• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.124-135
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• 2013

The purpose of this study was to find the relationship between elementary school teachers' beliefs of inquiry and science performance assessment. To collect data for analyzing elementary school teachers' beliefs of inquiry and their practice of science performance assessment, the researcher was surveyed with elementary school teachers by open-ended questionnaires and interview. The findings of this study were as follows; First, Most of elementary school teachers beliefs of inquiry was shown as constructivist tendency. This view of inquiry involves watching and doing experiments, and the skills of thinking processes, in which learners make their own interpretations rather than merely acquiring preexisting knowledge structures. Second, for content knowledge, participants' preception about the target of science performance assessment involved assessing application of science knowledge rather than basic level of substantive knowledge. For inquiry process, participants' preception about the target of science performance assessment involved assessing the lower level of inquiry rather than the higher level of inquiry. Most of participants was measured using a paper and pencil test for the actual evaluation methods due to the ease and objectivity of the assessment, the lack of understanding how to perform the performance evaluation process and method. Especially, participants who recognize that the higher level of inquiry was used performance and informal mode of assessing.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.263-278
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• 1999

Computer with various powerful functions has profound potential for mathematics instruction and learning. As computer technology progress, its applicability to mathematics education become more comprehensive. Not only its functional development but various psychological positions also changed the way computer technology utilized in mathematics education. In behaviorist's perspective, computer viewed as a teaching machine and constructivist viewed computer as microworld where students could explore various mathematical contents. Both theoretical positions emphasized individual aspect of learning because behaviorist tried to individualize learning using computer and constructivist focused on the process of individual construction. But learning is not only a individual event but also a social event. Therefore we must take social aspect into account. This is especially important when it comes to computer based learning. So far, mathematics loaming with computer weighed individual aspect of loaming. Even in microworld environment, learning should be mediated by teacher and collaborative learning activities. In this aspect, the roles of teacher and peers are very important and socio-cultural perspective sheds light on the computer based learning. In socio-cultural perspective, the idea of scaffold is very important in learning and students gradually internalize the social dimension and scaffolding is gradually faded. And in the zone of proximal development, teacher and more competent peers guide students to formulate their own understanding. In sum, we must take following points into account. First of all, computer should not be viewed as a medium for individualized teaming. That is, interaction with computer should be catalyst for collaborative activities with peers. So, exploration in computer environment has to be followed by small group activities including small group discussion. Secondly, regardless of the role that computer would play, teacher should play a crucial role in computer based learning. This does not mean teacher should direct every steps in learning process. Teacher's intervention should help student construct actively. Thirdly, it is needed to conceptualize computer in learning situation as medium. This would affect learning situation and result in the change of pre-service and in-service teacher training. Computer to be used effectively in mathematics classroom, researches on assessment of computer based learning are needed.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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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.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.291-299
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• 2017

In this study, we investigated the characteristics of the PCK components of pre-service chemistry teachers considered in the processes of developing performance assessment. Eight pre-service teachers participated in this study. After the workshop for performance assessment, they developed performance assessment through the planning, embodying and small group discussion step. Their activities were recorded and videotaped. Semi-structured interviews were also conducted. It was found that the PCK component considered in developing performance assessment individually was mainly the knowledge of assessment in science. The proportions of knowledge of curriculum, instructional strategies and students were found to be relatively low. The feedback on students' performance was not considered at all. The orientation to traditional assessment which emphasized on the objectivity of assessment, was stronger in the embodying step rather than in the planning step. During the planning step, the integrations among the PCK components mainly appeared with the knowledge of instructional strategies. However, they hardly appeared in the embodying and discussion steps. The main characteristics of the PCK in small group discussion were similar with those in the embodying step. Some PCK components were considered more in small group discussion, but most discussions were in the traditional perspectives.

