• 한국초등과학교육학회지:초등과학교육
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• 제38권1호
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• pp.116-129
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• 2019

This study investigated elementary students' spatial thinking and visualization when they learned the shape of volcanoes. For this purpose we used GeoMapApp to design instruction program and assessment items. In the instruction, students were asked to connect the floor plan view of Jeju island with the cross-sectional view of the same figure producted by GeoMapApp. Then they were asked to classify four sets of pictures of volcanoes based on the similarities of figures, that is, dome-shaped and shield volcanoes. In the assessment students solved three questions which examined how they connected the plan view and cross-sectional profile of Kilauea, draw cross-sectional profile of Mt. Fuji, and distinguished a shield volcano and dome-shaped one. Students' discourse data during the class were analyzed according to the amount to showing their spatial thinking and visualization. The instruction program using GeoMapApp assisted students to facilitate their spatial thinking for understanding of volcanoes. The outcomes of assessment showed even elementary students had good spatial thinking and visualization. Therefore, we argued spatial thinking and visualization for geoscientific understanding need to be included in the national science curriculum for elementary students.

• 한국초등과학교육학회지:초등과학교육
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• 제18권1호
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• pp.75-85
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• 1999

This paper describes some major trends in primary and secondary education now. It is a selective views of significant topics with important implication for the future. These trends are summarized as follows, after examining historical development of Teaching-learning Methodology in primary and secondary education. 1. Education is seen as part of interdisciplinary world; emphasis is on relating education to the students' world, which is not compartmentalized. 2. Emphasizing students' individual growth with their own goal of lives. 3. Open-education with variable contents and purposes of education. 4. Education for all from that for some. 5. Consructivist based from behavior based. 6. Cooperative learning, peer tutoring, group projects. 7. Authentic assessment; assessment integrated with instruction. 8. The teacher is a facilitator of learning and a learner as well; students are learners and teachers in some situations; networks emerge instead of one-way forms or communication. 9. Spiral curriculum from single exposure.

• 대한화학회지
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• 제60권5호
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• pp.353-361
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• 2016

The goal of this study was to examine the current status of science teachers’ stage of concern (SOC) and level of use (LoU) on descriptive assessment and determine the relationship between SoC and LoU. To achieve this, concerns-based adoption model (CBAM) was used, and a survey was conducted on 138 science teachers. The data from this study were analyzed by frequency analysis, percentile analysis based on CBAM, χ² test, and Spearman correlation analysis. SoC and LoU of the science teachers observed in this study are as follows. First, the science teachers’ overall SoC for the descriptive assessment was low and showed a typical pattern of the initial stage when the program was introduced. Second, LoU analysis on descriptive assessment showed that the “mechanical Use” (N=49, 35.5%) or “routine” (N=48, 34.8%) accounted for the majority. Third, the Spearman correlation between SoC and LoU on descriptive assessment was .299(p<.01). This suggests that teachers’ SoC needs to be increased in order to promote higher LoU on descriptive assessment, which requires new alternative measures.

• 공학교육연구
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• 제13권6호
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• pp.143-151
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• 2010

본 논문은 서울과학기술대학교(구 서울산업대학교) 기계설계자동화공학부에서 16년간의 캡스톤디자인 운영경험과 개선을 바탕으로 캡스톤디자인 교과목 기반의 프로그램 학습성과의 평가 사례에 대해 서술하였다. 우선, 캡스톤디자인 교과목과 관련된 프로그램 학습성과를 소개하였고, 평가 방법 및 항목에 대해서 설명하였다. 이를 바탕으로 하여 2008년도의 학습성과 평가 결과를 도출하였고, 이를 분석한 후 개선 전략을 수립하였다. 전략으로서 학생들에게 심사 기준과 모범사례를 온라인상에 미리 공개하였고, 그 결과 2009년도에는 전반적으로 약 3.3% 개선된 학습성과 평가 결과를 얻을 수 있었다. 마지막으로 코스 임베디드 평가 개념 측면에서 캡스톤디자인 교과목을 이용한 프로그램 학습성과 평가의 타당성, 효율성, 내실성, 그리고 지속가능성에 대해서도 논의하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제24권3호
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• pp.226-235
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• 2005

In this study, we applied the elementary performance assessment instrument on 575 theme in science instruction which it had been developed on the previous study. Sixty-seven elementary students participated in this study and were assigned into two groups: One was assigned to an experimental group since they were taught with the instrument (N=32) and the other was assigned to the comparison group since they followed teachers guide of 7th Korean National Curriculum (N=35). Prior to and after teaching, tests on the science attitude, science process skill, and science knowledge domains were administrated. The results were analyzed quantitatively. Further, we also investigated students recognition about the instrument and the science class qualitatively according to the instrument. The results showed that there were statistically significant improvements on science process skills and aspects of the understanding of science knowledge. Many students were aware of them positively as well. However, a few problems, including too many amounts of writing and difficulties in communication with one another, were appeared.

• 한국초등과학교육학회지:초등과학교육
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• 제23권2호
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• pp.93-100
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• 2004

To get an appropriate and meaningful performance assessment outcomes and to provide the base of essential elementary educational evaluations, we had tried to establish achievement standards, assessment standards and had developed appropriate assessment tools in 「Intelligent Life」 course of the elementary school in this study. The following things were taken into account to establish achievement standards, assessment standards and to develop assessment tools. First, managing deeply not only cognitive domain but also the basic inquiry skills and affective domain, all-round educational properties of integrated courses were likely to come out. Second, evaluating instructional processes as well as instructional results, we had developed assessment standards in elementary 2nd grade's 「Intelligent Life」 course. Third, developing assessment standards on the basis of the 7th Curriculum, we had examined both text book and teacher's guide to promote effectiveness of field application. The type of an assessment tools had been developed variously, considering the characteristics of the elementary lower grades and properties of elementary 2nd grade's 「Intelligent Life」 course. We had developed assessment tools to observe and evaluate practical achievement levels, placing great importance on the types of an assessment tools including observing, narrative of inquiry, report, etc. As a result of investigation of elementary teachers' understandings of the developed achievement standards, assessment standards, and an assessment tools, were revealed in the affirmative on the whole.

