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A Study of Teachers' Perception and Status about Descriptive Evaluation in Secondary School Mathematics (중등 수학과 서술형 평가의 현황 분석 연구)

  • Noh, Sun-Sook;Kim, Min-Kyeong;Cho, Seong-Min;Jeong, Yeon-Sook;Jeong, Yun-Ah
    • Journal of the Korean School Mathematics Society
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    • v.11 no.3
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    • pp.377-397
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    • 2008
  • In today's secondary school mathematics curriculum, assessment is to be focused on evaluating the student's mathematical thinking rather than finding the correct solution to the problem. A descriptive evaluation method is therefore introduced to the school districts and suggested as an alternative assessment method in K-12 school mathematics. Descriptive evaluation method is widely available for use in schools, but there are barriers to using it since the teachers are forced to use the method by the school districts. In this research, we surveyed 120 secondary school mathematics teachers in Seoul and the surrounding metropolitan area to understand the status and the perception about using descriptive evaluation. The goal of the study was to find and understand the direct implications of using the new assessment method in secondary mathematics classes. The study showed that most of the mathematics teachers used the descriptive assessment method during their regular exam periods which is given twice per semester. Most of the open-ended problems used for descriptive evaluation were medium or high level math questions which were graded by the teachers at least 3 times to ensure objective evaluation. The teachers stated that objectivity in grading, administrative situation, and development of descriptive problems were the difficult barriers in descriptive evaluation. The teachers in the survey also commented that teachers' administrative responsibility should be reduced and that school environment in general should be improved for the new assessment method to become successful. Finally, the study showed that development of more descriptive problems with specific grading guidelines need to be developed for each grade level.

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An Analysis on the Epistemological Obstacles of Elementary Students in the Learning of Ratio and Rate (비와 비율 학습에서 나타나는 초등학교 학생들의 인식론적 장애 분석)

  • Park, Hee-Ok;Park, Man-Goo
    • Education of Primary School Mathematics
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    • v.15 no.2
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    • pp.159-170
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    • 2012
  • Many obstacles have been found in the learning of ratio and rate. The types of epistemological obstacles concern 'terms', 'calculations' and 'symbols'. It is important to identify the epistemological obstacles that students must overcome to understand the learning of ratio and rate. In this respect, the present study attempts to figure out what types of epistemological obstacles emerge in the area of learning ratio and rate and where these obstacles are generated from and to search for the teaching implications to correct them. The research questions were to analyze this concepts as follow; A. How do elementary students show the epistemological obstacles in ratio and rate? B. What is the reason for epistemological obstacles of elementary students in the learning of ratio and rate? C. What are the teaching implications to correct epistemological obstacles of elementary students in the learning of ratio and rate? In order to analyze the epistemological obstacles of elementary students in the learning of ratio and rate, the present study was conducted in five different elementary schools in Seoul. The test was administered to 138 fifth grade students who learned ratio and rate. The test was performed three times during six weeks. In case of necessity, additional interviews were carried out for thorough examination. The final results of the study are summarized as follows. The epistemological obstacles in the learning of ratio and rate can be categorized into three types. The first type concerns 'terms'. The reason is that realistic context is not sufficient, a definition is too formal. The second type of epistemological obstacle concerns 'calculations'. This second obstacle is caused by the lack of multiplication thought in mathematical problems. As a result of this study, the following conclusions have been made. The epistemological obstacles cannot be helped. They are part of the natural learning process. It is necessary to understand the reasons and search for the teaching implications. Every teacher must try to develop the teaching method.

5th and 6th Grade Korean Students' Proportional Reasoning Abilities (초등학교 5학년과 6학년의 비례 추론 능력 분석)

  • Chong, Yeong Ok;Jung, Yoo Kyung
    • School Mathematics
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    • v.18 no.4
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    • pp.819-838
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    • 2016
  • This research analyzed proportional reasoning abilities of the 5th grade students who learned only the basis of ratio and rate and 6th grade students who also learned proportion and cross product strategy. Data were collected through the proportional reasoning tests and the interviews, and then the achievement of the students and their proportional reasoning strategies were analyzed. In the light of such analytical results, the conclusions are as follows. Firstly, there is not much difference between 5th and 6th grade students in the achievement scores. Secondly, both 5th and 6th graders are less familiar with the geometric, qualitative and comparisons tasks than the other tasks. Thirdly, not only 5th graders but also 6th graders used informal strategies much more than the formal strategy. Fourthly, some students can't come up with other strategies than the cross product strategy. Finally, many students have difficulties in discerning proportional situation and non-proportional situations. This study provided suggestions for improving teaching proportional reasoning in elementary schools in Korea as follows: focusing on letting students use their informal strategies fluently in geometric, qualitative, and comparisons tasks as well as algebraic, quantitative, and missing value tasks focusing on the concept of ratio and proportion instead of enforcing the formal strategy.

