• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.41-50
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• 1996

The purpose of this study is to examine closely the flow process of science education phenomena for the political direction and improvement of science education. Therefore the science education system is analyzed in a view of the legislative system. The results are as follows: 1. The science education system is divided into the plan system, do system and see system by the criteria of plan do see that is the general process of human activity and the area is established as the field of science education administration, school science education, and science education evaluation. 2. The system model that the system characteristics and interrelationship between the systems are conceivable is suggested as the conceptions of boundary, components, variables, parameters, linkage and mishap, gatekeeper etc.

• Journal of The Korean Association For Science Education
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• v.10 no.1
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• pp.77-94
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• 1990

The Inquiry Activities the newly developed Korean High Schol Biology Textbooks were evaluated using SIEI(Seientific Inquiry Evaluation Inventory). The textbook evaluated are five Introductory Biology books and five Advanced Biology books developed in 1990. The instrument, SIEI, was developed by Myung Hur in his doctoral study at Columbia University in 1984. The major findings of the study are summarized below. 1. The inquiry activities in the textbooks are focusing on the low level science process skills 2. Students are rarely asked to formulate a hypothesis or to design an experiment. 3. The structure of the Inguiry Activities are mostly competitive, thus inhibiting the inquiry achievement of students. 4. The Inquiry Indices of the textbooks are between 14 and 16, meaning only 14 to 16 percent of the total instructional time are to be devoted to inquiry activities.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.101-111
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• 2000

The present study was carried out to investigate the actual condition of the evaluation of science learning in the secondary school, and to develop the basic data for the improvement of the science learning assessment. Various questions for three evaluative domains were asked to 51 science teachers with the questionnaire during the in-service training course for certificate on summer in 1998. The cognition of the table of specification appeared high as 98% responses to the questionnaire, but the teachers' ability to distinguish behavioral elements was low as 47% responses. The evaluative rate of three domains for knowledge, skill and attitude appeared as 45%, 35% and 20% evaluation in both diagnostic and formative evaluation and 40%, 40% and 20% evaluation in summative evaluation. The evaluation of process skill appeared a tendency depending on laboratory reports as 61%, and was higher rather than in the formative evaluation or summative evaluation. In the evaluation of attitude domain, about a half of teachers answered that they evaluated the domain with laboratory reports as 43%, and some teachers evaluated the domain with teacher's observation as 33%. Also there were a few teachers who did not evaluate the attitude domain as 8%. The rate for the elements of the process skill appeared 86% responses in the interpretation of data, 31% in the observative ability, 18% in the predictive ability, 14% in the classified ability, 12% in the measuring and data-investigating ability, 4% in the discussion ability, and 2% in the investigating ability. We could find out that many teachers had given higher rate in the evaluation of process skill and attitude rather than before the present study, therefore there was more improvement in the evaluation for process skill and attitude domain after the 6th curriculum.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.321-330
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• 2014

Changes are expected in the future, and the future society will expect changes in education. Science curriculum needs to reflect such demands for changes in the future of education. Hence, this study explored ways to reflect the changes demanded by the future society in science education. In this study, we investigated the major issues and directions for improvements based on the findings from questionnaires given to 447 primary and secondary school science teachers as well as in-depth interviews with 12 experts. We explored the problems of the 2009 revised national science curriculum including organization of science elective courses, fusion 'science' as an elective course, intensive course-taking of science, career-focused science curriculum, variation of completion units in science elective courses, and fairness of science elective course selection in college entrance. In addition, we proposed ways to organize science curriculum around core competencies and STEAM education suggested by science teachers. According to the results, we need to add such key competencies as basic learning abilities, self-identity, and moral competencies to science curriculum in addition to existing key competencies including problem solving and communication. Regarding the fusion science, experts contended that convergence of science courses should come before that of science and other subjects, and that STEAM with science as the axis was the desired form of convergence. We also need to establish a curriculum development center that exclusively focuses on science curriculum research and development.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.69-85
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• 2010

The purpose of this study was to develop criteria for evaluating final reports of free inquiry activity and to apply developed evaluation criteria to free inquiry activity reports. 323 inquiry reports submitted to internal contests in the elementary schools as well as 189 award-winning ones from the inquiry competition for students in Seoul were collected. Nine categories and 18 sub-categories of evaluation criteria were derived by collecting reports analysis, literature reviews and interviews with 15 elementary school teachers. Criteria for each sub-category were organized into three steps and 12 elementary school teachers assigned scores for each sub-category, which were averaged. 132 including both award-winning and general reports were evaluated based on the developed evaluation criteria. The content validity and the reliability across scorers were significant. Furthermore, award-winning and general reports were significantly distinguished by the developed criteria in terms of all sub-category scores. The developed evaluation criteria will be an effective tool to asses student's free inquiry activity.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.66-72
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• 2020

In order to cultivate talented people with national economic influence in the rapidly changing 21st- century modern society, STEM(Science Technology Engineering Mathematics) education has been emphasized in advanced countries such as America and England. In South Korea, STEAM(Science Technology Engineering Arts Mathematics) education is emphasized by adding Arts. The objective of STEAM education is to strengthen the interest and motivation of learners, to focus on experience, exploration, experimentation, to solve convergent thinking and real-life problems, rather than cramming method of teaching and memorization. This study identifiesan instructional design for converged English, the world's official language, and science which is found in nearly all disciplines. With the development of the 4th industrial revolution based on the PBL model, learners participate in their lessons voluntarily for problem-solving skills. The instructional design based on the ADDIE model consists of 5 procedures: Analysis, Design, Development, Implementation, and Evaluation. The goal of fostering talented people with national economic influence is also important, and the teacher in education must recognize the importance of STEAM education and an appropriate instructional design should be studied constantly.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.867-892
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• 2001

