• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.19-28
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• 1999

The major purposes of this study are to examine the effects of portfolio assessment on elementary school student's science knowledge, inquiry ability, science attitudes and to investigate students' perceptions on portfolio assessment. Control group consists of 45 fourth-graders at M-Elementary school located at Miwon, Chongwon-gun, Chung-buk and experimental group 36 fourth-graders of G-Elementary school located in Daejeon-si. The inventories of scientific knowledge I, inquiry ability, and science attitudes were administered to both groups as a pre-test. The experimental group was given portfolio assessment instruction and control group traditional instruction for about six weeks. Inventories about scientific knowledge 2, inquiry ability, and science attitudes were administered to both groups as a post-test. A questionnaire on the perception on portfolio assessment was given to experimental group after the treatment. The results were statistically analyzed with SPSS. Control group showed higher score on scientific knowledge than that of experimental group (p<0.5). No statistically meaningful difference was identified in inquiry ability and scientific attitude. More in-depth analysis revealed that scientific attitudes were improved statistically meaningfully by portfolio assessment. The students' perceptions on portfolio assessment is very positive. Students have positive responses on interests in portfolio assessment, feelings of involvement in learning, self-regulated learning, higher levels of thinking, intentions of participation in portfolio assessment.

• Korean Security Journal
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• no.55
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• pp.97-116
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• 2018

Due to the rapid developments of South Korea, local communities have faced various social pathologies which generated more violent crimes and criminalized younger students. Several horrendous violences, such as a Kangneung Girl assassination assault case in July 2017 and a Busan Girls assault case in September 2017, happened only between young students. This ignited a public uproar and people were more interested in related national policies and voiced for stronger penalties in ways that punish student offenders and abolish the juvenile law. In this respect, various effective policies are needed to prevent the school violence and to eliminate the students' fear of crime. These are expected to create an environment where students could enthusiastically study in a safe environment. Focusing on elementary school students, this study seeks to empirically analyse the effects of their perception of local crime control governance on their fear of crime and, subsequently, to suggest policy implications which could prevent future school violence and juvenile crimes and reduce the students' fear of crime. The results of this study are as follows: First, the analysis of the general fear of local crime control governance and the fear of crime showed that elementary school students' trust in police officers had a significant effect on the general fear. Second, the analysis of the local fear of crime control governance and the fear of crime highlighted that their trust in the police, social ties, intimacy between the police and residents had a significant effect on the specific fear. Therefore, this study is applicable in reality in that it can contribute to the prevention of school violence and reduction of fear of crime by constructing local crime control governance.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.1-20
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• 2016

This study explored the cognitive characteristics and learning needs of economically disadvantaged gifted students. Gifted students(n=99), economically disadvantaged gifted students(n=43), and non-gifted students(n=50) participated in intelligence and creativity tests, and took self assessments of meta-cognition, epistemological beliefs, learning style preferences, and personal time usage. Superior abstract reasoning ability of economically disadvantaged gifted students was found because their scores on Raven's Test had risen rapidly compared to the other groups. Economically disadvantaged gifted students showed similar high scores as the gifted student on the Torrance Tests of Creativity Thinking-Figural, but not on Verbal. They were found to have a perception of the positive relationships among effort, learning abilities, and values of learning integrated knowledge with a general plan. However, they showed lower meta-cognitive control abilities than the gifted students in learning management and strategies, epistemological beliefs in value of rational operations, and time usage for learning. It is necessary to assign economically disadvantaged gifted students a task with various step by step methods of approach because these students prefer a new and creative task to difficult ones. Instruction plans such as developing language and meta-cognitive abilities and practical application of learning content was proposed.

• Journal of Music and Human Behavior
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• v.10 no.1
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• pp.47-66
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• 2013

This study aimed to develop a music teaching-learning program for secondary students with intellectual disabilities in special education settings based on music therapy approach. Designed lesson plans included three learning domains based on the guidelines from 2008 amendments to the special education music curriculum: Perception, expression, and appreciation. Within the domains, instruction topics and its corresponding contents were re-structured as considered more appropriate and effective for implementing music classes for this population. With consideration of therapeutic goals as well as educational goals, student activities and teacher activities were designed and the activities were presented at three levels depending on students' functional levels. Integrating these instructional components into an actual plan, this study presented yearly (for 20 hours of classes) and monthly lesson plans. The developed lesson plans were reviewed and verified by related professionals including special class teachers and music therapists. As systematic and well-organized lesson plans, the results from this study would provide basic music education resources for students with intellectual disabilities in special education settings. It would also enable the discussion on the music therapy-based teaching-learning program as new methodological and strategic ideas applicable to future special education.