An Exploration of Creativity Education Model (창의성 교육 모델의 탐색)

  • Kang, Choong-Youl
    • Journal of Gifted/Talented Education
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    • v.10 no.1
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    • pp.1-32
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    • 2000
  • Although it is widely acknowledged that enhancing creativity is an important educational theme on which schools should depend and embody their educational goal and activities, how to do it can be characterized as 'piecemeal' without a whole picture of it. Thus, school practices of creativity education has been disoriented, discontinuous, short-term, and peripheral in nature. In this practical context, a theoretical model of creativity education was developed in ways in which several theoretical concepts based on research findings on a variety of aspects of creativity education were compiled and organized. The core of the model was creative problem solving process to which the goals and the mediating variables of creativity education were connected in relational fashion. By giving repetitive opportunities for creative problem solving geared to producing the results that are novel and useful for the individual as well as the socity, it was conceptualized that two educational goals could be achieved: a short-term goal of developing creative potential of the individual and the long-term goals of self-actualization of the individual and contribution to the society. It is also conceptualized that creative problem solving can be influenced in positive manner by several mediating variables: content knowledge and skills, creative cognition, creative motivation and attitudes, and creative environment. The creative environment is composed of psychological and physical conditions and provides a basis for creativity education. The former three variables are conceptualized as necessary conditions for the effectiveness and efficiency of creative problem solving, when provided appropriately. The four mediating variables ware conceptualized as mutually affecting so that the development of one variable influences positively that of the other, and vice versa. In terms of practical perspective of teaching creativity, developing creative potential, self-actualization, and contribution to society are the goals; creative problem solving process is the methodology; content knowledge and skills, creative cognition, and creative motivation and attitudes are the content; and creative environment is the condition of creativity education. The model is not yet perfect but needs further explorations to make it more detailed in clarifying various relationships. For instance, how the creative problem solving process can be differentiated in teaching various subject matters is yet to be explored. Thus, the model proposed in this study should be regarded as a general model of creativity education, and is relatively sound to be adopted in school practices since it is based on the theoretical as well as empirical study findings on creativity. However, the proposed model needs to be validated through empirical researches in real teaching settings.

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A Phenomenological Study of Gifted Class Management by the Teachers of Elementary Gifted Class in Science (단위학교 초등과학영재학급 영재교사의 영재교육 운영에 대한 현상학적 탐색)

  • Joo, Yeun Jung;Yeo, Sang-Ihn
    • Journal of Gifted/Talented Education
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    • v.24 no.6
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    • pp.935-959
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    • 2014
  • This study attempted to examine the significance of experience in the gifted class management. The participants of the this study were teachers of the science gifted classe in elementary school located in Seoul. The study was conducted in interviews with four teachers of the science gifted class that individually used their own gifted programs. The interviews were analyzed by applying a phenomenological method of analysis derived from Giorgi. Data collection focused on the feelings, thoughts, behaviors, and changes in life of the teachers of the gifted in order to analyze the experience of the research participants. As a result, 123 significant statements were deduced; based on these significant statements, 26 themes and 12 focal meanings were examined closely. Then, the focal meanings were combined to propose situated structural descriptions of the significance of experiences from the perspective of participants. At the same time, by integrating the situated structural descriptions of the individual participants, the experiences of the teachers of the science gifted class were organized as a general structural description. This study examined in depth the experiences of the teachers of the gifted who are the subjects of the gifted class management through a phenomenological method, and also attempted to examine what these teachers wanted on site and what their experiences with the gifted education meant to them. The implications in understanding the problems of the science gifted education in individual elementary schools and in improving the gifted class management were suggested.

Research on the Current Status of Installation and Awareness of Fire Extinguishers and Awareness of Fire Extinguishers (일상생활 환경에서의 소화기 비치 실태와 소화기 인식에 관한 연구)

  • Lee, Wonjoo;Kwon, Shin Young;Lee, Chang-Seop
    • Fire Science and Engineering
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    • v.29 no.6
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    • pp.26-32
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    • 2015
  • The main purpose of this study is to propose a directionfor fire safety education and to discuss the current issues of fire extinguisher training A survey was conducted, and the results show that only 52.1% of homes have a fire extinguisher, whereas over 93% of public and private work places (e.g., schools and businesses) have a fire extinguisher. Approximately 90% of the survey participants had fire extinguisher training experience. However, only 65.8% of the public and private work places conducted fire extinguisher training regularly. 42.5% of survey participants had not been trained in the past year. In the survey result on fire extinguisher knowledge, participants showed a score of 3.95/5.00 for how to use a fire extinguisher and a score of 3.00/5.00 for the meaning of the ABC ratings of fire extinguishers. An independent T-test showed that the "the installation of fire extinguishers in the house" and "regular fire safety education in your group" have influences on the "the knowledge of fire extinguishers" (p < .05).

