• Journal of the Korean Home Economics Association
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• v.39 no.10
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• pp.1-17
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• 2001

This study is to develop cooperative learning aids for Clothing and Textiles classes, and to develop methods and tools for performance assessment. We have surveyed 127 students with‘class evaluation’questionnaire after teaching 9 classes through developed materials. As a result, we found that students preferred to cooperative learning and they tended to do their best in their assigned role in the cooperative learning. Meanwhile, we also found that they understood the assignment of performance assessment well and they felt lack of time to handle given tasks. It shows that we need to be flexible when applying a teaching method in a way that teachers give student more options to choose their duty and time span. Although a few students create a problem and delay their duty as disturbing cooperation in a group we anticipate that the developed teaching aids and performance assessment will be a great help to improve Home Economics classes. In closing, we believe that we can be open-minded Home Economics educators that continue to work on improving classes through developing diverse teaching aids and performance assessment.

• Asian-Australasian Journal of Animal Sciences
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• v.6 no.4
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• pp.497-507
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• 1993

Four truncation selection schemes (SSs) were framed to predict and compare the age structures and genetic responses under the influence of various factor employing the scheme-specific algorithms. Two paths of selection, sires (bulls' sires) and dams (bulls' dams) to breed young bulls were considered. Among variable factors, four levels (0.3, 0.5, 0.7, 0.9) of precision of evaluation, five levels (0.0, 0.05, 0.10, 0.15, 0.20 genetic standard deviation) of genetic differences among age classes and 4 levels of proportions selected (for bulls' sire, 0.05, 0.10, 0.125, 0.25, and for bulls' dams 0.02, 0.04, 0.05, and 0.10) contemplated on both paths of selection. The number of age classes for bulls' dams and bulls' sires were 4 or 8 and 2 or 4, respectively. The stayability across age classes for bulls' dams was assumed to be 0.80 or 0.60. The candidates for selection for bulls' sires were equally distributed (0.5 or 0.25) across the age classes. The SS1 (selection on same proportions as candidates' distribution) revealed longest generation lengths and lowest yearly genetic responses. The average ages were youngest and yearly genetic responses were highest in SS4 (selection at each age-specific truncation point with the same average genetic superiority of selected parents across the ages) and followed by SS3 (selection at each agespecific truncation point with same predicted genetic values) and SS2 (selection at common truncation point on phenotypic values) in a population with overlapping generations. The results revealed the importance of choosing suitable selection scheme to acquire maximum yearly genetic responses especially when the genetic differences among age classes are large and the precision of evaluation is relatively low.

• Journal of The Korean Association of Information Education
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• v.26 no.3
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• pp.219-227
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• 2022

Students are always preparing for remote classes while taking face-to-face classes due to COVID-19. However, it is true that the class satisfaction with distance learning is not high for students and teachers. The idea that even if remote classes are conducted at home, it would be nice to have classes together like real ones, the need for a virtual world education program that utilizes augmented reality and virtual reality based on the metaverse has emerged. However, there are very few studies that teachers try to apply them to their classes. In this study, a metaverse application curriculum was presented for elementary science and 'space' domains. To implement the metaverse, ZEPETO and COSPACIS EDU were used. In the analysis of content creation with students and evaluation with schoolmates, this study showed that the concentration of learning was increased and creativity improved in the 'real', 'individual', and 'society' domains.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.16 no.4
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• pp.438-448
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• 2009

Purpose: To examine the results of PBL classes for sophomore nursing students during one semester. Method: Self-reflection journals and class evaluation questionnaires were collected from 121 nursing students and analyzed. Results of class evaluation questionnaires were analyzed using mean scores, SD, frequencies and percentages. Significant statements were derived by repeated review of the self-reflection journals by the researchers. Results: The statements, 'Understanding of PBL' 'Improvement of human relationships' 'Expansion of nursing knowledge' 'Excellency in nursing class and application of nursing skills in nursing practices' and 'Improvement of learning ability and attitude during classes' were derived from the self-reflection journals. Analysis of class evaluation questionnaires showed the following scores: prerequisite of PBL (3.0/4), role of facilitator (3.48/4) and satisfaction with PBL learning (3.31/4). Also some complaints such as lack of adequate references in the library, and confusion in at the beginning of PBL were noted. Conclusion: PBL was effective. Using the results of the study for planning a more effective PBL class syllabus is recommended.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.12-23
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• 2007

The purpose of this study was to research the effects of students' evaluation results on teachers' teaching activities. The subjects were 431 elementary school students of 4th, 5th and 6th grade, and 14 teachers of 7 schools located in Seoul, Cheongju, and Daejeon city. The experimental design included pre and post-tests with the control group. Our results found that most of the students had positive thoughts towards science classes. In particular, activities where the teachers provided support in the conduct of experiments and the learning atmosphere generally were evaluated higher than other activities. However, unrestricted experiments were evaluated lower by the students. The feedback from the students' evaluation results of their teachers affected the teachers' teaching activities statistically. The teachers' support during experiments, unrestricted activity during experiments, and evaluation activities were changed positively following the students' feedback. However, the loaming atmosphere and unrestricted activity during experiments were observed to change negatively when the teachers were not given the students' feedback.

