• The Journal of Asian Finance, Economics and Business
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• 제7권11호
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• pp.1049-1057
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• 2020

The shift from elite education to mass education in Vietnam has met the demand for education for everybody as well as for quality human resource talent for an emerging nation. Under the resource constraint, understanding the quality dimensions of education and its priority level is important for effective and efficient policies. This study was carried out using both qualitative and quantitative methodologies to develop quality criteria and a ranking model. Two rounds of in-depth interviews were conducted with fifteen experts in the field, who were rectors, employers, and recruitment specialists to develop the quality framework applied in Vietnamese universities under total quality management (TQM), starting from the input of the senior secondary school leavers, through a teaching process to the output. The first round of interviews were unstructured questionnaires designed to explore the main factors in quality assessment model. The second round affirmed the experts' agreement on the assessment model. Then, fuzzy logic was applied to rank eight criteria in the quality assessment model into priority order: cost, teaching and administrative staff, leadership, curriculum, student-related factors, internationalization, admissions, and campus. The results are critical for identifying the necessary actions to enhance the education quality and to further research on the optimal quality model.

• 한국과학교육학회지
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• 제33권3호
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• pp.626-638
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• 2013

The purpose of this study was to design a development frame for multicultural science program and develop a corresponding program using the frame. This study organized a development frame to design a multicultural science education program based on the culturally responsive teaching theory. This development frame consisted of the elements of purpose, teaching examples, teaching and learning methods, and assessment. This program consisted of the guideline for class teaching courses, reading materials, student worksheet, and teachers' reference materials. Based on this development frame, a multicultural science education program was developed, which was comprised of seven activities for elementary and middle school students. Each activity of the program included the concept and inquiry related to science education. In particular, by connecting the concept of science with the cultural characteristics of various countries, the activity made students aware of cultural diversity and the commonness of science principles. Compared to other subjects, the science education field has not actively undertaken studies on multicultural education. In term of dealing with universal principles, science education is suitable for making students aware of commonness. Accordingly, this gives rise to the need to draw cultural characteristics based on basic studies such as the analysis of science textbooks in various countries and develop culturally responsive programs utilizing the outcomes.

• 한국과학교육학회지
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• 제40권3호
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• pp.291-305
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• 2020

이 연구는 통합과학 수업 중 실시하는 수행평가의 특성과 교사의 PCK와의 관련성을 분석하였다. 이를 위해서 4명의 통합과학 교사의 수행평가 수업을 관찰하였고, 녹화하였으며, 관찰한 수업에 관해 면담을 하였고, 질문지를 통해 교사의 PCK를 조사하고 분석하였다. 연구결과 각 교사의 평가의 특징은 수행의 과정 및 결과 평가, 학생의 이해 상태파악, 피드백, 교실내의 상호작용의 정도, 평가기준의 사용을 중심으로 차이를 보였다. 특히 학생이 평가에 적극적으로 참여할 수 있는 기회와 학습의 지원을 위해 평가가 사용되는 정도에서 두드러진 차이를 보였다. 또한, 교사의 과학교수지향과 PCK 그리고 수행평가의 실천이 일정한 관계를 가짐을 알 수 있었다. 교사의 통합과학 교육의 목표가 학문적 목적과 과학소양의 목적을 모두 가지는 경우 PCK가 개념학습과 경험학습을 중심으로 정교하게 드러났으며, 평가의 실천 역시 그와 일관되게 다양하고 복합적이었다. 한편, 소양교육을 강조하는 경우 PCK는 경험 중심 학습을 바탕으로 하는 수업 활동을 강조하였고, 평가의 실천에서는 학습을 위한 수행 활동과 평가활동의 구분이 모호하였다. 이와는 대조적으로 교과 내 학문적 목표를 강조한 경우는 전통적 수업 전략 및 평가 지식이 드러났고, 평가의 실천에 있어서는 총괄평가를 강조하였다. 이러한 연구결과를 토대로 최근 강조되는 학습을 위한 평가를 효율적으로 실시할 수 있는 교사의 역량 신장을 위한 연수의 내용으로 평가에 학생을 적극적으로 참여시킬 수 있는 전략, 수행 과제에 적절한 구체적인 평가 기준의 사용, 학생이 수행평가 과제를 수행하는 과정에서 발생하는 학습의 질적평가 전략, 직관적 평가의 역량 개발이 포함되어야 한다는 시사점을 제시하였다. 추가 연구 주제도 제안하였다.