A Comparative Study on Subject-Matters and Unit Allotment for Fisheries High School in Korea and Japan (실업계(實業系) 고등학교(高等學校) 교과(敎科) 편제(編制)와 단위(單位) 수(數)의 한(韓)·일(日) 비교(比較))

  • Choi, Young-Taeg;Kim, Jong-Gun;Lee, Hyun-Woo;Ju, Su-Dong
    • Journal of Fisheries and Marine Sciences Education
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    • v.9 no.1
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    • pp.1-30
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    • 1997
  • The results of this study were summarized as follows : 1. In the field of general subjects, the compulsory courses are composed of 10 courses(14.3%) in 9 subjects and show only one course in one subject in Korea, while those in Japan are composed of 11-12 courses(18.3-20.0%) in 8 subjects and present each level course of primary and deepening in course. 2. In the field of general subjects, the elective courses are composed of 60 courses(85.7%) in 12 subjects in Korea, while those in Japan are composed of 48-49 courses in 8 subjects. 3. In the field of specialized subjects, the compulsory courses for streams have 3 courses(10.7%) in Korea, while those in Japan have 4 courses (16.7%) 4. In the field of specialized subjects, the compulsory courses for departments are composed of 2-4 courses in Korea, while specialized courses for departments are composed of 4 courses in Japan. 5. In the field of general subjects, unit allotment of the compulsory courses requires the completion of 70 units (37.2%) out of total 188 units(excluding extracurricular activites) in Korea, while that in Japan requires the completion of 70-90 units(38.9-50.0%) out of total 180 units (excluding extracurricular activites). 6. In the field of general subjects, unit allotment of the elective courses requires the completion of 12-36 units(6.4-19.2%) out of total 188 units in Korea, while that in Japan requires the completion of30-50 units(16.7-27.8%) out of total 180 units. 7. In the field of specialized subjects, unit allotment of the major courses requires the completion of more thar 82 units in Korea, while that in Japan requires the completion of more than 60 units, so that the units of the complusory courses for stresms of both of the countries tend to show many differences and diversity in both zone and school. Based on these results, the research concluded that the Fisheries High Schools in the two countries make up nearly similar curricula, while in Japan general subjects carry more extensive choice of courses and higher unit allotment is provided for general subjects than in Korea. It was also concluded that the curriculum for vocational education in Japan intends to develop spontaneous, creative, and soft personalities for job. This study suggests that Fisheries High School curriculum in Korea needs to be improved to give students more opportunities for course selection and to help students adapt themselves to various kinds of job groups.

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New Directions in Communicating Better Nutrition to Older Adults

  • Guldan, Georgia-Sue;Wendy Wai-Hing Hui
    • Journal of Community Nutrition
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    • v.2 no.1
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    • pp.62-70
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    • 2000
  • Nutrition education should be an important component of ongoing health promotion for older adults and their caregivers. This is because prevention through sound nutrition and food hygiene practices and regular excercise is the most cost-effective way to reduce risks for and deal with their major health problems. nutritions education services should effectively promote optimum intake and successful self-care. Unfortunately, however relative to other vulnerable groups, nutrition education for older adults has not been systematically developed or evaluated. Usually oder adults care a lot about their health, so this should be a relatively easy group to teach - but their increasing numbers, longevity and great diversity with respect to health, physical, and economic status and educational level present challenges. Some older adults may not perceive they would benefit from nutrition education, so interesting and motivating them is a challenge. The food and nutrition knowledge of older people has been acquired through a lifetime of experience. For most older adults in the Asian region, their sources are restricted by their restricted education, so that their major sources of information have been informal sources, such as television, radio, friends, family, and perhaps newspapers and magazines if they are literature. Nonetheless, dietary advice for older people should build on their existing knowledge and ingrained values. It should provide information useful in daily food selection, and focus on food, not nutrients - the same foods and groups considered appropriate for younger people, with consistent messages as given throughout the population. Attention must also be paid to discovering learning styles in older people. When we teach in schools, the young students are a captive audience resigned to their learning role. Learning by an older adult, however, reflects an effort to meet his or her perceived needs. Therefore, nutrition education should be a positive experience in a non-threatening environment, relaxed and non-competitive, and perhaps even social environment. The messages also need to be practical and achievable. A needs assessment is essential, because our ability to provide the most effective nutrition education will depend on our success in matching the needs, both perceived and unperceived. of this vulnerable group. Therefore, go to the potential older learners to assess their interest and preferences. Nutrition education activities for older adults are widespread, but few have been evaluated. Evaluation is therefore also recommended, particularly when new methods are used. Tips from other countries for giving successful nutrition education will be given, including some examples of applications as attempted in Hong Kong. Research needs will also be described. In conclusion, successful nutrition education for older adults depends on positive needs-based messages. This is may be hard to do, as few good examples are available to illustrate these principles.