• Journal of the Korean Chemical Society
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• v.62 no.5
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• pp.386-397
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• 2018

In this study, we investigated the characteristics of the PCK components in the chemistry units of middle school science teacher's guidebooks developed under the 2009 Revised National Curriculum. The analysis of the results revealed that the sub-components of topic-specific strategies, vertical articulation, and lesson objectives were systematically handled in most teacher's guidebooks. However, subject-specific strategies, assessment methods, and curricular changes were mainly dealt with only in the general guidelines. Experiments and inquiries, assessment questions, and assessment dimensions were lack of constructivist approaches in the aspect of presented contents or forms. Horizontal articulation and knowledge of students were either lacked in relevant content or presented in the form of simple presentation. Concepts and theories accounted for the largest proportion of teachers' guidebooks, but some of them were beyond appropriate levels. On the bases of the results, the implications for the development of the teacher's guidebooks are discussed.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.41-50
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• 2001

Through WWW, one of Internet services, network infrastructure is grown explosively and web-based technologies have been developed tremendously. That technologies have had a potent influence on wide-area of society, so did educational area. Meanwhile, discussion is emphasized at school education because of its great advantages at a constructivist perspective and the part of performance assessment. But, there are many differences between web-based discuss-learning instruction and face to face discussion, because the former is based on interaction through the media especially networks. Consequently, in this paper, we look into about the consideration factors of the web-based discuss-learning instruction, and also study about the support system development factors and methods.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.51-68
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• 2011

The goal of library goes beyond providing information and it also strengthens the education programs for children. The purpose of this study is to analyze the educational role of librarian related to the education programs at library. For this purpose, a research model related to librarians' role for library's child education programs was designed. This research model is based on the constructivist teaching and learning theory. The designed and proposed model was then applied to 5 cases of Korean public library's education programs and some recommendations are suggested for better educational effects.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.820-836
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• 2002

Constructivism has had a great influence on science education over the last two decades. The purpose of this article is twofold: First, to describe the characteristics of constructivism and, second, to suggest an ideal forms of science education in Korea as implied in constructivism. A review of the literatures in the first area shows that constructivism is philosophical/psychological view which believe in the social nature of the construction of scientific knowledge and its learning. And the analyses of a few schools of constructivism suggest decision-making as a goal of science education, learning as the active construction of meaning through interaction between learner and learning environments, and discussion and cooperation as appropriate teaching strategies. At the same time, the results necessitate teaching ethical aspects of science in the secondary schools, and also imply that performance assessment must be emphasized in evaluation of science education.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.183-200
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• 1998

Widespread recognition of the various aspects of science education has been prompted by post-positivist philosophers' discussions of the nature of science and intense debates among constructivist psychologists about learning in science. Their discussions and debates, in turn, have raised the problems associated with teaching/learning of science in the schools. The purpose of this article, basically based on the reviews and analyses of the literature related to philosophy of science and psychology, was to describe the implications of post-positivism and constructivism for current science education in the schools. In this paper, the author defines science education as education of/about science, and education through/by science. He also stresses that scientific literacy and decision-making should be emphasized as the goals of science education, that the ethical dimensions of science and technology must be included in science curriculum, that group discussion and/or cooperative learning are effective teaching strategy for science as interpreted by post-positivists and constructivists, and that the assessment should be focused on the degree to which cognitive structure has been changed through instruction in the school classrooms.

• Journal of Science and Technology Studies
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• v.2 no.2 s.4
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• pp.91-122
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• 2002

Constructivism has had a great influence on science education over the last two decades. The purpose of this article is twofold: First, to describe the characteristics of constructivism and, second, to suggest an ideal forms of science education in Korea as implied in constructivism. A review of the literature in the first area shows that constructivism is the philosophical/ psychological view which believes in the social nature of the construction of scientific knowledge and its learning. And the analyses of a few schools of constructivism suggests decision-making as a goal of science education, loaming as the active construction of meaning through interaction between learner and learning environments, and discussion and cooperation as appropriate teaching strategies. At the same time, the results necessitate teaching ethical aspects of science in the secondary schools, and also imply that performance assessment must be emphasized in evaluation of science education.