• Korean Journal of Comparative Education
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• v.28 no.2
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• pp.1-21
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• 2018

The purpose of this study is to explore secondary school teachers' perceptions of student evaluations, focusing especially on students' performance in the classroom. The study selected Germany as a representative country where teachers' performance evaluation strongly affects students' school pathways. The researchers selected 4 English teachers and conducted in-depth interviews with them. The results indicated that German English teachers perceived students' performance as an individual evaluation and provided each student with oriented learning materials and evaluation results. The second, they used formative evaluations to confirm and motivate their students' learning process as well as peer assessments. The third, the German English teachers showed strong empowerment in the evaluation process. The fourth, they motivated to participation in-class activities teacher through performance evaluation considering fairness. Based on the results, future studies should need to observe real settings in the classroom and students' perceptions of their evaluations. the study also suggested using practical performance evaluations to enhance students' motivation and participation in the classroom. This study identified limitations of the research and made significant recommendations for future studies.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.741-750
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• 2021

School violence has long been recognized as a social problem, and various efforts have been made to prevent it. In this study, we propose a system that can prevent school violence by analyzing data on the frequency of conversations between students, friendship and preference to be in the same group. This data was quantified using a Likert scale questionnaire, and also grouped into the appropriate number of clusters using the K-means algorithm. Additionally, the homeroom teacher observed the frequency and nature of conversations between students, and targeted specific individuals or groups for counseling and intervention, with the aim of reducing school violence. Data analysis revealed that the teachers' qualitative observations were consistent with the quantified data based on student questionnaires, and therefore applicable as quantitative data towards the identification and understanding of student relationships within the classroom. The study has potential limitations. The data used is subjective and based on peer evaluations which can be inconsistent as the students may use different criteria to evaluate one another. It is expected that this study will help homeroom teachers in their efforts to prevent school violence by understanding the relationships between students within the classroom.

• Journal of the Korean Chemical Society
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• v.63 no.3
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• pp.166-182
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• 2019

This study examined teachers' difficulties that they encountered free semester science assessment and their problem solutions. Fifteen science teachers who had experiences of free semester teaching and assessment were selected by convenience sampling in this study. The participant teachers mentioned difficulties of accurate scoring in student self/peer assessment and suggested solutions of providing studetns with detailed assessment criteria and opportunities to practice assessment. The participant teachers mentioned a lack of objective assessment criteria for affective domain and suggested solutions of providing criteria prior to assessment and developing assessment framework. The participant teachers mentioned a lack of assessment tools and references for perforamnce assesement. The participant teachers mentioned difficulties of a large teacherstudent ratio for providng feedbacks to students and suggested solutions of decreasing teacher-student ratio and teaching load. The participant teachers mentioned difficulties of identifying student characteristics for assessment reporting and suggested solutions of decreaing teacher work load. The participant teachers mentioned a lack of teacher understanding of process based assessment and inactive attitude to performance assessment and suggested solutions of professional learning community and improving teacher perceptions on performance assessment. The participant teachers mentioned difficulties of a large teacher-student ratio and a lack of time for implementing assessment methods that they learned from professional development programs. With both teacher self-efforts and systematic support, these problems would be solved and success of free semester assessment would be achieved.

• The Journal of Sustainable Design and Educational Environment Research
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• v.19 no.4
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• pp.26-39
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• 2020

This study analyzed the usage characteristics and requirements of students who are users of the middle school education space, and the following results were obtained: First, we could see that various types of classes were needed, such as lecture-style classes, team projects, and four-person consultation and discussion classes, in a way that helped to improve the desirable teaching patterns and learning ability. Second, the place where space was used during the break and the relationship between peers, revealed that most of them were in the classroom and the hallway, and the peer group was composed of three to eight people or more, that were active with various compositions. Third, a gym, library, toilet, stairway, cafeteria, nurse's office, and teachers' room appeared in the center of the building, indicating the need for a balanced layout. Fourth, physical education (dance) rooms, audiovisual rooms (performance rooms), workshops (personal creation), snack bar, rest area, spacious indoor square, and study rooms were needed as facilities that can help learning activities other than current facilities. These outcomes show that the existing classroom layout and space composition formats require some spatial restructuring.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.234-246
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• 2023