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Differences in Dietary Life and Health related Factors According to Obesity in Poor Urban Peruvian Adolescents (페루 도시 빈민지역 청소년의 비만에 따른 식생활 및 건강요인의 차이)

  • Chung, Hye-Kyung;Lee, Hae-Young;Kim, Jin Ri;Nam, Eun Woo
    • Korean Journal of Community Nutrition
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    • v.23 no.4
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    • pp.302-318
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    • 2018
  • Objectives: This study examined the differences in dietary life and health related factors, such as drinking behavior, exercise and leisure activities, mental health, and subjective perception for oneself according to obesity in poor urban Peruvian adolescents. Methods: A total of 1,532 Peruvian adolescents were selected from six schools in poor regions using stratified random sampling. The subjects were classified into two groups based on their BMI: 'normal weight group (NW group=980)' or 'overweight and obese group (OWOB group=293)'. The differences in the general characteristics, dietary life, drinking behavior, physical activity and leisure, mental health and subjective perception of oneself in the two groups were compared. ${\chi}^2$ analysis and independent sample t-test were performed using the SPSS program ver. 24. Results: For the total and male students, the frequency of breakfast and dinner were significantly lower in the OWOB group than in the NW group (all p<0.001). For total and female students, the percentage of subjects who received nutrition education was significantly higher in the OWOB group than in the NW group (all p<0.05). For total students, the percentage of subject who exercised more than five days/week was lower in the OWOB group than in the NW group (p<0.05). For the total and female students, the subjective health status was worse in the OWOB group than in the NW group (all p<0.05). The subjective body image was significantly different between the OWOB group and NW group in the total, male and female subjects (all p<0.001). Conclusions: The frequency of meals and exercise, and the subjective perceptions of the health status and body image differed according to obesity in poor urban Peruvian adolescents. Therefore, a school-based intervention program focused on regular meal and exercise, and adequate subjective perceptions for health status and body image need to be developed to prevent adolescent obesity.

Relationship between oral-related knowledge and OHIP (Oral Health Impact Profile) in some high school students (일부 고등학생들의 구강관련지식과 구강건강영향지수와의 관계)

  • Lee, Sun-Mi;Kim, Eun-Ju;Lee, Duck-Hye
    • Journal of Korean society of Dental Hygiene
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    • v.10 no.5
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    • pp.877-885
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    • 2010
  • Objectives : This study was carried out with the aim of utilizing it as basic data in a plan for oral health promotion by analyzing oral-health awareness in high school students of some districts in our country, and by analyzing physical, mental and social influential factors in oral health, through using OHIP(Oral Health Impact Profile). Methods : It surveyed by carrying out self-administered questionnaire research targeting 536 boy & girl high school students in the 1st and the 2nd grade at 3 high schools in some districts of Gyeonggi Province. Results : 1. As for experience of having not visited dental clinic, a case of having not visited accounted for 32.5%. On the other hand, a case of having visited accounted for 67.5%. As for the appearance of oral health education, only 2.8% responded as saying of having experience. 97.2% responded as saying of having not taken oral health education. 2. As for oral health state perceived by oneself, the response as saying of 'thinking it to be healthy' and that 'there is something wrong' showed the distribution of 34.1% that is the same ratio. As for oral health interest, a case of having a little interest(58.4%) or of being so much interested(12.5%) showed 70.9%. A case of having no special interest(24.8%) or of having no interest at all(4.3%) showed the level of 29.1%.3. As for oral health knowledge, the toothbrushing knowledge was the highest with 4.54 marks out of 6-point perfection. The toothbrush knowledge(4-point perfection) showed low point with 2.05 marks. 4. By gender, a case of men was high in OHIP(Oral Health Impact Profile) for the functional restriction and physical pain. On the other hand, in the remaining sphere, women were indicated to be high in OHIP. The statistically significant difference was indicated in the spheres such as physical pain, psychological discomfort, a drop in psychological ability, a drop in social ability, and social separation. 5. According to oral health state perceived by oneself, a case of thinking it to be healthy was indicated to be high in OHIP for every sphere. A case of thinking it to have gum disease was indicated to be low in OHIP for every sphere. The statistically significant difference was indicated in every sphere except the sphere of functional restriction. 6. As for a factor of having influence upon OHIP according to oral health knowledge, it was indicated that the higher toothbrush knowledge leads to having more influence upon OHIP. Conclusions : It could be known that the oral health knowledge and OHIP are varied as well according to the oral health interest level. Also, the oral health education proper for subjects is not being performed. Even as for frequency of visiting the dentist, a regular visit is failing to be made. In consideration of these points, the diversified and effective educational program is likely considered to be necessarily developed and improved that subjects can have more interest in oral health.