• Journal of Korean Society for Atmospheric Environment
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• v.32 no.6
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• pp.624-632
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• 2016

Attention plays vital role either students academic performance in classroom or work performance of workers. This study was accomplished among elementary school students of elementary school classroom for two years. Three experiment cases were designed based on the Predicted Mean Vote (PMV) indexes. Thermal environment and PMV were directly monitored; Thermal Sensation Vote (TSV) and Comfort Sensation Vote (CSV) were analyzed based on survey data; and attention was analyzed for different comfort level using FAIR program. PMV, TSV and CSV were varied with the change in thermal environment and there was not noticeable gender influence on impact. The good correlation between thermal environment, PMV, TSV and CSV confirmed the impact of thermal environment on indoor comfort. There were different impacts on attention with comfort conditions. Academic attention of low attention group i.e. weak students, can be improved by providing the comfort environment. Thermal environment influences the comfort and the comfort influences the attention, it is possible to assess the impact of thermal environment on attention in further.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.217-235
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• 1998

The purpose of this study is to define the altenative assessment and to suggest the method of scoring system. Alternative assessment includes any type of assessment in which student create reponses to a question rather than choosing a responses form given list( as for multiple choice, true/false, or matching). Alternative assessment can includes short answer questions, essay, performances, oral presentation, demonstrations, exhibitions, portfolios, and etc. To evaluate the each type of assessment, we can apply the method of holistic scoring and analytic scoring system. Also we have to concern the type of scoring mechanism directly relate to what we want to assess, our purpose for assessment fitting into the educational enterprise. Before applying the alternative assessment in our classroom, we need to step back and reconsider all our design features and teachers' responsibility.

• Journal of the Korean earth science society
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• v.25 no.3
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• pp.129-141
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• 2004

A peer assessment method was implemented as part of an action research project where the primary goal was to create constructivist science classrooms. Student reflective writings, which had been created in the process of action research, were analyzed to examine the perceptions of the students concerning the peer assessment method employed in their earth science classrooms. Five perception categories and thirteen statements were developed from the student writings. These indicated that the students appreciated the positive nature of peer assessment and the effects of it as an alternative method for promoting learning. It was also revealed, however, that some students displayed inappropriate behaviors toward peer assessment which led to negative perceptions of the new assessment method. Implications for future use of peer assessment in science classrooms are discussed. Limitations founded in the present study as well as possible solutions are provided.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.529-536
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• 2001

The purpose of the research is to investigate the effects of a portfolio system on students' socio-psychological classroom environments in elementary science class. Two schools were selected from a metropolitan area, a city, and one school from a rural area in central Korea. Two fifth-grade classes were sampled from each school selected, and one class is assigned to experimental group and the other to control group, respectively. The total number of participants of the study is 399. Portfolio system was administered to experimental group, and conventional teaching to control group for two and half month. WIHIC, an inventory to measure socio-psychological classroom environment, was administered as a pre- and post-test. Experimental group gained statistically higher scores on WIHIC after administering portfolio system. They showed more positive perceptions on sub-areas of WIHIC such as teacher support, task orientation, and equity. There is interaction between region and group: the effects of the portfolio system is highest in rural area, lowest in metropolitan area, and the city in between. Portfolio system have positive effects on students' socio-psychological classroom environments. Enhanced socio-psychological classroom environments is expected to contribute to positive self-concept, higher science achievements, and self-directed learning.

• Journal of Korean Elementary Science Education
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• v.19 no.2
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• pp.83-92
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• 2000

The purpose of this study was to investigate the characteristics of formative assessment in elementary school science teaching. In order to examine the practices of formative assessment in science teaching, 8 science classes were observed and video-taped for each of two instructions. We also interviewed the teachers and students with semi-structured questions. The result indicated that the teachers used planned formative assessment and interactive formative assessment. Teachers assessed three aspects of student loaming in science classroom: the student's personal, social and science development. However, the majority assessed in science teaching was science development. Teachers used observation, question and answer, dialogue, reports, and presentation as the formative assessment methods. The process of formative assessment was categorized as to get information, to judge and to give feedback. These three aspects were interrelated and interdependent. The type of question and feedback was influenced on the extent of the interaction between teachers and students.