• Journal of Digital Convergence
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• v.18 no.1
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• pp.59-71
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• 2020

The purpose of this study was to examine the mediating effects of empathy in relation to contact experience of the elderly and their knowledge level of ageing. For this study data was collected from 20th Dec. to 30th of Dec. 2018 355 university students from D university in J. province were surveyed. Data was analysis by using reliability test, correlation analysis, hierarchical multiful regression analysis. The statistical significance of the mediating effects was confirmed by Sobel's verification. The results of the analysis showed that the partial mediation effect of empathy was verified with regard to the relationship between elderly contact experience and discrimination of elderly people. In addition, the partial mediation effect of empathy was verified between level of aging knowledge and the perception of elderly discrimination. The results of this study confirmed the necessity of developing practical education and training programs to improve the level of aging knowledge and to increase contact experience with elderly people. There is also a need to enhance empathy in order to improve the awareness of discrimination against elderly people in health and welfare departments among university students.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.783-790
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• 2016

The 'Integrated Inquiry' unit is a new addition in the 5th~6th grade science textbooks, and was developed for the 2009 revised national curriculum. The unit deals with six integrated inquiry process skills: problem cognition, formulating hypotheses, controlling variables, transforming and interpreting data, drawing results, and generalization. The purpose of this study is to investigate the perceptions and the teaching practices of elementary school teachers on this unit in their school curriculum and where improvements can be made. Data was collected from questionnaires filled out by 92 elementary school teachers. The results are as follows: First, teachers do have a positive perception on the importance of teaching integrated process skills. Second, with that being true, this unit ended up receiving both positive and negative reviews by teachers. This research found that there were good and bad responses on the educational aspects of this unit in three particular areas: dealing with the development of integrated inquiry process skills, facilitating science learning in other units, and implementing open inquiry. Third, teachers have difficulties particularly in problem cognition, formulating hypotheses, controlling variables, transforming and interpreting data, generalization, and drawing results. There is a lack of student understanding as well as a lack of professionalism for teachers on this unit, and many issues related to the composition of the textbook. This study may have important implications for making improvements in this unit and teaching integrated process skills.

• Journal of Digital Convergence
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• v.15 no.2
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• pp.35-46
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• 2017

According to domestic and foreign research, one of the common characteristics of good teaching is a variety of class activities. To make 'Business Major English' a good class, the researcher used a variety of class activities such as professor explanation, group activities & presentation, vocabulary quizzes, reading comprehension, homework and test feedback. The participants were 39 junior students who took 'Business Major English' in 2015 and 2016. Data on student perception were gathered from questionnaires. The analysis of the data showed, first, that the class activity the students preferred the most was professor explanation. Second, the class activity which was the most helpful in understanding text content and English sentence structures was professor explanation. Third, there were not many students preferring group activities & presentation and the students found group activities & presentation the least helpful in understanding text content and English sentence structures. Given the results, this study implies that for English class activities, students' preferences and the help they perceive have a relation to the characteristics of a class and students' English proficiency.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.593-599
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• 2014

The purpose of this study is to figure out the influence on the students' achievement of the cognitive and the affective domains by descriptive items assessment of teacher or peer and to obtain implications by analyzing the students' satisfaction and the reliability of the assessment. For this purpose, two classes of 11th grade students located in a small city were selected and took an exam related to the cognitive and the affective domains before and after the assessment. The assessment activities were carried out during 10 lessons and the teacher gave feedback to the students of the teacher assessment class in the lessons. In the peer assessment class, a small-size student group discussion and feedback were given to the students after the exam. The results show that higher level achievement group students represented relatively positive satisfaction on teacher assessment, and lower level achievement group students represented positive satisfaction on peer assessment. In spite of the same marker list, higher level achievement group students represent relatively high reliability than lower level achievement group students. The lower level achievement group students in the peer assessment class got statistically meaningful improvement of achievement than the students of teacher assessment class. The peer assessment activity was positively influenced on the affective domain of the lower level achievement group students, especially signigicant meaning of statistics was found on the students' perception about science.

• Communications of Mathematical Education
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• v.23 no.1
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• pp.109-128
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• 2009

This study aimed to investigate students' learning process by examining their perception process of problem structure and mathematization, and further to suggest an effective teaching and learning of mathematics to improve students' problem-solving ability. Using the qualitative research method, the researcher observed the collaborative learning of two middle school students by providing problem-posing activities of five lessons and interviewed the students during their performance. The results indicated the student with a high achievement tended to make a similar problem and a new problem where a problem structure should be found first, had a flexible approach in changing its variability of the problem because he had advanced algebraic thinking of quantitative reasoning and reversibility in dealing with making a formula, which related to developing creativity. In conclusion, it was observed that the process of problem posing required accurate understanding of problem structures, providing students an opportunity to understand elements and principles of the problem to find the relation of the problem. Teachers may use a strategy of simplifying external structure of the problem and analyzing algebraical thinking necessary to internal structure according to students' level so that students are able to recognize the problem.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.30 no.4
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• pp.157-173
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• 2019

Due to the fact that cognitive authority influences an individual's thoughts so that a given information is perceived as appropriate, people evaluate information based on their cognitive authority. The purpose of the present study is to examine the perception of the cognitive authority of online information sources used by college students to carry out their academic tasks, and to determine whether such perceptions affect the quality assessment of information sources, such as webpages, e-journals, and Wikipedia,. Specifically, we measured how cognitive authority, which were formed by the author, the surface, and the content of an information source influenced its accuracy, usefulness, completeness, and expertise. For this purpose, online surveys were conducted with college students, and 172 valid responses were obtained. Findings indicated that all the characteristics that formed the cognitive authority of an information source had significant impacts on its accuracy, usefulness, completeness, and expertise. The study suggests academic implications that confirm the associations between cognitive authority and credibility of information in the context of online information sources. Furthermore, the study provides practical implications that system developers or operators of information sources need to consider diverse factors that affect their cognitive authority to promote users' trust on the information that they deliver.