• Journal of The Korean Association For Science Education
• /
• v.32 no.2
• /
• pp.331-345
• /
• 2012

As a case study on the use of mentoring as a method of improving novice teachers' teaching professionalism in secondary science-gifted education, this study investigated the characteristics of mentoring science instructions for science-gifted students at the plan, performance, evaluation, and post-mentoring stages of the classes. One mentor and two mentees were selected, and mentoring in each mentee's instructions was conducted during nine classes over three times. We observed the total classes, and analyzed taped videos, the materials, the transcripts for mentoring and in-depth interviews, and field notes. The analyses of the results indicated that the characteristics of mentoring instructions, at the planning stage of the classes, exhibited the construction of more systematic classes, the escape from the schema that science instructions for science-gifted students were instructions using somewhat difficult experiments and the uses of diverse teaching strategies, the influence of the psychological burdens on developing science-gifted education programs, and the increase of the time preparing the classes. At the performance stage of the classes, the characteristics included the improvement in the quality of the classes, the influence of the psychological burdens on teaching the classes, and the inducements of some confusion on performing them. At the evaluation stage of the classes, the characteristics included the provision of the opportunities in deeply reflecting my own classes, and the provision of the practical power for improving the classes. Finally, the characteristics at the postmentoring stage could be attributed to the increase of mentees' self-confidence about their instructions and some development of mentors' teaching professionalism/mentoring skills.

• Journal of the Korean Society of Earth Science Education
• /
• v.12 no.3
• /
• pp.239-251
• /
• 2019

The study aims to run a 'Process-based Evaluation' and find out its effectiveness in science classes for prospective elementary school teachers. The Process-based Evaluation performed in this study was performed during unit classes and scored when significance was recognized in the student's learning behavior. The conclusions based on the results of the study are as follows. First, students scored an average of 3.6 points on whether the process-oriented assessment conducted during class was appropriate as an assessment. Second, on the basis of the assessment presented by the students, the main positive content is "assessing the process, not the outcome", "contributing positively to class participation" and "promoting accident activities". Third, the negative contents of the assessment grounds presented by the students include 'lack of objectivity in evaluation methods and results', 'the individual tendencies of students are involved in evaluation results' and 'poor learning effects of the textbook knowledge'.

• The Mathematical Education
• /
• v.61 no.1
• /
• pp.83-108
• /
• 2022

This research is a case study in which teachers tried to improve classes through online class analysis and self-evaluation in elementary school mathematics classes using a checklist of class reflection based on fair access, autonomy, initiative, and evaluation areas in the TRU analysis framework of Schoenfeld (2016). As a result, it was confirmed that the teacher's fair participation, student autonomy, initiative, feedback, and evaluation areas improved teaching methods during the short time. Therefore, if you want to improve classes in relatively short period of time, you can see the effect of some improvement only by self-evaluation. However, continuous improvement of teaching methods require the help of a teacher communities including experts or critical colleagues, and a longer-term case study.

• Journal of Science Education
• /
• v.47 no.1
• /
• pp.88-106
• /
• 2023

This study aims to investigate the disparity between the teacher's perception of student-centered inquiry classes and the actual implementation of such practices. Specifically, we compared an elementary science teacher's self-perception of her science lessons with the observers' evaluation using the Reformed Teaching Observation Protocol (RTOP) of the "Temperature and Heat" unit. Research data were collected through classroom teaching survey, interview, and science lessons video which were analyzed using the RTOP. As a result of the study, the teacher recognized that she was practicing inquiry-oriented/student-centered classes, but the results judged by the RTOP score were found to be transitional/student-affected classes by a slight difference. Teacher H planned and practiced classes based on a high understanding and content knowledge of the curriculum and created a science classroom culture that promotes active interaction among students as well as students and teachers. However, teacher-led aspects were still emphasized in teaching design and implementation, and the project theme and content were inappropriate to improve the quality of students' science inquiry experience. In the end, the slight difference between teacher's perception of inquiry-oriented/student-centered classes and actual implementation is related to how student-centered "lesson design" is and how to plan and implement classes supported by "procedural knowledge" for students' experience in the science inquiry process. These results indicate that the teacher's self-evaluation alone is not enough to determine whether the teacher's intentions and efforts are actually being implemented, and that it is necessary to conduct objective analysis, evaluation, and discuss the results of science classes by the external observers.

• Journal of Engineering Education Research
• /
• v.24 no.4
• /
• pp.52-60
• /
• 2021

This study designed and developed a class using review games as a way to enhance students' interest, class participation, and class comprehension in engineering theory classes, and explored their educational effectiveness. To this end, a review game strategy based on the Creative Training Technique was established and applied to three engineering theory subjects. The types of review games include Jin-jin-ga, Bingo, Challenge Golden Bell, Finding hidden terms, and Completing initial sentences. As a result of applying this review game strategy to the classes over the past decade, students' satisfaction and lecture evaluation scores significantly increased compared to before application, and it was confirmed that students' interest in and understanding of the class increased significantly. Furthermore, this gamification class strategy can be a way to increase students' participation in theory classes regardless of their major, and can be applied to non-face-to-face online classes.