• Journal of The Korean Association For Science Education
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• v.28 no.7
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• pp.730-748
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• 2008

Students often have tenacious physics misconceptions and many studies were conducted on engendering conceptual change. Correspondingly, there is much literature on alternative assessment and its role in student learning. This is a comparison study on using alternative assessments to improve common students' misconceptions in GCE Advanced Level Physics. This research also aims to affirm alternative assessment as a valid tool for learning and promote its use. This study involved two classes with 24 students each. For four weeks, electromagnetism was taught to students using the same classroom pedagogies but with different assignments. The control group completeda standard drill-and-practice assignment while the experimental group finished an alternative assessment. From the preliminary results, students who undertook the alternative assessment and the traditional assessment both improved, however, the treatment group did not perform statistically significantly better than the control group. The reasons will be discussed and commented and it is expected to have significant improvement on rectifying misconceptionsupon next batch of experimentation groups.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.233-243
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• 1998

Many science educators concern about the problems of assessment using paper & pencil test. Performance assessment is believed to be a very promising alternatives to traditional assessment. Portfolio assessment, a kind of performance assessment, has many desirable characteristics to foster students' creativity and increase students' responsibility for their own learning. However few research study has been dealt with this assessment method and few teacher adopts this method in science class. The characteristics and structures of portfolio assessment were explored by reviewing related literatures. The appropriate portfolio assessment was designed based on the results of exploration. For our primary science class, general and specific objectives are needed, depending on the nature of the instructional topics. The children's evidences for portfolio may be limited in their forms because of insufficient learning materials and reproducing facilities in classrooms. Large portions of children's evidence should be collected during class hours to reduce burdens of children. The evaluation criteria may be holistic rather than analytical because of large class size. Portfolio assessment will bring about many changes in primary science classes. Students' have more responsibility in science learning. Teachers will focus major instructional objectives, and concern more about students' meaningful learning. Although portfolio assessment requires more work to teachers and children it could be applicable to our science classroom.

• International conference on construction engineering and project management
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• 2005.10a
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• pp.924-928
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• 2005

Formative assessment of student progress and attitudes is important to our continuous improvement process, but collecting and compiling the data is burdensome without access to computer tools. This research is to set up a mobile computer based lab that will enable faculty who teach in rooms without computers to use testing and survey tools. The technologies necessary to develop such system including wireless communication, World Wide Web (WWW), database, and mobile computing are investigated in this research. The real-time based formative assessment of student is proposed. A hardware configuration for real-time assessment is also presented in the research.

• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.11-21
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• 1998

Portfolio assessment provides many opportunities to foster children's creativity and to increase their responsibility for learning. few research study has been conducted in this area, and this assessment method has scarcely been administered in primary science class, Proper and effective use of portfolio assessment in our primary science class requires basic research on how to design and administer the method. Based on the earlier study on typical structures and components of portfolio assessment, the assessment instrument was developed on various primary science topics, The development team was consisted of one science education specialist and nine pre-service elementary school teachers. It takes ten months to develop instruments for 27 class hours. The development process was reciprocal in that development and revision cycle was repeated more than 7 times. The portfolio assessment instruments consist of instructional objectives, developers' evidence for the objectives, and assessment criteria. Adopting a new way of assessment into science class inevitably causes lots of confusions to teachers and children. The absence of basic research studies must be a critical barrier for successful administration of a new assessment method such as portfolio assessment. further research is required in the preparation and administration of portfolio assessment in our primary science classroom.

• Korean journal of food and cookery science
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• v.23 no.3 s.99
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• pp.321-326
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• 2007

The microbial contamination levels of school classrooms were assessed as foodservice environments for elementary students. Two elementary schools located in Kyunggi-do were selected, and the total plate counts (TPC) and coliforms were measured from the classroom facilities, including the tables, chairs, floors, shelves, doors, as well as the hands of students, and the air of classrooms. The TPC of the classroom facilities were relatively low ranging from 2.30 to 3.79 log CFU/100 cm$^2$. The TPC counts from the hands of serving students and served students, were 6.39 and 5.33 log CFU, respectively, and the TPC counts of the foodservice utensils were <3.00 log CFU/ea before use and 4.77 CFU/ea after use. The air samples of 'empty classrooms during physical education', 'after physical education class', and 'during lunch' showed the contamination levels of 26 CFU/m$^3$,392 CFU/m$^3$, 364 CFU/m$^3$, respectively, suggesting that the microbial levels in the air varies greatly depending on the class activity before foodservice. When the TPCs of the air during lunch were measured from 18 classrooms, the levels ranged from 76 to >2228 CFU/m$^3$. Coliforms were not detected in the classroom facilities; however, air samples of the classrooms showed 1${\sim}$2 CFU/m$^3$. The above results show that classroom air and the hands of students, can have high levels of microbial contamination, which must to be controlled for safer school foodservice.