• 환경영향평가
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• 제12권4호
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• pp.259-270
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• 2003

To investigate the water quality and the pollution state of lower Yeongsan river system, 38 water samples were taken from the main stream of the Yeongsan river, Gomakwon and Hampyeong streams of the system in dry and flood seasons, May and August, 2001. The Yeongsan river is typically natural in accordance with pH-& diagram. But the chemistry based on Piper's diagram indicates that the river is influenced by seawater. BOD increases as the sampling sites are approaching the downstream in Gomakwon and Hampyeong streams overwhelming WQS V grade of 12.40mg/l. T-N and T-P of the river are mainly loaded not in above branch streams but in the main stream of the river, which are caused by manure for farming, domestic animal discharges and life-sewage, in possible. Meanwhile, heavy metal contents are below WQS or not detect in whole water samples. So, it shows that the above river waters be polluted by not industrial but life/agricultural foul waters.

• 정보교육학회논문지
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• 제7권1호
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• pp.130-139
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• 2003

초등학교 도덕과 교육에서 수행평가는 인지적 영역뿐만 아니라 정의적 영역이나 행동적 영역의 평가가 조화롭게 이루어져야 한다. 그리고 평가의 객관성이나 신뢰성에 대한 집착보다는 평가내용의 타당성과 과정을 중시하는 평가가 이루어지기 위해서는 가정과 연계가 필요하다. 본 연구에서는 초등학교 도덕과 수행평가의 특징들을 파악하고 평가유형별로 구분하여, 교사 학생 그리고 학부모가 모두 참여하는 웹기반 초등 도덕과 수행평가 시스템을 구현 적용하였다. 웹기반 도덕과 수행평가시스템의 개발로 학생은 언제 어디서나 수행평가를 실시하고, 평가결과를 봄으로써 자기 자신의 행동에 관심을 가지게 되었고, 학부모는 학생의 평가에 직접 참여함으로써 자녀에 대한 이해의 폭이 넓어지고 가정에서의 생활지도가 용이하게 되었다. 학교와 가정의 연계를 통한 수행평가시스템은 학교에서 학습한 도덕과의 내용이 학교 밖의 실제 생활에서 학생들의 지식과 기능을 적용하는데 많은 도움을 줄 것으로 기대된다.

• 한국과학교육학회지
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• 제32권2호
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• pp.210-235
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• 2012

본 연구에서는 중학생들의 과학 창의적 문제 해결능력을 측정하기 위해 타당도와 신뢰도가 높은 검사도구를 개발하였다. 먼저 과학 창의적 문제 해결 능력에 대한 조작적 정의를 바탕으로 3차원 평가 틀(과학내용, 과학 탐구 기능, 사고력)을 개발하였으며, 이 평가 틀에 맞추어 평가 문항을 개발하였다. 현장 과학 교사들의 검토를 거쳐 예비 검사에 투입할 3과제로 구성된 4개 문항을 확정하였고, 예비 검사 결과를 바탕으로 각 문항의 구체적인 채점 기준과 배점을 결정하였다. 완성된 최종 검사 도구는 내용 및 평가 기준에 대한 과학 교육 전문가와 현장 교사들의 타당도 검증을 거친 후 중학교 1, 2, 3학년 320명에게 투입되었으며, 채점 결과를 바탕으로 채점자간 신뢰도를 검증받았다. 채점 결과 문항 난이도와 변별도 역시 적절한 것으로 나타났다. 앞으로 본 연구에서 개발한 평가 틀과 평가 기준을 활용하여 다양한 학교 급에 적용할 수 있는 다양한 수준의 과학 창의적 문제 해결 능력 평가도구의 개발이 지속적으로 이루어져야 할 것이다.

• 한국과학교육학회지
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• 제22권3호
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• pp.540-549
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• 2002

제7차 교육과정은 '21세기의 세계화 정보화 시대를 주도할 자율적이고 자율적이고 창의적인 한국의 육성'을 목표로 삼고 있다. 그러나 이를 위해 요구되는 창의력이나 문제 해결력과 같은 고등 사고 능력 신장을 위해서는 종래의 평가방법을 개선해야할 필요성이 있다. 학교 현장에서는 이를 인식하고 있음에도 불구하고 평가방법을 개선하는 것에 어려움을 느끼고 있다. 본 연구는 현장의 문헌조사 및 사례분석을 통하여 과학과의 평가영역을 선정하고, 계층화분석법(AHP)을 이용하여 과학과 평가영역의 중요도를 산출하였다. 이를 바탕으로 평가 영역을 중심으로 하여 과학과 평가를 개선하기 위한 방향을 제사하였다. 평가영역간의 중요도는 탐구능력, 인지적 영역, 창의력, 정의적 영역 순으로 나타났으며 특히, 전체 세부항목간의 중요도는 문제인식 및 가설 설정, 탐구의 설계, 이해 순으로, 평가의 가장 중요 영역으로 탐구능력, 그 중에서도 문제인식 및 가설 설정과 탐구의 설계의 중요도가 가장 높은 것으로 나타났다. 연구 결과를 고려 할 때 인지적 영역 중심의 학교 현장의 평가 실태는 개선되어야 할 것이다.