This study uses Gagne's 'Differentiated Model of Giftedness and Talent (DMGT)' to collect and extract major life events of Jang Young-sil, and to investigate how giftedness was formed and developed in his life history, and what factors enabled him to demonstrate his talent in the field of science and technology. In addition, based on the framework of Gagne's Differentiation Model for Giftedness and Talent(DMGT), we analyzed the mechanism of giftedness manifestation of Jang Young-sil and sought to explore the direction of gifted education based on this. To sum up the results of the study, first, in Giftedness(G), it was found that Jang Young-sil had excellent scientific and technological skills. Second, motivation, determination, self-management, and personality factors that constitute the inner catalyst(IC) of the individual have had an impact on the development of giftedness. Third, it influenced the social environment and peer giftedness in environmental catalysis(EC). Fourth, the catalyst of chance or chance(C) was the factor that had the greatest influence on Jang Young-sil's manifestation of giftedness. Fifth, informal learning and non-institutional formal learning in the developmental process(LP) influenced the manifestation of giftedness. In this way, the talent development factors of people such as Jang Young-sil provide implications for the need to understand the manifestation mechanism of giftedness in the future, develop examination tools that can detect giftedness, and develop customized programs that can develop giftedness.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.477-491
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• 2009

The purpose of this study is to analyze activities of mentally retarded students studying science within inclusive classes from the aspect of activity sharing to investigate ways of improving their involvement in the tasks. For this study, three mentally retarded students and their peer group in inclusive classes were observed and videotaped for 12 science class sessions about forces and waves. There were many cases in which task involvement of mentally retarded students changed according to three degrees of their activity sharing: well-synchronized, delayed and estranged. When degrees of activity sharing were estranged or delayed, task involvement of the mentally retarded students faded from activeness to passiveness. When the degree of activity sharing was well-synchronized, the mentally retarded students showed interest in learning and were able to participate in science class more actively. Different patterns of activity sharing of mentally retarded students between teacher-centered activities and student-centered activities were observed. In most cases of teacher-centered activities, the monotonous pace could deprive the mentally retarded students of their chance to catch up. As a result, their delayed degrees of activity sharing were faded into estranged degrees. In many cases of student-centered activities, various pacing according to the groups or students could provide mentally retarded students with a chance to catch up, so they could be well-synchronized. In one case of teacher-centered activity, the mentally retarded students were well-synchronized with the teacher's repeated explanations and well-matched illustrations on the blackboard and textbooks. In some cases of student-centered activities, students were well-synchronized with positive relations with and appropriate intervention by other students. In conclusion, various approaches to encourage activity sharing of mentally retarded students with normal ones should be pursued to improve task involvement and academic achievement of mentally retarded students.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.75-88
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• 2008

The purpose of this study was to understand the factors affecting interactions as well as the students' learning process in small group activities. For this purpose, the changes and characteristics of students' interactions in scientific inquiry experiments were analyzed. This study focused on 2 homogeneous small groups of eighth graders. Students were involved in 13 inquiry experiments for one year and students' interactions in each experiments were observed and recorded using video/audio and the data recorded were transcribed. The analysis of data was based on the method of making a note by looking on and listening to the data repeatedly. Changes in the interactions of the two homogeneous groups differ remarkably. In small group A, owing to the conflicts of students' emotions, learning through social interactions became to be impossible. On the other hand, the interactions in small group B became more active. It seems that this changes are affected largely by the existence of peers who are able to mediate different opinions or feelings among group members. In general, middle school students were poor at receiving peers' opinion, cared a lot about writing reports. The less able students tended to be placed at a disadvantageous position in experiment lessons emphasizing social interactions. Four factors that affected the change of interactions were identified: Is the aim of experiments the understanding or completion of report? Is there any attitude towards peers' suggestions? Is there a disposition to care about peers? Is there any peer to mediate on peers' opinions or feelings? Educational implications of the progression of activities emphasizing interactions and the organization of grouping were drawn.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.862-871
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• 2002