• The Korean Journal of Community Living Science
• /
• v.26 no.1
• /
• pp.145-154
• /
• 2015

This study examines the effects of evaluation criteria for natural cosmetics on purchase and word-of-mouth intentions according to the LOHAS class. A survey was conducted from Feb. 2 to 17, 2013 and a total of 410 responses were analyzed using SPSS 18.0. The results of this study are described below. First, evaluation criteria for natural cosmetics had four dimensions - practical, aesthetic, promotional, and social criteria. Second, for the upper LOHAS class, all four dimensions of evaluation criteria for natural cosmetics were important relative to the middle and lower classes. Third, for the upper and middle LOHAS classes, purchase intentions were influenced by practical criteria. However, evaluation criteria had no effect for the lower LOHAS class. Fourth, the upper LOHAS class considered practical criteria, the middle LOHAS class considered practical and social criteria, and the lower LOHAS class considered aesthetic criteria, As a result, word-of-mouth intentions were influenced by evaluation criteria for natural cosmetics.

• Geophysics and Geophysical Exploration
• /
• v.23 no.3
• /
• pp.131-140
• /
• 2020

In training a classification model using machine learning, the acquisition of training data is a very important stage, because the amount and quality of the training data greatly influence the model performance. However, when the cost of obtaining data is so high that it is difficult to build ideal training data, the number of samples for each class may be acquired very differently, and a serious data-imbalance problem can occur. If such a problem occurs in the training data, all classes are not trained equally, and classes containing relatively few data will have significantly lower recall values. Additionally, the reliability of evaluation indices such as accuracy and precision will be reduced. Therefore, this study sought to overcome the problem of data imbalance in two stages. First, we introduced weighted accuracy and weighted precision as new evaluation indices that can take into account a data-imbalance ratio by modifying conventional measures of accuracy and precision. Next, oversampling was performed to balance weighted precision and recall among classes. We verified the algorithm by applying it to the problem of facies classification. As a result, the imbalance between majority and minority classes was greatly mitigated, and the boundaries between classes could be more clearly identified.

• Journal of Internet Computing and Services
• /
• v.23 no.2
• /
• pp.107-114
• /
• 2022

In this paper, availabilities of student-evaluations of team activities in the computer science basic classes were analysed. For the purpose, correlation analysis was conducted to investigate the relationships among peer-evaluation, self-evaluation, and academic achievement, and it was found that there was a statistically significant positive correlation among them. Moreover, the gap between peer-evaluation scores and self-evaluation scores was analyzed. When a one-sample t-test was performed, it was found that the gap was very significant. However, the size of the gap was not different between the two classes. That is, regardless of grade level, the students' self-evaluation scores tended to be on average higher than the evaluation scores received from peers. Finally, when analyzing the relationship between the gap in peer-evaluation and self-evaluation scores and academic achievement, there was no significant correlation between the gap in scores and academic achievement. In other words, there was no difference in the tendency of evaluation for students with high or low academic achievement. The results of the analysis shows the availability of student-evaluations of team activities in the evaluation of team-based instruction. The high correlation between self-evaluation and peer-evaluation indicates the objectivity of student-evaluation. Although it is clear that the self-evaluation score is higher on average than the score received from peers, it is more useful in terms of objectivity because it does not vary according to grade, subject, or academic achievement.

• Communications of Mathematical Education
• /
• v.36 no.1
• /
• pp.107-138
• /
• 2022

This study is a study that developed class materials that can apply Process-Focused Assessment to classes by paying attention to feedback using teacher learning community programs centered on teachers belonging to the same school in the field. In particular, this study was conducted with the aim of developing class materials applicable to actual classes. At this time, We thought about how to provide appropriate feedback when applying course-based evaluation in school field classes. It was conducted according to the procedure of data development research by Lee & Ahn(2021). As for the procedure of data development itself, an evaluation plan was established by establishing a strategy to reconstruct achievement standards and confirm understanding based on curriculum analysis. Next, an evaluation task, a scoring standard table, and a preliminary feedback preparation table were developed. In addition, based on these development materials, a learning guidance plan that can predict scenes when applying actual classes was developed as a result. This study has value as a practical study that can contribute to providing a link between theory and field schools. It is also meaningful in that it considered how the teacher would grasp when to provide feedback in performing rocess-Focused Assessment. Likewise, in providing feedback by teachers, it is meaningful in that it reflects in the data development how to prepare in advance and take classes according to the characteristics of the subject. Finally, it seems that the possibility of field application can be improved in that the results of the 4th class developed in this study are presented in a form applicable to the class directly in the field.

• Communications for Statistical Applications and Methods
• /
• v.12 no.3
• /
• pp.589-601
• /
• 2005

Student evaluation of university teaching is a common tool for measuring the educational contribution of a professor and improving the quality of classes. There, however, exist external factors in the beyond of control of a instructor, which affect the result of Student's rating to prevent practical use of evaluation for administrative purpose. This paper investigates the factors that spoil the validity and the reliability of student evaluation and proposes a method to control the effect by the statistical analysis of evaluation data of Jeonju University for two years.