• 한국콘텐츠학회논문지
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• 제21권4호
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• pp.707-722
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• 2021

새롭게 야기되는 문제들을 능동적이고 창의적으로 해결할 수 있는 역량 함양을 위한 교육 환경으로 메이커 교육에 대한 관심이 증대되고 있으며, 이를 현장에 적용하는 다양한 연구들이 이루어지고 있다. 그 중 많은 사례들이 메이커 활동의 적용 단계로 디자인 사고 방법론을 활용하고 있다. 메이커 활동과 디자인 사고 방법론은 개념적으로 유사하지만 다른 특성을 가지고 있음에도 불구하고 이에 대한 고찰 없이 단순히 단계를 차용하여 수업이 설계되고 있어, 각 개념의 교육적 가치가 부각되지 못하고 있다. 이에, 본 연구는 메이커 교육과 디자인 사고의 상호보완적 관계를 바탕으로 메이커 교육 설계 모형을 개발하고자, 초안 개발, 형성평가, 최종안 완성의 절차에 따른 형성적 연구를 수행하였다. 그 결과 학습자의 자율성, 여러 가지 도구와 재료를 활용한 가시적 결과물 생산의 메이커 활동 특성과 문제 해결의 구체적인 과정, 사회 참여의 실천이라는 디자인 사고의 특성을 접목한 메이커 교육의 단계를 시각화하고 단계별 상세 활동과 교수전략을 제시하였다.

• 한국과학교육학회지
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• 제34권3호
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• pp.273-283
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• 2014

본 연구는 문제풀이 중심으로 운영되는 고등학교 생명과학 수업에서 교육매체의 일종인 교실응답시스템(CRS)의 활용 가능성을 알아보고자 하였다. 교수 학습 전략으로 CRS 활용반(34명)은 학생들이 CRS단말기로 응답한 결과를 교사가 즉시 파악하고 개인별 응답 이유를 질문한 후 피드백을 하였다. 비교반(35명)에서는 CRS를 사용하지 않았으며 학생들에게 일괄적인 피드백을 하였다. 연구 결과, CRS 활용이 학생들로 하여금 수업 활동에 흥미와 집중력을 높여주는 것으로 인식되었다. 그러나 학업 성취도의 향상에 있어서 CRS 활용반과 비교반 사이에 유의한 차이는 없었다. 다만 성적 수준에 따라 그룹을 나누었을 때, 중위그룹에서는 CRS 활용반과 비교반 사이에 학업 성취도의 향상에 유의한 차이를 보였다. 진단평가 및 형성평가에서 CRS 활용의 효과를 높이기 위해서는 다양한 수준의 문제들을 사전에 개발하고, 학생들의 응답 이유를 정확히 파악하여 더욱 많은 학생들에게 개인별 맞춤형 피드백을 할 수 있는 교수 전략의 개발이 필요함을 제안한다.

• 기술경영경제학회:학술대회논문집
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• 기술경영경제학회 1998년도 제13회 하계학술발표회 논문집
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• pp.131-163
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• 1998

The interest in the evaluation of government-sponsored research institutes (GRIs) has increased markedly in Korea in 1990s; this is mainly because of the increasing needs 1) to improve the quality of R&D at GRIs, and 2) to reorient the GRIs' strategic position in Korean national innovation systems due to the enhancement of R&D capabilities of private companies and universities during last decade. As a first attempt to diagnose the managerial and strategic issues of GRIs, a Multi-Ministerial Evaluation Committee was established as an ad hoc task force under the Prime Minister's Office in 1991. According to the recommendations of the committee, the Ministry of Science and Technology (MOST) to which most of GRIs were affiliated, made it a rule to evaluate the annual performance of GRIs since 1992. This paper examines the recent experience of MOST's evaluation of Government-sponsored Research Institute in Korea. After several years'efforts of Science & Technology Policy Institute(STEPI) to build prospective evaluation systenL MOST decided to apply two supplementary approaches for the evaluation of GRIs; one is summative annual evaluation and the other is formative 3-year evaluation. The annual evaluation system that is designed as a temporary measure is to monitor and to guide the self-evaluation activities of GRIs. In the process of annual evaluation, MOST tries to minimize its direct involvement, and allows each GRI to develop self-evaluation system that is most appropriate for the unique characteristics of the institute. If there exist urgent issues under scrutiny, however, it can be incorporated and examined by a group of external experts as special issues in the annual evaluation system. The aim of 3-year evaluation is both to examine the past performance of each GRI and to investigate whether the strategic role of each GRI is viable in the future. Its major focus, however, lies not on auditing past performance but on strengthening future strategic position of each GRI. The MOST designates a group of evaluation experts with appropriate knowledge and competence as members of the General Evaluation Committee for one year. With the help of STEPI, a specialized research institute for R&D evaluation, the General Evaluation Committee develops methodology and procedures for the actual evaluation of GRIs. Based on the evaluation reports and recommendations from the General Evaluation Committee, the MOST develops various policy measures for strengthening GRIs.

• 한국과학교육학회지
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• 제15권4호
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• pp.394-403
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• 1995

The purpose of this study was to find out and analyze the science teacher's teaching methods. A total of 35 teaching methods were abstracted from the previous studies and the relating literatures. An instrument to measure the frequencies of using methods was developed and then tested to middle school science teachers. The Results of two factor analysis methods were compared. The results are as follows: The instruments's reliablity coefficient(Cronbach ${\alpha}$) was 0.7707. The teaching methods which middle school science teachers have used frequently were represented as the proposing of the learning objectives, the deductive teaching, the experimental activities by teacher's guide, the summarization after explanation, the reading text etc. Also, it was revealed that they have not use the diagnostic evaluation, the formative evaluation, the experimental activities by student's design, the instructional medium. By confirmatory factor analysis, the 1st factor included 13 teaching methods and 2nd and 3rd factor included 9 and 7 methods respectedly. The meaning of 1st factor was interpreted to stimulate student's learning motives. And the other's were about the development of instruction. In exploratory factor analysis factors were overlapped or more fined. These were due to the structure of factors.

