• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.379-388
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• 2019

The purpose of this study is to derive implications for support plans for the settlement of the Integrated Science subject based on observations and analyses of integrated science lessons implemented in schools since 2018. For this purpose, we observed and analyzed the lessons for the same achievement standard [10 Integrated Science 07-01] implemented by four science teachers with different science majors. The features of integrated science classes were analyzed in light of curriculum reconstruction, science competency development, learner-centered participatory instruction, and process-centered evaluation aspects. For example, in terms of curriculum reconstruction, science teachers have been reorganizing achievement standards into three/four lessons, optimizing learning contents based on core concepts, and helping students' understanding of cross-cutting concepts between science areas. Regarding science competency development, teachers focused their instruction on students' cultivation of diverse science competencies closely related to the achievement standard and development of the epistemology of science. In addition, teachers emphasized student activities and teachers' role as facilitator of learning to create learner-centered participatory classes, as well as assessment during lessons with feedbacks, etc. Based on the results, we suggested and discussed ways to support the settlement of the integrated science curriculum including the need for a teacher learning community, support for process-centered assessment, and the need to develop an authentic integrated science curriculum.

• Journal of The Korean Society of Agricultural Engineers
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• v.58 no.4
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• pp.67-74
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• 2016

Load Duration Curve (LDC) can be used as a method for load management of point and non-point pollution source because the LDC easily assesses the water quality corresponding to hydrological changes in a watershed. Recently, the application of LDC to total pollution load management is a growing interest in Korea. In this regard, A desktop-based LDC assessment system was developed in this study to provide convenience to users in water quality evaluation. The developed system can simply produce the LDC by using streamflow and water quality data involved in its database. Also, The system can quantitatively inform the success or failure of the achievement for a target water quality at monthly scale. Furthermore, seasonal water quality and point/non-point pollution load in a watershed can be estimated by this system. We expect that the developed system will contribute to establish local and national policies regarding water management and total pollution load management because of its advantages such as the pollution tracking investigation and the analysis of water quality and pollution loading amount in an ungauged watershed.

• Journal of Science Education
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• v.33 no.1
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• pp.142-151
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• 2009

The purpose of this study is to investigate how much the programs of astronomy museums reflect the contents and objectives of current science curriculums. To attain the aim, comparison and analysis on the museum programs and science curriclum have been made. Five domestic astronomy museums have been selected. The contents and forms of their programs have been studied and appreciated by assessment instruments for astronomy museum programs. The assessment instruments were devised in consideration of both the science curriculums of the Ministry of Education(1997) and the achievement and evaluation criteria of the Korea Institute of Curriculum and Evaluation. The findings of this study are summarized as follows: The astronomy museums reflect most of the learning elements of science curricula concerning astronomy. These results indicate that the astronomy museum as an informal education institute is comparatively well connected to science education. The 5thgrade science curriculum reflected mostly on the museum programs, and too many of the astronomy museum programs were in forms of panel exhibition. Science curricula fared well but they failed to reflect the curricular objectives, which resulted in relatively low assessment scores. It is suggested that the findings of this study can be a foundation and act as guidance for selecting and developing astronomy museum programs which include the contents of the science curriculums more substantially.

• The Mathematical Education
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• v.62 no.2
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• pp.211-236
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• 2023

The purpose of this study is to derive implications of preservice mathematics teacher education in Korea by analyzing the case of edTPA used in the preservice teacher training process in the United States. Recently, there has been a growing interest in promoting professional competencies considering not only the cognitive dimension related to knowledge development of preservice mathematics teachers but also the situational dimension considering reality in the classroom. The edTPA in the United States is a performance-based assessment based on lessons conducted by preservice teachers at school. This study analyzes the professional competencies required of preservice mathematics teachers by analyzing handbooks that described the case of edTPA in which preservice mathematics teachers in the United States participate. The edTPA includes planning, instruction, and assessment tasks, and continuous tasks are performed in connection with classes. Thus, the analysis is conducted on the points of linkage between the description of evaluation items and criteria in the planning, instruction, and assessment tasks, as well as the professional competencies required from that linkage. As a result of analyzing the edTPA handbooks, the professional competencies required of preservice mathematics teachers in the edTPA assessment were the competency to focus on and implement specific mathematics lessons, the competency to reflectively understand the implementation and assessment of specific mathematics lessons, and the competency to make a progressive determination of students' achievement related to their learning and their uses of language and representations. The results of this analysis can be used as constructs for competencies that can be assessed in the preservice in the organization of the preservice mathematics teacher curriculum and practice training semester system in Korea.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.457-466
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• 2013

It is possible to increase integrated thinking and problem solving ability ultimately through STEAM education. This study developed STEAM model to apply to subjects and scratch knowledge education that sixth grade students in elementary schools can learn each subject through STEAM learning by applying scratch programming and it was applied and analyzed during regular classes and afterschool classes for sixth grade students. As a result, it was possible that about 70% of sixth grade students, the subject of model application were able to do STEAM learning initiatively by applying scratch program. Other 30% of the students were able to do STEAM learning partially through scratch. As for the achievement assessment of STEAM learning, it was evaluated that most of the students for the evaluation subjects got satisfactory achievement level by getting overall average 7.83 out of ten. Thus, it is considered that STEAM learning model by applying scratch is very superior that applying existing programming language such as C, BASIC etc.

