• English Language & Literature Teaching
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• no.5
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• pp.149-189
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• 1999

Assessment can be defined as any method used to understand the current knowledge that a student possesses. Assessment may influence decisions about grades, placement, instructional needs, and curriculum. Therefore, the purpose of assessment is to identify how the students think and know, to diagnose the difficulties they face, and to reflect the result of assessment on teaching. But the traditional multiple-choice test failed to evaluate and teach higher-level thinking and problem-solving skills. In this context, performance assessment is being required as an alternative assessment to get better understanding about what the students can do as well as what they know. This article points out some weaknesses of traditional assessments, and comments on the theoretical background and necessity of performance assessment. And it presents more specific information about performance assessment and some examples. It is certain that performance assessment is student-centered and future-oriented. But performance assessment can't be the surest and best way of evaluating the students' abilities. We are just on the way of another experimental stage for improving teaching methodology. More supplementary analyses and further improvements are needed.

• Journal of the Korean Institute of Educational Facilities
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• v.7 no.1
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• pp.57-66
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• 2000

Learning for educating creative thinking and problem solving abilities and for future-oriented method should have appropriate laboratory, experimental equipments and appliances. Technology laboratory model pertinent to experiment or activity for educating creative persons is suggested in the following : (1) It is considered that many problems of current education result from an overcrowded classes. The number of students per laboratory should be $30{\sim}40$ persons. (2) There should be sufficient activity spaces for students. Unlike normal classrooms laboratory should have various tools and materials, information, facility and equipment. (3) Flexible activity spaces for various activities should be provided for groups and individuals. (4) Safety facilities should be provided sufficiently. (5) Learning experiences of collection, analysis and utilization of information should be given. (6) Laboratories should be designed to be a place for self-propelled learning. They should be designed to be able to learn by individuals and small groups after taking into consideration the individual differences as students differ in interest, curiosity and ability.

• Journal of the Korea Society of Computer and Information
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• v.23 no.1
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• pp.139-145
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• 2018

This paper recommends flipped learning as a method to improve the learning abilities and the level of software utilization when it comes to using computers in children education institutes. Flipped learning enables a class fully making use of the up-to-date multimedia-related technology. Especially, flipped learning leads a participation-oriented class rather than lecture-based ones. Young child's teachers can, not only improve their capabilities to utilize multimedia, but also manage classes that follow the trend of the fourth industrial revolution. Therefore, this paper introduces the importance of media education when it comes to training preliminary teachers and suggests a flipped learning curriculum. This paper finds significance in future efficient education for raising creative and integrated thinking children.

• Education of Primary School Mathematics
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• v.14 no.3
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• pp.293-302
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• 2011

The objective of this study is to search the recognition of teacher on the pattern and characteristics of the questioning sentence of the newly appointed teachers for the mathematics class through the case study for the 2ndyear teachers. The study participants' class was recorded in video and individual interview was made for 4 times. The pattern of the questioning sentence in the observed class was analyzed using the classification frame with addition of creativity related items to the classification frame suggested by Mogan & Saxton(2006). The questioning sentence and recognition on the mathematics class for the newly appointed teachers were analyzed based on the individual meeting and class materials. In result, the questioning sentence for confirmation was most frequent (69%) and questioning sentence of understanding (25%) and the questioning sentence for introspection (6%) in its priority. It was known that the questioning sentence for extending the creativity didn't make it at all. It was revealed that the participant teachers in this study used the questioning sentence pattern for fact confirmation of the student most frequently and the use of the questioning sentence for accelerating the creative thinking of the student was lacked. In addition, the teachers recognized that they manage the class oriented to questioning sentence for obtaining the concept. It was known that the education for the questioning sentence which accelerates the creativity and other thinking as well as the fact confirmation pattern is necessary through the training for the new teachers in the future.

• School Mathematics
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• v.3 no.2
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• pp.249-265
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• 2001

In this information-oriented society of the 21st century, our education should combine the knowledge from the past and present in order to have students be ready to solve “the problems in the future”. But nowadays, our social situation makes much importance of the “cramming” education just for the College Scholastic Ability Test rather than the “whole man” education for making creative citizens of the future society. So does mathematics education. In a high school, mathematics education should be toward these aims: recognizing the value of math, applying mathematical principles to actual lives, promoting students' thinking ability. Also, it should focus on teaching higher level of mathematical knowledge which includes more logical and abstract idea so that students can prepare for the global society of the future. This study is about development and utilization of the teaching materials for mathematics class which usually deviates from the routine right after the Scholastic Ability Test finished. These materials are the result of a complete survey of the 3rd graders and their teachers and designed to use for 30 periods of class from after-the-test-finished to graduation. The materials consist of a history of mathematics, puzzles, magic number squares, and so on. Remarkably different from the current textbooks which deal with sets, equations, functions, these materials proved to be useful for their variety and attraction. Consequently, the materials are considered to keep the 3rd graders from forgetting mathematics even after the Scholastic Ability Test, and to help them recognize that mathematics is a kind of basic and cultural study and a tool of daily lives.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.8
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• pp.139-148
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• 2019

Fostering science-gifted individuals are very important for the future of the nation, and it is especially important to cultivate information-gifted individuals in the age of the fourth industry. There is no standardized curriculum for each gifted education center of the University. Therefore, in this study, we analyzed how effective the curriculum developed on the basis of computing thinking is to affect the characteristics of the information-gifted individuals. The curriculum developed on the components of computing thinking was applied to the information-gifted students of K University. In order to verify the effectiveness of the curriculum, we developed a creative personality test and an intrinsic motivation test, and conducted tests before and after the training. We compared pre-post test results by t-test with R program. The creative personality test consisted of 36 items with 6 factors: risk-taking, self - acceptance, curiosity, humor, dominance, and autonomy. The intrinsic motivation test consisted of 20 items with 5 items: curiosity and interest oriented tendency, challenging learning task preference orientation, independent judgment dependency propensity, independent mastery propensity, and internal criterion propensity. The effect of the curriculum on the creative personality of the experimental group was significant (0.009, 0.05). The significance level of the intrinsic motivation was 0.056 and was not significant at the 0.05 level of significance.

