• 한국초등과학교육학회지:초등과학교육
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• 제22권2호
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• pp.163-172
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• 2003

The purpose of this study was to develop the analytic framework of Creative Problem Solving(CPS) for elementary school science textbook. For this purpose, we developed the framework based on the theories of problem, definition of problem solving and various kinds of CPS model. The six elements of the framework for content analysis were extracted through theoretical examination: problem introduction, problem statement, solution thinking, formulating hypothesis, testing hypothesis, and assessment. The developed framework was applied to the extbooks for the 5th and the 6th grades 1st semester in elementary science textbook of the 7th national curriculum. The results of this study were as follows: 1. The scores of the framework for content analysis in the 5th grade were slightly higher than those of the 6th grade, but there were no significant difference. 2. The comparison of the scores between the elements of the framework was found that the scores on the elements of testing hypothesis and formulating hypothesis were higher than those of the other elements. 3. The comparison of the scores between the units was found that the scores of the framework for the 9th unit (“trip of water”) of the 5th grade were higher than those of the other units, which were presented lower level than 1.0 (50.0%) score of the framework. 4. The comparison of the scores between the intensive course and the regular coures in the 6th grade textbook was showed that the scores on the intensive course were higher than the basic course. In conclusions, it was found that the problem introduction and problem statement in the textbook should be amended, and that various information and activities should be presented in the textbook.

• 과학교육연구지
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• 제37권2호
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• pp.278-293
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• 2013

이 연구에서는 2009 개정 교육과정에 따른 고등학교 융합형 '과학' 교과에서 사용된 선다형 평가 문항의 특성을 분석하였다. 문항의 출제 경향을 분석하기 위해 융합형 교과에 특이적인 분석틀을 구안하여 분석하였으며, 문항 반응 이론을 적용하여 문항의 특성을 양적으로 분석하였다. 문항의 출제 경향 분석 결과, 문항 출처, 융합 범위, 인지 수준 측면에서 융합형 '과학' 교과의 취지를 제대로 반영하고 있지 못하는 것으로 나타났으며, 기존 교육과정의 과학 교과와 같은 분과적 교수-학습 및 평가가 이루어지고 있음을 알 수 있었다. 문항 반응 이론을 적용한 분석 결과, 대체로 문항의 난이도는 적절하며, 변별도는 높은 수준인 것으로 나타났다. 하지만 분석틀을 구성하는 3개 범주와의 연관성은 나타나지 않았다. 이와 같은 연구 결과를 토대로 융합형 '과학' 교과의 취지를 반영한 교수-학습과 평가를 위한 개선점을 논의하였다.

• 한국농공학회논문집
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• 제64권2호
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• pp.71-83
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• 2022

In this study, an indicator and assessment system for evaluating the monthly hydrological cycle was prepared using simple factors such as the landuse status of the watershed and topographic characteristics to the dynamic water balance model (DWBM) based on the Budyko framework. The parameters a1 of DWBM are introduced as hydrologic cycle indicators. An indicator estimation regression model was developed using watershed characteristics data for the introduced indicator, and an assessment system was prepared through K-means cluster analysis. The hydrological cycle assessment system developed in this study can assess the hydrological cycle with simple data such as land use, CN, and watershed slope, so it can quickly assess changes in hydrological cycle factors in the past and present. Because of this advantage is expected that the developed assessment system can predict changes in the hydrological cycle and use an auxiliary tool for policymaking.

• 환경영향평가
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• 제7권1호
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• pp.93-107
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• 1998

In this study, the indicator is established by the human activities which cause the load of the environment, the effect of the human activities on the environment, the state of the natural environment in the city, and the effort on improving this state. And this indicator is based on the DPSR(Driving Force, Pressure, State, Response)framework which combines the PSR framework of GECD with the DSR framework of UNCSD. Coexistent indicators between men and nature among the established environmental indicators apply to the case cities such as Suwon, Songnam, Bucheon, Ansan and the results are analyzed in detail. The environmental indicators established in this study will be the concrete and persuasive means which can evaluate the possibility of the sustainability that is the paradigm of the new city development when the environmental quality or state of the existing cities is evaluated.

• 한국경영과학회지
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• 제37권3호
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• pp.23-37
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• 2012

As Customer Relationship Management (CRM) strategy is becoming a core competence more recently, many companies want a reliable CRM assessment system which enables measuring and diagnosing corporate customer strategies for building an optimized CRM strategy. However, there has been short of researches on developing the CRM diagnosis methodology that is directly applicable to real practices. Drawing upon the theoretical framework of CRM scorecard, we developed and suggested a corporate CRM diagnosis methodology that can systematically understand and assess the corporate CRM capability and performance, guiding their future directions. Companies can search the important but weak areas among various CRM strategy subjects through the proposed diagnostic procedures. This framework has a hierarchical structure that has four evaluative domains each of which has several evaluative subjects consisting of many evaluative themes: the score of upper factor is the weighted average of its subordinate factor scores. And the score of each evaluative theme is the weighted average of quantitative and qualitative evaluative indexes. Quantitative indexes are calculated by analyzing customer and sales data and qualitative ones are derived from survey data. Each evaluative index has more than one measure and its score can be derived from its own formula consisting of the measures. To prove the concept, we applied this framework to a real company and concluded that it might be appropriate to understand the corporate CRM strategy situation, find the pain points, and resolve them for better CRM implementation.

