• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.152-161
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• 2011

The purpose of this study is to diagnose difficulties and problems that the preservice teachers experience when teaching inquiry-based classes in elementary science and to improve their professionalism through prescriptive instruction consulting utilizing PDRE (preparation, diagnosis, reflective implementation, evaluation) model. The result of this study was as follows. First, preservice teachers considered themselves to be lack of scientific knowledge, but this study confirmed that the application of instruction consulting improved their understandings in scientific concepts and principles and corrected their misconceptions. Second, preservice teachers experienced difficulties in variables that might influence the results of experiments, cautions for the experiments and unexpected results of experiments, and this consulting allowed them to gain instruction ability to cope with such circumstances and solve problems effectively. Third, preservice teachers experienced difficulties in applying instructional model into their classes and preparing lesson plans, but consulting actually made limited but positive changes in their abilities. However, from a longer-term perspective, quantitative increase in their teaching opportunities, the development and distribution of example manuals, and the utilization of various class materials provided by the assistant centers for teaching and learning should be achieved side by side.

• Journal of Information Processing Systems
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• 제18권4호
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• pp.562-574
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• 2022

As traditional ways of evaluation prove to be ineffective in evaluating the effect of interactive multimedia physical education (PE) teaching, this study develops a new evaluation model based on the simulated annealing algorithm. After the evaluation subjects and the principle of the evaluation system are determined, different subjects are well chosen to constitute the evaluation system and given the weight. The backpropagation neural network has been improved through the simulated annealing algorithm, whose improvement indicates the completion of the evaluation model. Simulation results show that the evaluation model is highly efficient. Compared with traditional evaluation models, the proposed one enhances students' performance in PE classes by 50%.

• 인터넷정보학회논문지
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• 제9권5호
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• pp.85-97
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• 2008

최근 서비스 지향 시스템이 시스템 기능적 단위인 서비스들을 재사용함으로 해서 개발 시간과 노력을 줄이는 특성 때문에 더욱 중요하게 부각되고 있다. 서비스의 재사용은 서비스들 간의 느슨한 결합에 의하여 효과적으로 이루어질 수 있고 서비스의 느슨한 결합은 컴포넌트 기반 시스템에 의존된다. 즉, 컴포넌트 기반 시스템은 클래스 간의 상호 의존이 강한 클래스들을 그룹화 하여 도출하고 서비스 지향 시스템의 서비스는 컴포넌트 기반 시스템에 의존되어 설계된다. 따라서 효율적인 컴포넌트 기반 시스템 및 서비스 지향 시스템 설계를 위해서는 클래스 간의 결합도를 좀 더 정확히 측정할 수 있는 메트릭이 요구된다. 본 논문에서, 우리는 클래스 간의 구조적 특성, 동적 특성 그리고 미 사이로 정규화된 값을 적용한 클래스 간의 결합 척도를 제안한다. 우리는 Briand이 제안한 공리에 의해서 제안된 메트릭이 이론적으로 타당함을 증명하고 사례 연구를 통하여 정확성과 실용성을 제시한다. 우리는 기존 메트릭스와의 비교 분석을 통해서 제안된 메트릭의 평가 결과를 제시한다.

• Human Ecology Research
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• 제60권4호
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• pp.484-496
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• 2022

The purpose of this study was implementing the high-school 'Food Safety and Health' curriculum using the workbook, and to evaluate the educational impact on, and satisfaction of student who participated in class. A total of 109 lessons were undertaken in home economics classes by referring to the 'Food Safety and Health' workbook for 1,154 students attending seven high schools located in seven cities and provinces across the Korea. In order to examine the effects of classes by referring to workbooks, pre- and post-evaluations were conducted by devising a questionnaire about dietary behavior associated with food safety, creative problem-solving abilities, community capacities, and social cooperation capacities. The results of the analysis of the collected data from 674 students who participated in the pre- and post-evaluations are as follows. First, according to the results of the paired t-test conducted to examine the effects of using the workbook in classes on dietary behavior, significant positive changes were observed in the dietary behavior related to food safety, creative problem-solving skills, community consciousness, and social cooperation capabilities. Second, as a result of the students' evaluation of classes by referring to the 'Food Safety and Health' workbook, both satisfaction and interest in the class using the workbook were high, and the difficulty level was deemed to be appropriate. Additionally, it was found that the students actively participated in learning activities. The reason for this appears to be that the aforementioned workbook consisted of various student activities such as experiments, practical exercises, and group activities aimed at strengthening the link between life and education, thus enabling increased student participation.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제16권4호
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• pp.207-216
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• 2012

