• Journal of the Korean School Mathematics Society
• /
• v.23 no.3
• /
• pp.299-321
• /
• 2020

PISA, organized by the OECD, started with the worries about what competencies students need in preparation for a changing future society. Starting with the first main survey in 2000, PISA, which was administered every three years, is preparing for the eighth cycle. PISA 2022 is a cycle in which mathematics becomes the main domain in 10 years, and the definition of mathematics literacy, mathematical framework, and illustrative examples were released. Therefore, in this study, the definition of PISA mathematics literacy and the trends on the mathematical framework were examined, and the characteristics of the illustrative examples introduced together with the PISA 2022 mathematical framework were analyzed. Through this, implications were drawn for the successful implementation of the 2015 revised curriculum and assessment.

• Journal of The Korean Association of Information Education
• /
• v.24 no.1
• /
• pp.39-48
• /
• 2020

This study analyzes PISA's ICT background survey on OECD countries published in December 2019 to analyze ICT accessibility and utilization of each subject. In Korea, ICT accessibility at home is 40.40%, ranking 17th, slightly higher than the OECD average (43.01%). Access to schools is 40.40%, ranking 21st below the OECD average(43.01%), which has improved from the lowest group to three in the middle three years ago. In nine subjects, the proportion of students using digital device in the classroom is 2.96%, well below the OECD average(8.22%), and ranked 31st in the OECD country. This shows that the state needs a change in education policy in order to cultivate the talent needed for the AI era.

• Informatization Policy
• /
• v.24 no.4
• /
• pp.17-43
• /
• 2017

The purpose of this study is to investigate the directions of information and communication technology(ICT) education in K-12 based on the analysis of ICT accessibility and utilization levels of Korean students. To this end, we analyzed the trends of Korea and OECD countries by survey period, focusing on the OECD PISA 'ICT familiarity survey' conducted in 2009, 2012 and 2015. The surveyed subjects were 15 year-old students and the analysis method was calculated based on the sampling weights. The results of the analysis of Korean students are as follows: First, ICT accessibility at home increased from 2009 to 2015, but was consistently lower than the OECD average. Second, the overall Internet usage time was lower than the OECD average. The Internet usage time on weekdays increased from 2012 to 2015, but on weekends decreased. Third, the ICT accessibility in schools decreased from 2009 to 2012, and increased in 2015, but was lower than the OECD average in 2015. Fourth, the student age ratio of first time computer usage increased from 2012 to 2015 and the average age for computer usage began before age 6, but was below the OECD average. Lastly, student use of digital devices for items such as Internet searches for entertainment and SNS activity has increased from 2012 to 2015, but the level of everyday use such as e-mail, online chat, program downloading, and reading Internet news has decreased. Based on these results, this study suggested policy plans for the improvement of ICT education for elementary and secondary school students in Korea.

• Journal of The Korean Association of Information Education
• /
• v.21 no.3
• /
• pp.361-370
• /
• 2017

It is in the vortex of the Fourth Industrial Revolution in all areas of our society. Education is no exception. We all know that software is at the center of the education in the 4th industry revolution. It is very important for students to survey the ICT background in order to be good at software education. The OECD PISA has surveyed ICT background of students in a three-year cycle from 2003. This study analyzes PISA ICT statistical data based on the data released in April 2017. We compare and analyze the availability and usability items among the 81 items of the ICT background of the students. The results of linear regression analysis showed that Korea was the lowest among OECD countries. ICT availability is ranked 28 out of 30 countries and ICT usability is ranked 31 out of 31 countries. This reflects the fact that ICT education is not implemented in the country since 2008. For the students who will be the leaders of the future society, ICT education that had implemented in 2000 should be carried out quickly.

• Journal of the Korean Society for Library and Information Science
• /
• v.48 no.3
• /
• pp.169-191
• /
• 2014

The purpose of this study is to check the educational influence and accountability of school library and to derive implications for the improvement of public education, using raw data of OECD PISA 2009. To do this, the reading achievement as well as questionnaire of 4,989 Korean students' data in OECD PISA 2009 were used. It analyzed how the visit of library can affect reading achievement, reading attitude and behavioral through structural equation modeling method. The results were as follows. The library use factor is a cause-effect relationship among reading achievement, reading attitude and behavioral factors. In addition, the reading attitude is a cause-effect relationship between reading behavior factor and reading achievement. In the part of reading behavior is a cause-effect relationship reading achievement. In the results of applying this causal relationship of whole population, in some individual cases, they are activated as moderating variable.