• Journal of Service Research and Studies
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• v.12 no.2
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• pp.65-79
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• 2022

Non-face-to-face classes continue due to Covid-19. There have been e-learning classes since the past, but the difference is that the current non-face-to-face classes are blended classes that combine real-time and recording classes or combine face-to-face and non-face classes. It is also characterized by being able to self-filmed or choose various lecture platforms in a place other than a dedicated studio. The advantages of non-face-to-face classes can be learned beyond time and space, and repetitive viewing and learning speed can be adjusted. Greening classes have no time and place constraints, and real-time classes have the advantage of high communication effects with learners. Evaluating whether non-face-to-face classes provide sufficient quality compared to face-to-face classes or e-learning will be necessary if branded classes are considered for post Covid. In this paper, for the evaluation of the service quality of non-face-to-face classes, the essential attributes desired by the instructors were derived from the viewpoint of Kano quality attributes and a quality improvement plan was proposed. After expressing the degree of functions that non-face-to-face classes should have on the X-axis and the satisfaction of learners on the Y-axis, 23 quality attributes were classified into 6 quality dimensions. In addition, satisfaction coefficient, dissatisfaction coefficient, and customer satisfaction improvement index were derived. As a result, 50% of learners were satisfied with non-face-to-face classes, but the preference was slightly higher than satisfaction, suggesting the sustainability of non-face-to-face classes. In terms of the customer satisfaction improvement index, the ranking of attributes with the largest increase in satisfaction when improving class quality was as follows. Professors' quick answers to learners' questions, content that can fully explain the subject, what the professor explains easily, develop high-quality content that can be learned on mobile phones, fairness of attendance checks, and real-time classes should start on time.

• Journal of Korean Home Economics Education Association
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• v.4 no.1
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• pp.43-55
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• 1992

The purpose of this reasearch is to supply the basic data to improve Home Economics curriculum. This research was intended for 190 home economics teachers who are teaching in Kwang-Ju and chun-nam. The results are summarized as follows； 1. Among the objects of Home economics, the most important objects were to make students understand the significance of family life and development of family numbers. It requires 4 or 5 hours a week to learn these objects. 2. The amount of curriculum was immense and the level of curriculum was higher than students’level. More intencifying field are in this order； sex education, propriety education, consumption life, occupation, and computer education. 3. In home economics curriculum, the main stress was laid upon the application of action and learning content was focused on the matter set in the examination. 4. Theory and practical training classes were usually in the ratio of 7：3 and 8：2 in the current school classes. Ideal training classes are in the ration of 4：6, 5：5, 6：4, which showed that much weight was given to the practical exercises. 5. In practing subject matter, students tended to practice only main subject matter. The reason was primarily due to the lacks of equipments and faccilities, the limitation of training time for enterance examination and budgetary deficit. 6. Application of resorces was in the order of files, realia, samples, hanging chart, O.H.P and V.T.R. 7. The method of evaluation was mostly composed of paper and pens and practical evaluation when the practical evaluation was carrient out, in the case of necessity the standard of evaluation was made out.

• Journal of the Korean Society of Food Culture
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• v.27 no.3
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• pp.233-239
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• 2012

The purpose of this study was to develop an evaluation indicator for the industrialization of local cuisine. We conducted a literature study, interviews with experts, and a Delphi survey. The resulting evaluation indicator was divided into four groups and nine sub-groups. The four groups were locality, taste and functionality, industrial base, and business value. The nine sub-groups were traditionality, regionality, eating quality, nutrition and functionality, condition of development, technological level, rights and policy, marketability, and ripple effects. Also 22 items were created as indicators for evaluating classes ; historicity, sustainability, rarity, awareness of local resident, the number of similar restaurant, appearance, taste, nutritional balance, health functionality, availability of raw materials, suitability of environmental exchange of market, standardization of recipe, simplification of recipe, storability, intellectual property rights, government's policy, appropriacy of price, popularization, possibility of franchise, globalization, improvement of local image, vitalization of local economy. The four most important classes corresponded to one of the four groups. These classes were sustainability, taste, state (local autonomy) policy, vitalization of local economy. The implications of this study are that the possibility of industrializing the local cuisine of each region can be evaluated and applied. Moreover, these indicators could promote the discovery of local cuisines, support planning for the commercialization of local cuisine.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.239-255
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• 2011

As a case study on the use of coteaching in science instruction for science-gifted elementary students, this paper analyzed the characteristics of coteaching science instruction for science-gifted elementary students by plan, performance, and reflection-evaluation stages of the classes. To do this, we observed two teachers' coteaching science instruction for science-gifted elementary students during twelve classes and analyzed the taped videos, their journals, and the transcripts for in-depth interviews with them. The results indicated that the characteristics of the coteaching science instruction, in the planning stage of the classes, showed improvement in the quality of the sciencegifted education programs, the reduction of the psychological burdens of developing the programs, and some efficiency loss due to the joint preparation of the classes. The characteristics in the performance stage of the classes include the seamless progression of the classes through the division of roles, the increase of the students' opportunity to explore, the supplement of the teachers' inadequate descriptions and the overlooked contents, the increase of the interaction between teachers and students and/or the interaction among students, the reduction of the risk of accidents in experiments, and the reduction of the responsibility for teaching. Finally, the characteristics in the reflectionevaluation stage of the classes could be attributed to the diversity of the evaluation viewpoints, the increase of the learning opportunities to develop the teaching professionalism, and the increase of the fear for assessing my own classes.

• Journal of the Korean Geotechnical Society
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• v.19 no.5
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• pp.319-326
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• 2003

In site investigation for tunnel designs, nowadays, geophysical exploration such as seismic exploration and electric resistivity exploration as well as drilling logging is frequently carried out. A method which can systematically make the utmost use of all available data obtained from investigation, therefore, is strongly required for the optimal evaluation of ground conditions in terms of rock mass class, etc. Many researchers have proposed using qualitative data to cope with the lack of quantitative data. In this study, an evaluation technique of rock mass classes in undrilled region was proposed based upon multiple indicator kriging method which is a geostatistical technique. It was shown that two types of data with different degree of uncertainty, for example, drilling logging data and geophysical exploration data, could be simultaneously utilized in evaluating rock mass classes for a real tunnel design.