• Journal of Korean Biological Nursing Science
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• 제15권2호
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• pp.90-98
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• 2013

Purpose: The purpose of this study was to develop a clinical practice nursing students' microbiology program based on the mastery learning model, and to evaluate the effects of the program on nursing students' knowledge, self-efficacy, performance, and satisfaction related to the nursing students' microbiology program. Methods: The program was developed by using the processes of the mastery learning model. The pre-experimental research design involved a one group pretest-posttest design. The setting was a university located in Incheon, Korea. A total of 130 nursing students participated in the program including a theoretical lecture, clinical practice, and formative and summative evaluation. Results: Using the program that was designed and developed, results for the total score of self-efficacy, knowledge, and performance in the post-test application were significantly higher than in the pre-test application (p<.05). The satisfaction of hand hygiene and disinfection/contaminated hand microbial culture and disinfection test received the highest ratings. Conclusion: The application of a clinical practice nursing students' microbiology program was effective, and can be expanded to other nursing students. Future research with other study designs was warranted in order to prove the effect of a microbiology program based on the mastery learning model.

• 공학교육연구
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• 제19권6호
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• pp.57-62
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• 2016

In this work, we present a case study of using the assessments for the enhancement of students' learning motivation in engineering education. The assessments, given in between summative assessments such as midterms and finals, may have a component of formative evaluation, which are reported as very effective tools as the sources of feedback to improve teaching and learning. We studied how the students' performance is improved by additional tests in engineering education. Also, we examined the factors of successful results of the cooperative learning model, Student Teams-Achievement Division, which is based on imposing a number of tests, achieved in our previous work.

• 복식
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• 제53권7호
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• pp.1-7
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• 2003

The purpose of this study contains evaluation of techno-cyber fashion, specifically in the area of dancing costume which symbolize the stage performing art of techno-cyber fashion's formative elements. The way of study is to make foundation with the theory and picture backgrounds to analyze the fashion trends and finally produce symbolic dance costume which applies modern dance stage costume design to techno-cyber elements. The 'Adieu 1999' is the modern dance work contains social mood in retrospect of 20 century and prepare 21 century. To make design of dance costume, apply the simple geometrical pattern design which utilize techno-cyber element like hi-tech fabrics, see-through and image of band and finally produce costume both 20 and 21 century.

• 대한가정학회지
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• 제44권1호
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• pp.47-58
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• 2006

The purposes of this research were to evaluate the effects of the sex education program on sexual knowledge and sexual attitude, and to provide fundamental information on sex education for middle school students. The research design was comparison and experimental groups including pre-test and post-test. The study subjects were 160 male middle school students in Pusan: 80 students of the experimental group and 80 students of the comparison group. The experimental group showed the significant differences from the comparison group in terms of sexual knowledge and sexual attitude. Through formative evaluation, students recognized human sexuality, especially in the areas of physical change, psychological change, dating, sexual drives and sexual violence. This sexual education program was designed with literature review and participated students' requests.

• East Asian mathematical journal
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• 제39권2호
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• pp.183-198
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• 2023

Classroom observation instruments are often used to evaluate teachers' instructional practices and provide feedback to inform interventions or research studies, or professional development efforts. While designed as research tools, many classroom observation instruments can provide important information to support teachers' learning and instructional change by providing a focus for formative assessment or self-evaluation of practice. In this paper, we review two classroom observation tools and the protocols for their use with an implementation example for one of the tools. These tools are more foreign to the field compared to others but have features that might serve as affordances in relation to the purposes of a specific investigation.

• 한국지구과학회지
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• 제26권5호
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• pp.367-375
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• 2005

본 연구에서는 문헌 연구, 설문 조사, 수업관찰 및 교사 면담 등을 통하여 수업평가 기준의 목적, 개발이 필요한 이유, 수업평가 기준의 역할 등을 살펴보았다. 이어서 현장 교사들이 생각하는 수업평가 기준 개발의 바람직한 주체가 누구이며, 수업평가 기준이 개발될 경우 누가 가장 많은 혜택을 받을 것으로 기대하는지를 살펴보고, 나아가 수업평가(기준) 정착을 위한 선결 요건을 고찰하였다. 요약하면, 수업 평가기준은 (1) 초보자를 위한 지침, (2) 숙련된 전문가를 위한 지침서 (3) 개선 노력을 집중할 부분을 파악하는 구조, (4) 교직이외의 다른 공동체들과의 의사소통의 수단이 될 수 있다. 또한, 수업평가는 물론 수업평가 기준 개발의 주체는 교사들이어야 하며, 일반 기준과 차별화 되는 교과별 기준, 즉 과학과 수업평가 기준 개발의 필요성을 논의하였다. 즉, 교과별 수업평가 기준 개발은 교사들의 적극적인 참여와 교육과 관련된 주요 이해당사자들이 폭넓게 참가하지 않고서는 성공하기 어렵다. 이러한 수업 평가기준 개발의 성공 여부는 이러한 평가기준이 일반 공동체, 특히 교육 공동체에 의해 수용되는 수준에 따라 결정될 것이다.