• 공학교육연구
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• 제8권4호
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• pp.52-63
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• 2005

대학의 교육경쟁력 강화가 곧 국가경쟁력 강화와 연계된다. 서울대학교는 그간 대학교육의 경쟁력 향상을 위하여 여러 방안을 시행하여 왔으며 그 중 대표적인 한 방법이 강의 질의 개선을 위한 강의평가라고 할 수 있다. 현재 대학에서 시행되고 있는 강의평가는 학생과 교수가 평가의 주체가 되지 못할 뿐 아니라 대학의 본부나 평가 위원회에서 개설된 강좌나 담당교수에 대한 평가로 사용하고 있다. 이때 잘못된 강의평가 방식을 사용할 경우 강의평가가 원 목적인 교수와 학생과의 대화증진으로 인한 강의 개선의 역할보다는 강의 평가 점수를 이용한 강좌의 서열화 및 교수의 업적 평가의 용도만 사용될 우려가 있다. 본 연구에서는 강의의 서열화나 교수의 업적 평가를 위한 강의 평가가 아닌, 교육의 효과를 높이는데 기여할 수 있는 강의 평가 방식을 연구하고자 수행되었다. 이를 위하여 서울대학교 교수들을 대상으로 현재 시행중인 강의평가방식에 대 한 의견을 조사하고, 국내 대학에서 활용하고 있는 강의평가 방식과 평가 문항을 분석하였다. 특히 서울대학교 이공계열 교양과목을 평가하기 위하여 활용하는 수강소감서 문항을 분석하고 현재 시행하고 있는 서울대학교 강의평가 방법에 대한 고찰과 함께 개선 방안을 연구하였다. 본 연구를 통하여 강의 평가를 위한 평가 방식의 문제점을 고찰함과 동시에 평가가 강의의 질 개선에 효과적으로 활용되기 위한 개선점을 모색하였다.

• 한국과학교육학회지
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• 제34권6호
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• pp.593-599
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• 2014

이 연구에서는 서술형 문항에 대한 교사평가와 동료평가가 고등학생들의 학업성취도와 정의적 영역에 미치는 효과를 알아보고, 평가에 대한 학생들의 만족도와 신뢰도를 분석하여 시사점을 얻고자 하였다. 이를 위하여 중소도시에 있는 고등학교 2학년 2개반을 선정하여 학업성취도, 정의적 영역의 검사를 사전과 사후에 실시하였다. 서술형 문항의 평가는 10차시 수업 동안 진행되었으며, 교사평가를 실시한 반에서는 학생들이 서술형 문항을 푼 후에 교사가 이에 대한 피드백을 수업 중에 실시하였다. 동료평가를 실시한 반에서는 학생들이 서술형 문항을 푼 후에 소집단 별로 동료평가를 실시하고 피드백을 제공하도록 하였다. 연구 결과, 학업성취도 상위 집단 학생들은 상대적으로 교사평가에 긍정적인 만족도를 나타내었고, 하위 집단 학생들은 동료평가에 긍정적인 만족도를 나타내었다. 한편, 학업성취도 상위 집단 학생들은 교사평가와 학생평가에서 동일한 채점 기준을 제공하였음에도 불구하고 교사평가에 대한 신뢰도가 상대적으로 높은 반면, 하위 집단 학생들은 교사평가에 대한 신뢰도가 상대적으로 낮았다. 학업성취도가 하위인 학생들만 비교한 결과 교사평가를 실시한 학급보다 동료평가를 실시한 학급에서 성취도의 향상이 통계적으로 유의미하게 나타났다. 정의적 영역의 평가 결과에서도 하위 집단 학생들은 동료 평가가 정의적 영역에서 긍정적인 영향을 미쳤으며, 특별히 과학에 대한 인식 영역에서 변화가 통계적으로 유의미하게 나타났다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권3호
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• pp.223-234
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• 2014

Research shows that formative assessment has a more powerful effect on student learning than summative assessment. This case study of an 8th grade algebra classroom focuses on how the implementation of Formative Assessment Lessons (FALs) and the participation in teacher learning communities related to FALs changed in the teacher's instructional practices, over the course of a year, to promote students' mathematical reasoning and justification. Two classroom observations are analyzed to identify how the teacher elicited and built on students' mathematical reasoning, and how the teacher prompted students to respond to and develop one another's mathematical ideas. Findings show that the teacher solicited students' reasoning more often as the academic year progressed, and students also began developing mathematical reasoning in meaningful ways, such as articulating their mathematical thinking, responding to other students' reasoning, and building on those ideas leading by the teacher. However, findings also show that teacher change in teaching practices is complicated and intertwined with various dimensions of teacher development. This study contributes to the understanding of changes in teaching practices, which has significant implications for teacher professional development and frameworks for investigating teacher learning.