• 한국과학교육학회지
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• 제23권4호
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• pp.386-400
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• 2003

This paper presents an analysis of the Developmental Approaches in Science, Health and Technology (DASH) program, a K-6 curriculum developed by the Curriculum Research & Development Group (CRDG) at the University of Hawaii employing the curriculum analysis framework created by Posner. Using this framework the analyst found that the DASH design is based on the research on learning, teaching, and assessment now driving efforts to reform science education at the elementary level. DASH embraces the constructivist idea that learning is a personal and social process and the recapitulation model that new concepts are built out of theories previously learned. DASH provides an understandable, exciting, and memorable experience in the operations of science, health, and technology, and develops their capacity to use the skills and knowledge of science, health, and technology both in and outside school. A number of studies of DASH have examined its functionality, effectiveness of pedagogy and what students learn. The innovative nature of DASH necessitated a multidimensional assessment that included both quantitative and qualitative research techniques. Ongoing development of the DASH program in the research setting of a university laboratory school permits ever deeper connections with emerging curriculum theory and curriculum practice, and allows new linkages as ideas are tested in research classrooms.

• STI Policy Review
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• 제2권3호
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• pp.35-44
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• 2011

Korea has rapidly increased R&D investment over the last few decades and the intensity of R&D investment is among the highest in the world; however, there are serious concerns about R&D performance and R&D efficiency. This study is to improve the economic assessment methodology regarding a feasibility study for national R&D programs that are thought to be one of the most prominent ways to enhance R&D efficiency. In order to improve the methodology of economic assessment, a few of important factors such as technical or market uncertainty, spillover effect, and R&D contribution ratio should be covered in the model. The focus of this article is technological and market uncertainty that has a close relation with strategic flexibility and utilization potential to increase the value of R&D programs. To improve the current linear and definitive R&D process, a new framework with strategic flexibility is suggested, in which the result of economic assessment that considers technological and market uncertainty is reflected in planning. That kind of feedback process is expected to enhance the value of the program/project as well as R&D efficiency.

• 한국문헌정보학회지
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• 제50권3호
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• pp.171-191
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• 2016

본 연구의 목적은 2015년 1월 ACRL(Association of College and Research Libraries)의 이사회에 제출되어 2016년 1월 최종 승인된 '고등교육에서의 정보리터러시 프레임웍'(이하 'Framework')의 내용을 분석해 보는 것이다. ACRL의 정보리터러시 'Framework'에서 제시하는 6개 프레임의 중심 개념이 분석되었고, 'Framework' 작성의 기본원리가 되었던 4개의 주요 개념, 즉 문지방 개념, 메타 리터러시, 백워드 교육과정 설계 모형, 한계 공간의 개념이 분석되었다. 'Framework'는 개념적이고 서술적인 성격을 갖는다. 또한, 'Framework'는 학습자의 전체 교육과정동안 단발성의 일회용 정보리터러시의 수업을 위하여 설계된 것은 아니며, 체계적이면서도 다양한 수준의 학습 프로그램과 통합되기 위하여 의도된 것이다. 'Framework'에 근거한 새로운 교과과정 개발 및 평가에 대한 연구가 앞으로의 연구 과제로 제시되었다.

• 한국지역사회생활과학회지
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• 제26권4호
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• pp.749-760
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• 2015

This study establishes a safe and healthy farm certification system for Korean farmers and presents the certification system and assessment items. Existing certification systems for safety and health were compared through a review of local and international studies as well as an examination of advanced examples. Then the certification system and assessment items were objectively verified through an expert evaluation process. As a result, four domains of certification participation, implementation, certification evaluation, and post management were identified as components of the certification system. For assessment measures, 6 categories, 21 factors, and 96 items were derived. The results are expected to be used as basic data in establishing a foundation for the implementation and operation of a certification system appropriate for distinct characteristics of the Korean agricultural sector.

• 한국초등과학교육학회지:초등과학교육
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• 제40권2호
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• pp.191-209
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• 2021

이 연구에서는 과정중심평가의 특징이 배포된 과학과 과정중심평가 예시 문항 자료들에서 어떻게 구현되고 있는지를 분석하였다. 선행연구 리뷰를 통해 과정중심평가의 특징에 대한 분석 관점을 6가지로 추출하였다. 그 분석틀을 이용하여 시도 교육청 및 교육과정평가원에서 개발한 과정중심평가 장학자료의 초등 과학과 평가문항이 과정중심평가의 특징을 어떤 방법으로 반영하고 있는지 기술하였다. 연구 결과, 과정중심 평가의 특징은 초등 과학과 평가 문항 예시 자료들에 형식적으로 반영되어 있는 경우가 많았고, 과정중심 평가의 특징이 초등 과학과 평가 문항에 두드러지게 나타나지 않는 경우도 있었다. 개발된 예시문항들은 기존 과학과 수행평가 문항의 형태와 동일한 유형, 서·논술형 유형, 실험관찰과 유사한 유형으로 구분되었다.