Through quantitative video analysis of four algebra classes and statistical analysis of various types of teacher evaluation behavior in the classroom teaching, we get: (1) Teacher evaluation behavior in classroom is close to take 1/5 of the total time of the classroom teaching, and it appears most frequently in class exercises and take the longest time; (2) There are many forms of teacher evaluation behavior in classroom, and most of the behaviors are positive assessment; (3) Recognition evaluation is relatively conservative in a single form without losing fairness; (4) Classroom assessments of teachers' behaviors are primarily concerned about students' knowledge and skills mastery, and it is less involved in student feelings, attitudes and behaviors; (5) The correct teacher evaluation behavior in classroom will inspire students to create internal motivations; and (6) The correct teacher evaluation behavior in classroom can stimulate the potential of students.

• 한국환경교육학회지:환경교육
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• 제3권1호
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• pp.141-152
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• 1992

The purpose of this study is to search for the ways to diversify Outdoor/Environmental Education Program in the Nature Study Center(NSC), especially for the middle school students. For this study, various research methods such as literature review, questionnaire survey (448 students, 11 middle school teachers, 19 NSC staffs), interview and participant observation are used the process of this study consists of two steps. The first step is to define research questions through pilot survey and the second is to investigate the research questions, in the form of hypotheses through main survey. Nine hypotheses are formulated. Six are related with program elements (educational goals, student characteristics, staff resources, teaching methods, instructional resources, contents). three are related with program implementation process(preplan, implementation, post-evaluation). The hypotheses are tested and alternatives for program improvement are proposed. 1. Educational goals : Educational goals of NSC should be focused on Outdoor /Environmental Education and each NSC should specialize on its own theme. The objectives of every sub-program should be unified toward educational goals. 2. Student characteristics: The Outdoor/Environmental Education Program should reflect student characteristics: sex, urban/rural origins, normal/handicapped, number of visit and so on. 3. Staff resources : Provide qualified staff with professional knowledge and positive attitudes, reeducate staffs periodically, reduce management staff and increase teaching staffs. Provide permanent and well paid position, encourage and give opportunities and the middle school teachers to participate in program. 4. teaching method: Increase outdoor classes two way communication between teaching staffs and students adopt more open ended teaching method so that students can exercise coworks in small groups. 5. Instructional resources: Diversify NSC sites(mountains, coastal areas, urban areas and so on), teaching media (audio/visual equipments, graphic design of signs). Consider design for handicapped and integrate indoor and outdoor educational facilities. Plan nature trails with separate themes, allign nature trail so that it passes through diverse environments. 6. Content : Reflect characteristic site potential specialize on day or night program, on seasonal program, and on site specific social issues(such as interpreting of environmental damages around the NSCs). 7. Preplan: Get Information and know about visiting students in advance. Discuss with middle school teachers and adjust program weeks before visits if many or all of the students had already visited a NSC. arrange a visit to other NSC. Provide an introductory class for the teachers and students before they visit a NSC. 8. Implementation: During NSC visit and classes apply various and appropriate techniques to collect in formation for later evaluation. Improve NSC provided evaluation sheet so as to reflect student characteristic. Compare with formal education and investigate on effects of NSC program. 9. Post-evaluation: Formalize a post-evaluation process and organization. During the winter vacation, develop new programs based on the post-evaluationacation, for the next year. Also, have comparative evaluation meetings of staff from various NSCs during the winter vacation while there is no visitors and classes.

• 한국과학교육학회지
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• 제40권5호
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• pp.543-563
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• 2020