• 한국과학교육학회지
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• 제28권7호
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• pp.713-723
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• 2008

Science teaching-anxiety and science teaching-efficacy are influential factors in teachers' teaching practices and behaviors. In order to encourage elementary teachers to do better teaching practice, this study identified factors that have caused teachers' science teaching-anxiety, developed an instrument measuring science teaching-anxiety, and investigated the relationship between science teaching-anxiety and science teaching-efficacy. In addition, we attempted to suggest practical implications to enhance teachers' confidence in science teaching. The guiding research questions were 1) which factors affect science teaching-anxiety level of the preservice elementary teachers, and 2) how each factor of science teaching-anxiety is related to science teaching-efficacy. The subjects were 133 Korean preservice elementary teachers (57.1% were female) in a large city. The data sources included teachers' responses to three paper and pencil questionnaires: State-Trait Anxiety Inventory (STAI), Science Teaching-Anxiety Questionnaire (STAQ), and Science Teaching Efficacy Belief Instrument (STEBI-B). To clarify the science teaching-anxiety, we specified it into six factors: trait anxiety about nature of science and science teaching, state anxiety about instruction, science activities, student assessment, and professional responsibilities. The results indicated three significant aspects of science teaching anxiety and efficacy. First, their level of anxiety about professional responsibility and science teaching was relatively high among six factors. Second, there was a negative correlation between science teaching-anxiety and science teaching-efficacy. Third, trait anxiety about science teaching is the most influential factor for science teaching-efficacy while state anxiety about instruction and professional responsibilities were followed.

• 대한지역사회영양학회지
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• 제18권4호
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• pp.402-412
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• 2013

The purpose of this study was to evaluate the effectiveness of nutrition education and counseling on the salty taste assessment, nutrition knowledge and dietary attitude of 21 hemodialysis patients. Five times of the nutrition education and three times of nutrition counseling were performed for a period of 5 months. Biochemical analysis revealed that creatinine was significantly high (p < 0.001), blood urea nitrogen and serum albumin were significantly low (p < 0.05, p < 0.01) and Na, K, Cl, K, P and uric acid were not significantly different. The distribution rate of unsalty taste preference were significantly high and the distribution rate of salty taste preference were significantly low after nutrition education and counseling (p < 0.001). Nutrition knowledge significantly improved following 5th month of education and counseling (p < 0.01). Particularly, the scores for questions related to sodium were improved. The dietary attitude was significantly improved during the counseling period (p < 0.05). There were improvements in responses to 'use food exchange list on diet' and 'habitually add salt or soy sauce before the meal'. According to these results, salty taste assessment, nutrition knowledge and dietary attitude were significantly improved by the hemodialysis diet therapy practices of hemodialysis patients. Therefore, we conclude that there was a need for low-salt diet education and nutrition counseling to help them recognize the taste of low-salt foods and strive towards a preference for less salty tasting foods and the consumption of a low-salt diet.

• 한국간호교육학회지
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• 제18권1호
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• pp.120-130
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• 2012

Background: The purpose of this study was to examine relationships among self-assessment, self-efficacy, and satisfaction after OSCE(Objective Structured Clinical Examination) using smart phone. Methods: The convenience sample was consisted of 90 nursing college students. The data were collected from November 15 to November 18 in 2011. The data were analyzed using SPSS win 19.0 program. Data were analyzed with descriptive statistics including t-test, ANOVA and Pearson's correlation coefficient to compare self-efficacy and satisfaction by subject's general related characteristics and to examine the relationships among variables. Results: The level of self-efficacy was 3.48(${\pm}0.27$). The level of satisfaction was 4.01(${\pm}0.54$). Self-efficacy was significant relationship satisfaction with practice education (r=.380, p=.045), satisfaction with the method of practical tests (r=.270, p=.009), and satisfaction with major (r=.250, p=.015). There was significant relationship between satisfaction with major and satisfaction with practice education (r=.240, p=.020). Conclusion: Comprehensive intervention promoting self-efficacy, interpersonal relationship, and perceived image of nurses after practicum is needed to improve self-efficacy and satisfaction, for those who can not better interpersonal relationships, perceived image of nurses after practicum.

• 대한간호학회지
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• 제30권4호
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• pp.932-947
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• 2000

The purpose of this study was to suggest directions for developing a Health Promotion Program for the elderly in Korea for the future. For this, twenty previously developed & implemented health promotion programs were reviewed and analyzed in terms of target population of the program, components of the program, measurement variables for effects of program, the effects of the program. The results were as follows. 1. Most of the target populations were older adults living independently in the community. 2. Components of the program were health education, health assessment and counseling and exercise program. - Health education was done in most of programs. The topics of health education that were often included in the programs were life style changes, medical knowledge, independent living, the concept of health promotion and changes related to aging. - In health assessment and counseling, health professionals discovered their health problems through health assessment or health risk appraisal. Then they developed health recommendations on each health problem and encouraged the elderly to implement the recommendations. 3. Variables measuring the direct effects of the program were health behavior, knowledge, attitude, skill, use of medical/health reference book. Variables measuring the indirect effects, biometric outcome, health status, functional status, medical service utilization, medical cost and wellbeing. 4. The analysis showed that health education was effective for changing health behaviors, improving knowledge, skill and attitude in the elderly. Those results were suggested to be used as guidelines for developing a health promotion program for the elderly in Korea for the future.