We investigated elementary students' conceptions of the simple electric circuit using a battery, a bulb and a wire, and made comparison between the cognitive conflict through peer discussion and the cognitive conflict through physical experience. Two hundred and sixty-four sixth grade students who already had learned about the electric circuit were participated. The questionnaire to investigate the student's conceptions about simple electric circuit consisted of 5 items drawing the wire connections between a battery and a bulb to light the bulb. The students in the discussion group paired randomly with student who had different conceptions, and then each pairs discussed about their ideas freely with each other. After discussion they conducted CCLT(Cognitive Conflict Level Test) which consisted of 4 factors; recognition, interest, anxiety, reappraisal. The physical experience group conducted a task in which they connected a battery and a bulb with a wire, then conducted CCLT. The sixth graders had various misconceptions. Most students were not aware of the scope of negative battery terminal and two electric terminals of a bulb. Many students emphasized the tip of a bulb and positive battery terminal. The score of CCLT in the discussion group was higher than in the physical experience group. This results showed that discussion with peers was more effective than physical experience to arouse cognitive conflict.

• The Journal of Korean Academic Society of Nursing Education
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• v.4 no.2
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• pp.236-248
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• 1998

This survey study was attempted for two purposes : 1) to grasp Korea National Open University(KNOU) students' changing aspects for their education need through comparison analyses with 1996 data ; 2) to establish foundation of the systematic network formation by investgating students' opinion about network framework. Among randomly assigned 4,500 students, 1,505 KNOU nursing students who allowed to participate in the study completed the questionnaires. The data were collected by mail. For the comparison 1996 data were also used. The data were analyzed using descriptive statistics, chi-square test, and t-test. Results of this study were as follows 1. The admission purposes of the KNOU nursing students were 'in order to get a bachelor's degree (70.7%)', 'to do studying and working simultaneously(43.0%)', or 'to be admitted for the graduate school (41%)' etc. Comparing the admission purposes by age, the investigator found 4 items which are 'small amount of tuition', 'graduate school admission', 'aspiration for the university', 'promotion or commencement of work' showed statistically significant differences. These 4 items were also found to show significant differences by marital status. 2. In relation to the learning media, the study showed most students(74%) got effective informations from the school newspaper(36.5%) or peer group(37.7%). The result showed that few students (0.7%) used the computer for communication. The research indicated that KNOU nursing students have tendency to rely on printed materials more than on broadcasting media. This is almost the same result as that of 1996. 3. The results revealed that 12.4% of the respondents had ever experienced unregistration or temporary withdrawal. The most common reason for the unregistration was 'due to family affairs or their job (71.3%)'. There were no change for this aspects with 1996. 4. As for the professors-students network formation. The result revealed that 38.5% students among respondents had heard of the network formation. 78.7% of respondents, however, positively responed that they would willingly participate in the networking if it is made. Especially the students showed much interest in 'the improvement for the understanding of study' and 'strengthening of the relations between professors and students'.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.12
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• pp.8596-8607
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• 2015

This study was aimed to compare and investigate the difference of academic self-concept and social self-concept between multicultural children and general children. The data were collected from a total of 285 multicultural children and 223 general children in elementary school, during three months from February 20, 2014 to May 20, 2014. Collected data were analyzed using t-test, Pearson correlation coefficients, and enter multiple regression with the SPSS 23.0 program. Multicultural children showed lower scores in academic and social self-concept, parents attachment, social support, and school life adaptation than general children. And their mental health level was lower than the general children. The study results were that academic self-concept of multicultural children was influenced by learning activity (${\beta}$=.298), social maladaptation (${\beta}$=-.218), communication (${\beta}$=-.196), and confidence (${\beta}$=.167), which explained for 42.4% of academic self-concept. Social self-concept of multicultural children was influenced by support from friend (${\beta}$=.285), peer relation(${\beta}$=.187), social maladaptation (${\beta}$=-.172), and depression (${\beta}$=-.139). which explained for 46.3% of social self-concept. Since the influence factors of academic and social self-concept of general children and multicultural children have a great power of explanation, they can be used for the intervention program enhancing self-concept for school aged children.