of the activities of universities, it has been found that the normative approach, in which the activities of traditional and open universities are compared, taking into account the differences in social, cultural and economic conditions, is the most acceptable.