• Korean Institute of Interior Design Journal
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• v.23 no.3
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• pp.125-133
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• 2014

While shifting from modern society to post-industrial society, social structure is changing from the period which pursues material affluence to that which pursues psychological abundance. Formation of various values along with pursuit of psychological abundance has made the illusion of standardization, massification, and popularization meaningless. Different from functionality oriented approach in the past, today's design requires diversified, multiple and integrated thinking and way in fast-changing social phenomena and stream, and lets human loose from the restriction of time and space thanks to technological development. It appears as new and various attempts along with paradigm shift of the wholle society, however the existing physical and actual things gradually transit to non-physical and non-actual things. Tendency of dematerialization has spread as far as esthetic and environmental genre on the basis of social and philosophical base along with change of consumption culture, and has displayed complex and de-genre aspect. Paradigm shift has expanded the range of communication by changing to user's independent awareness and sensitive concept, among them, light displays various changes of space by taking the role of new medium. Particularly, the light as the media expression beyond the phenomenon of light of traditional concept acts as an essential element to stimulate sensitivity and for experience as an immaterial element which shows this change of space most dramatically. This research aimed at recognizing space in complex dimension, exploring the relation between the light and space through media expression displayed in the realization of immateriality, expanding the meaning of light, and recognizing it as the possibility of creative and future-oriented light space creation which responds to technological development and social change.

• Journal of the Korean Society of Clothing and Textiles
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• v.46 no.2
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• pp.219-231
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• 2022

This study sought to typify incontinence symptoms and how women over sixty perceive incontinence panties and pads. The study uses Q methodology to analyze the perception of these products by type. The research utilized Q methodology and the QUANL pc program for analysis. Type 1 was a type of depression and anxiety due to incontinence. Type 1 was a type of thinking that incontinence was hidden from others. Type 2 was a smell-sensitive reclusion. Type 2 was most concerned about smell, as people sometimes avoid interpersonal relationships because of urinary incontinence. Type 3 was function-oriented toilet frequently. Type 3 was recognizing that the absorption function of incontinence products is important, as the toilet is frequently used. Type 3 mainly wore underwear among incontinence products and thought that incontinence was not hidden from others. In the case of incontinent women, products that prevent others from feeling the smell of urine were considered important. Future studies should expand on this study's work to analyze practical, currently-existing incontinence products.

• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.79-88
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• 2022

Modern production requires production staff who have design competence, experience and skills to work in various types of work integrated into professional activities. Possession of digital design methods significantly expands the opportunities for professional activities of qualified workers. The purpose of our study was to study the impact of pedagogical conditions on the formation of design competence of future qualified workers in a group work. We have identified a set of pedagogical conditions that promote the development of professionally oriented artistic and technical creativity of workers in the conditions of curricular and extracurricular activities, which include motivational-target, procedural-semantic, organizational-technological, and subject-oriented. It is shown that the formation of design competence is determined by motivational, informational-active and reflection criteria, which are aimed at motivational-value, cognitive, operational-active, creative, social and emotional components of this competence. The methodology of the research is highlighted, which includes the use of the following methods: determination of the personality's motivational sphere in order to identify strong and weak motives of students activity; multiple intelligence to identify students talents in the direction of practical intelligence, which is important for design competence; determining the level of creative activity to identify manifestations of students creative abilities; identifying the type of students innovative thinking in order to develop motivation for success; factor-criterion model, developed on the basis of a qualimetric approach, which is used to identify the level of design competence formation in accordance with its components. The results of the study showed that the creation of separate pedagogical conditions in the institution of vocational education and training (VET) had a positive impact on the development of design competence, which shows the potential of artistic and technical design in the development of professional creativity of future qualified workers taking into account the environmental approach.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.793-812
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• 2018

This study, from a critical view on knowledge-centered science education, aims to explore the wisdom that can be acquired from science. In other words, to find the categories and examples of "Wisdom of Science(WOS)" that can be shared in science classroom is the purpose of this study. For the data collection, twelve hours of physics classes of three high schools were observed, together with teacher interviews and student interviews. Collected data were analyzed qualitatively based on the operational definition of WOS. In this study, WOS was defined in a limited sense to mean 'wise action such as behaviors, attitudes, methods, and thoughts that can be found in the process of formation and application of scientific knowledge'. The results of this study, i.e. three categories and six examples of WOS, can be summarized as follows. First category of WOS is 'wisdom as a scientific attitude'. The examples of this category are 'rational suspicion and open-minded attitude', and 'effort to find the best way in given situation'. Second category of WOS is 'wisdom as a method for problem solving'. The examples of this category are 'thinking with changing the conditions', and 'communication using the language of science'. Third category of WOS is 'wisdom as a reflection about science and human'. The examples of this category are 'understanding of the relationship between science and society', and 'perceiving the relationship between science and my life'. In conclusion, "Wisdom-oriented Science Education" as an alternative goal of future science education is suggested with its meanings and implications.