본 연구는 초등학교에서 과학적 모델 구성 수업을 적용하는 동안, 두 교사의 수업 실행이 어떻게 변화하였는지 탐색하고, 이러한 변화를 교사의 모델링 PCK 발달 측면에서 이해하고자 하였다. 연구 참여자는 초등학교 5학년 2개 반 학생들과 이들을 가르치는 교사 2명이었고, 과학의 '우리 몸의 구조와 기능' 단원에서 4가지 주제로 총 8차시 동안 모델링 수업을 도입하였다. 자료 분석은 전체 수업 중 교사의 변화를 가장 잘 보여주는 수업 초반(1-2차시)과 수업 후반(7-8차시)을 대상으로 이루어졌으며, 두 교사의 수업 실행 변화 및 이와 연관된 모델링 PCK를 분석하였다. 수업 실행 변화는 GEM cycle의 모델 생성, 평가, 수정 단계에서 각 단계에 할애한 시간과, 피드백의 양 및 피드백의 내용 측면에서 분석되었다. 연구 결과, A교사는 수업 전반에 걸쳐 교사 주도적으로 평가와 수정 단계를 이끌었으며, 수업 초반에 비해 후반에 모델 평가 및 수정 단계에 사용한 시간이 증가하였다. 또한 피드백 측면에서 수업 초반에는 정답 평가 피드백을 사용하였으나, 수업 후반에는 사고 유도 피드백을 사용하는 것으로 피드백의 내용이 변화하였다. 한편, B교사는 수업 초반에는 거의 교사 주도적으로 모델을 평가하고 수정하였으나, 수업 후반에는 메타 인지적 피드백 등 다양한 종류의 피드백을 통해 학생 주도적으로 모델을 평가하고 수정하게 함으로써, 그들이 스스로 지식을 구성하고 모델을 발달시킬 수 있도록 도왔다. 인터뷰 결과, 두 교사의 수업 실행 변화는 여러 가지 모델링 PCK 구성요소의 발달이 바탕이 된 것으로 분석되었다. 또한, 두 교사의 수업 실행 변화 정도가 다르게 나타난 원인을 모델링 PCK에서 탐색한 결과, 두 교사는 모델링 PCK 중에서 교수 지향, 모델링 단계에 대한 이해, 모델링의 가치 인식 정도에서 차이를 보여, 모델링 수업 실행에서 이것의 중요성을 암시한다. 본 연구는 교사의 모델링 수업 실행 변화의 사례를 제공하고, 이와 관련된 모델링 PCK를 밝힘으로써 모델링 수업 개선 방법에 대한 이해 증진에 도움을 줄 수 있을 것이다.

• 공학교육연구
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• 제25권1호
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• pp.55-64
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• 2022

In this paper, the characteristics of peer-evaluation and self-evaluation of team activity participation in project-based learning and their usability were investigated. The characteristics of peer-evaluation and self-evaluation are as follows. First, in peer-evaluation and self-evaluation of project-based learning, the correlation between the two evaluation scores was very high. When students' scores from their peers correlate very well with the scores they give themselves, it means that they apply the same criteria to their peers and to themselves when evaluating team activity. Second, there was no difference in peer-evaluation and self-evaluation scores between groups with different written test scores. The fact that peer-evaluation and self-evaluation scores do not change according to academic ability shows that the two evaluation areas are independent. Third, the self-evaluation score in project-based learning is statistically significantly higher than the score received from peers. This raises doubts about the fairness of self-evaluation. Therefore, in this paper, it is suggested that self-evaluation of team activities in project-based learning is carried out together with peer-evaluation, but only peer-evaluation is reflected in credits.

• 한국컴퓨터정보학회논문지
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• 제28권4호
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• pp.197-208
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• 2023

본 연구에서는 코로나 이전과 이후의 강의평가에 대한 생각이 어떻게 변화하고 있는지를 분석하고자 하였다. 이를 위해서 A대학을 대상으로 코로나 이전과 이후에 실시한 교양과 전공 수업에 대한 강의평가 자료를 토대로 데이터마이닝 기법 중에서 결정나무분석(Decision Tree)를 사용하였다. 연구결과에 의하면, 교양은 '강의방식(Method)'에서 '강의내용(content)'으로, 전공은 전과 후 모두 '지식향상(Knowledge)'이 중요한 요인으로 나타났다. 특히 교양과 전공 강의평가에서 공통적으로 코로나 후에 '과제및평가적합(Assignment)'이 중요한 요인으로 나타났는데, 이는 향후 교수에게는 수업 중 적절한 교수법, 학생들과의 상호작용, 과제나 시험 결과 피드백 등의 교수역량이 필요함을 시사한다. 이러한 연구 결과를 바탕으로 학생들과의 소통 활성화 방안 지원과 블렌디드 러닝 활성화에 대한 개선방안을 제시하였다.

• 공학교육연구
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• 제19권6호
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• pp.38-43
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• 2016

This paper deals with the effect of student characteristics from a case study on the different teaching evaluation scores under the same conditions of professor and course characteristics. In particular, focusing the evaluation score gabs caused by different course achievements of two classes, we can analyze the influence of the student characteristics and interpret the meaning. This case study shows that the student characteristics can lead out a distinct difference in the teaching evaluation scores under the most factors related to professors and courses are controlled, In conclusion, this case study could be appropriately used to support the interpretation of the student characteristic hypothesis among several hypotheses about the meaning of correlations between student achievement and teaching evaluation.