• Journal of The Korean Association of Information Education
• /
• v.19 no.2
• /
• pp.233-242
• /
• 2015

In the 21st century knowledge and information society, students' ICT skills is a necessary tool. So, the OECD PISA survey and compares students' ICT skills across OECD countries by every three years. As a result, we are looking forward to reflecting on education. In this study, I analyzed the 2009 and 2012 PISA ICT statistics. Analysis items are as follows. Is any of these devices available for students to use at home or at school? How often do students use a computer for following activities at school? Analysis tools adopted a method to compare the ratios of the average. The results are as follows. In 2008, five items of availability of ICT at schools were evenly by five groups In 2012, all five items is very low group. Except for one of the eight items of use of ICT at school, and all items are the lowest group. In 2012, all eight items are the lowest group. Korea ICT indicators have been very down in 2012 than in 2009.

• International Journal of Internet, Broadcasting and Communication
• /
• v.12 no.1
• /
• pp.73-80
• /
• 2020

The OECD surveys the questionnaire on the background of ICT every three years since 2003. In this study, we compare and analyze the changes in ICT accessibility and ICT usability of Korean students in 2015 and 2018 using the ICT background data of OECD PISA. ICT accessibility refers to the degree of access to ICT equipment at school or at home. There are 10 items of accessibility surveys at schools used by PISA, and 11 items at home. ICT usability refers to how much ICT equipment is used at or outside of school for learning or non-learning purposes. There are ten items for surveying usability at school, and twenty-four items for surveying usability outside of school. In the analysis of this study, the arithmetic mean of the items is used. As a result, Korean students' accessibility at school improved from 25.48% in 2015 to 40.40% in 2018, and from the lowest group in 2015 to below-average group in 2018. In terms of students' usability at school, we analyzed the percentage of students who use the ICT equipment 'almost every day' and the students who use it 'everyday'. Both 2015 and 2018 are among the lowest. Accessibility at home is higher in 2018 than in 2015, and belongs to the average group of OECD countries in 2018. ICT Usability for learning purposes outside of school is the lowest group in both 2015 and 2018. ICT Usability outside of school for non-learning purposes is in the average group of OECD countries. As a result of this study, we can see that Korea's digital literacy education is weak compared to other OECD countries. Prior to education about the Fourth Industrial Revolution, investment in digital literacy education is needed.

• Journal of the Korean School Mathematics Society
• /
• v.16 no.4
• /
• pp.863-882
• /
• 2013

Shanghai has been reported as the highest performing countries(economies) in PISA 2009 and PISA 2012. In this reason, we reviewed literatures related to educational system of Shanghai focusing on the mathematics education. Additionally, we analysed the results of PISA 2009 of mathematics domain between Korea and Shanghai to compare some differences between two countries. As a result, we discovered the followings: 1) Comparing with Shanghai students, Korea students attained low performance in every sub-categories of mathematics abilities indicated in the PISA framework. 2) In PISA 2009 Framework, Korea students produced low achievement than Shanghai students in sub-categories of "reflection". 3) In PISA 2012 Framework. Korea students attained low performance than Shanghai students in sub-categories of "formulating". Consequently, it gave us insight into the idea that school mathematics in Korea should use authentic context to help students improve their competencies "reflection" and "formulating".

• Journal of the Korean Society for Library and Information Science
• /
• v.57 no.3
• /
• pp.211-230
• /
• 2023

The purpose of this study is to confirm the effect of digital co-teaching between teachers online on improving students' reading literacy. In order to achieve the purpose of the study, a pre-test was conducted on first-year high school students, and a post-test was conducted after conducting the co-teaching over two sessions. For statistical analysis, the data of 101 students with no missing values in pre- and post-tests were used. Through the OECD's PISA reading literacy evaluation framework and factor analysis, a reading literacy test tool consisting of expression, comprehension, and information literacy was developed and the degree of change in reading literacy was measured through a self-report with the tool. As a result of the analysis, it was confirmed that the digital co-teaching had a statistically significant positive effect on the expression, comprehension and information literacy of high school students. This study is meaningful in that it shows that digital co-teaching can be applied as a way to improve reading literacy in PISA organized by the OECD.

• Journal of Science and Technology Studies
• /
• v.1 no.1 s.1
• /
• pp.51-68
• /
• 2001

Science cultures in the dimension of social interaction must be correlated with science cultures or science literacy in the dimension of psychological interaction. In order to develop a mature science culture, it must be assumed 1) that a science culture in a society ran be evaluated and 2) that we have to set up the criteria for evaluating it. This paper, based on the assumptions, makes an attempt to analyze the concept of science literacy underlying the PISA (Programme for International Student Assessment) conducted by OECD. The analyses are driven by the questions such as 'which philosophical backgrounds are absorbed into the concept of PISA' science literacy?' and 'What suggestions can be found with respect to the goal of enhancing the science culture?' In conclusion, the science literacy in PISA reflects the elements proposed by logical empiricism, naturalized philosophy of science, and social constructivism, which are being incorporated by the 'collaboration research program' conducted by the newly-emerging interdisciplinary field of 'science of science.' Finally, some further suggestions are added to the analyses to pursue more positive directions to induce mature science cultures in our society.