• Journal of the Korean Chemical Society
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• v.65 no.1
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• pp.48-57
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• 2021

This study analyzed the science assessment items that were conducted by the paper and the computer-based assessment in the TIMSS 2019 pre-test, which is an international academic achievement assessment. We examined whether the test mode influenced the percentage of items answered correctly by each graders. As a result, there was no significant difference in the correct answer rates of science items according to the test media in 4th and 8th graders. Looking at the each graders, the difference in the percentage of correct answers was relatively large in the fourth grader rather than the eighth grader. In terms of items, the difference in the percentage of correct answers was relatively larger for the constructed items than the multiple choice questions. As a result of analyzing the content of science and assessment items on the influence of the test media, the multiple choice items showed little difference between the paper and the computer-based assessment items, but the answer-type items tended to have a lower percentage of correct answers than the paper-based assessment. In addition, by grade, 4th graders showed lower percentages of correct answers in the constructed items than 8th graders. This study provides implications related to the development and introduction of computer-based assessment in Korea, and suggests an educational implications for computer-based assessment to be well established as school evaluation.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.225-234
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• 2022

There is an increasing number of competency-based major courses organized and operated to develop various competencies. Here, competencies include key competencies/major competencies in the evaluation of basic competency diagnosis in universities, Program Outcomes of engineering education certification, and NCS competency units. The Ministry of Education's evaluation of basic university competency requires all major courses to be organized and operated to improve the major competency of the department, and major courses in the department that operates engineering education certification should be linked to Program Outcomes. Various types of competency-based major courses should be educated to improve related competencies, and educational performance should be measured by selecting a competency evaluation method that allows students to check the level of achievement in consideration of both the process and results of performance. Therefore, this paper examines the types of competency evaluation used to measure educational performance in major subjects related to competency, proposes an evaluation method that synthesizes and measures various types of competencies at the subject level, and presents examples of applying them to major subjects.

• Journal of Science Education
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• v.44 no.2
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• pp.133-144
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• 2020

As a part of the second-year monitoring study on the implementation of the 2015 revised science curriculum in middle schools, this study focuses more on examining middle school science teachers' perceptions on the process-based assessment (PBA). A total of 105 middle school science teachers (44 teachers from science leading schools, 61 teachers from ordinary schools) responded to the survey questionnaire, and 16 teachers participated in interviews. The results include teachers' perceptions on the changes in their teaching and assessment methods, some challenges of implementing PBA, and educational implications of PBA. Survey results indicate that the teachers perceived themselves using more PBA methods after the 2015 revised science curriculum was launched. The teachers in science-leading schools present statistically higher average scores to the items on the PBA utilization than the ones in ordinary schools. However, the teachers felt confused in conceptually differentiating PBA from prior performance-based assessment. They also experienced some conflicts when implementing PBA under the achievement-oriented school atmospheres. In addition, they often faced difficulties in securing objectivity and reliability of PBA and felt the burden of evaluating individual students. This study suggests the necessity of giving more authority and trust to science teachers regarding PBA, constructing more supportive environment to cultivate teacher competency as evaluation experts, and the need to reduce task burden. However, some teachers who actively implemented PBA express some level of satisfaction as observing students' positive reaction to PBA.

• Korean Medical Education Review
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• v.17 no.2
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• pp.78-87
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• 2015

Mongolia is suffering from the inadequate capacity of medical doctors due to a poor education and training system. The purpose of this article is to evaluate the effect of a clinical training program for capacity building of medical doctors in Mongolia, and to suggest an effective model for continuing professional development in developing countries. Based on the results of a needs assessment, Korean and Mongolian medical experts developed a clinical training program and trained the trainers on 32 topics regarding major clinical problems in 6 specialties, including cardiology, endocrinology, pediatrics, obstetrics and gynecology, neurology, and emergency medicine. Surveillance survey and pre/post-test were used on every topic to evaluate the satisfaction and achievement, respectively, of the trainees. Six months after the clinical training program, we interviewed a sample of medical professionals to evaluate the change and impact. A total of 612 (person-year) medical doctors participated in the training, and the average score for satisfaction was 7.69 out of 8. The average score of the pre-test was 46.9 out of 100, while the post-test was 82.4. After the training, the medical doctors were applying their new knowledge and skills to their practice, and using the materials as guidelines, which improved their practice and increased patient satisfaction. They also started their own training program and adopted new equipment at their hospitals. The satisfaction and achievement of the trainees were very high, and there was significant change in the medical practice, education system, and infrastructure after the training program. This training program can be an effective model for capacity building of medical doctors in developing countries.

• International Journal of Computer Science & Network Security
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• v.22 no.2
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• pp.47-56
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• 2022

The article defines the principles of formation of digital marketing strategy of enterprises in the conditions of intensification of competition on the international market. The stages of development of digital marketing strategy of enterprises in the conditions of intensification of competition in the international market are substantiated, which includes: setting goals, which envisages observance of the principles of SMART-scheme; product or service analysis; monitoring of competitors; analytics of definition and segmentation of the target audience of the enterprise; selection of digital marketing tools and channels for promotion on the international market of products or services; formation of a unique, unique trade offer, selection of indicators for evaluating the effectiveness of digital marketing strategy and its tools. It is proved that according to the principle of SMART method of goal setting it is necessary that the goals have: specificity, measurability, achievability, relevance, achievement of the goal should be limited in time, have specific deadlines. To increase the effectiveness of digital marketing strategy, it is necessary to analyze the internal and external environment using the method of SWOT-analysis, the advantage of which is a comprehensive assessment of the company, competitors and the industry as a whole in the face of competition in the international market. The main indicators of evaluation of the effectiveness of digital marketing strategy in the conditions of intensification of competition on the international market are substantiated.