In both Korea and the U.S., science education leaders and specialists insist that there is a shortage of curricula to address the new national science education guidelines in support of reform. This paper addresses development of new curricula for science education reform in the hopes of facilitating further development of guideline-based curricula. We examine Korean and U.S. thematic-based (Korean Science Field Trip at Cultural Sites Program and U.S. Graduate Teaching Fellows in K-12 Education) and project-centered (Korean Teachers for Exciting Science and U.S. Foundational Approaches in Science Teaching Program) programs. Using the criteria of rationale for curriculum, content and scope, processes of implementation, and assessment strategies, we identify the curricular components that are common across four successful secondary science programs and determine which of these components address the national guidelines. Our findings indicate that common components of these four programs meet the expectations of the science guidelines being used to revamp science education in both countries. Therefore, these programs not only engage secondary students and teachers in practicing successful science education, but also lead to successful science education practices that can be incorporated in the future development of curriculum to support secondary science reform.

• Journal of People, Plants, and Environment
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• v.24 no.3
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• pp.245-256
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• 2021

Background and objective: The vitalization of urban agriculture has increased various forms of experience-based education using school gardens, which raised the importance of school gardens in terms of value as well as the need to develop an implementation system for education-based agricultural experience service using school gardens. Thus, we reset the evaluation indicators from the previous study to establish objective evaluation indicators that enable quantitative comparison of school garden education services. Methods: Analytic hierarchy process (AHP) and direct question (DQ) surveys were conducted on 20 experts from October 12 to 19, 2020 after establishing the purpose and subjects of evaluation, and then the weights were calculated using the Expert Choice 2010 program. Results: First, we analyzed the problems of the previous indicators by categorizing the performance indicators and comparing and verifying them with six requirements of valuation. Then, we added 'welfare values' and established sub-indicators accordingly. The importance of value indicator in AHP was in the order of education values (0.544), health values (0.182), welfare values (0.164), environmental values (0.062), and economic values (0.049). The importance of environmental and economic values was relatively low, less than 0.1. The importance of sub-indicators was highest in cultivating character (0.144), followed by enhancing ecological sensitivity (0.141) > promoting mental health (0.134) > cultivating agricultural literacy (0.120) > improving social skills (0.104). And mitigating climate change in environmental values was lowest (0.009). Increase in income was the lowest (0.036). This can be regarded as the expression of change to increase the educational effect based on collective life and the connotative meaning of 'school'. In the case of DQ, the AHP weight and order were the same, but the environmental and economic values were relatively low, and the result was different from AHP weight. For sub-indicators, the importance in DQ was highest in promoting mental health (0.136), followed by promoting physical health (0.085), ]cultivating character (0.082), social integration (0.072), and enhancing ecological sensitivity (0.071). After reviewing related experts, we came up with 5 evaluation indicators and 16 sub-indicators for school garden education service, which are objective evaluation indicators that enable quantitative comparison. Conclusion: In the future, we will validate the socioeconomic values of school garden education services and contribute to revitalizing school gardens by establishing policy alternatives for effective operation and management of school gardens.

• The Journal of Asian Finance, Economics and Business
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• v.4 no.2
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• pp.37-44
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• 2017

This research is devoted to the development of methods general and standard methodological approaches and approbation those for the evaluation of economic potential and level of concentration of the regions of Kazakhstan. This paper presents the results of development of the authors on the selection and justification of the methodological approaches for quantitative evaluation of the economic potential (the degree of territorial differentiation of the profile) and concentration of regions. In this study, we used scientific methods: method of analysis the main trends of economic development, and method of evaluation of concentration of the region. Based on the analysis of foreign techniques developed and tested methodical approaches to the assessment of the economic potential (index and coefficient methods). Proposed methodological approaches to the assessment profile of the territory and developed a system of indicators, which includes an aggregated index of spatial concentration, which accurately reflects the concentration of production in the region. This study shows the results of the analysis of the potential regional disparities and trends of economic development of Kazakhstan. By using, the proposed methodology shows the possibility of their use; we calculated the indicators of integrated assessment of the economic potential and indicators of spatial concentration.

• Journal of the Korea Society of Computer and Information
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• v.28 no.11
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• pp.227-234
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• 2023

The evaluation of students' computational thinking begins with the evaluation of knowledge about the concepts and principles of computing. In this study, we analyzed the differences in teachers' perceptions depending on the description method of the bebras challenge questions to evaluate computer science knowledge. First, we classified the questions into two types depending on whether computer science terms were included or not. Also we made a computational thinking questionnaire with two types of questions and surveyed 72 major teachers. As a result, teachers expressed the opinion that the evaluation questions that revealed computer science terms were appropriate as evaluation questions for information subjects. They also perceived it as more helpful in assessing computational thinking and coding skills. Through the results of this study, we suggested that the way the questions are worded is important in the process of assessing students' understanding of computer science concepts and computational thinking skills.