• 한국과학교육학회지
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• 제28권4호
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• pp.350-358
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• 2008

이 연구의 목적은 현역 과학기술자와의 인터뷰 수행 평가가 과학 진로 지향도 및 과학자 이미지에 미치는 영향을 알아보는 것이었다. 고등학교 2학년 이공계 학생들은 인터뷰를 실시하고 파워포인트 프리젠테이션을 만들어서 수업 시간에 발표를 했고, 프리젠테이션 후에는 교사가 그 내용에 관련된 코멘트를 하였다. 프리젠테이션 발표는 매 수업 시간마다 한 명씩 1년 동안 계속되었다. 이 수행 평가를 시작하기 전에 과학진로지향도 검사와 과학자 이미지 검사(DAST; Draw-A-Scientist-Test)를 실시하였고, 프리젠테이션이 끝난 후 같은 검사를 다시 실시하였다. 연구의 결과, 과학진로 지향도 점수에서는 유의미한 차이가 나타나지 않았고, 세부 영역별로는 '과학 학습 선호'범주에서 유의미한 차이가 나타났다. 이는 고등학생의 진로 결정이 이미 상당히 견고하게 자리 잡았음을 의미한다. 그러나 과학자 이미지 검사에서는 유의미한 차이(p< 0.01)가 나타났다. 이는 학생들이 가지고 있는 정형화된 과학자의 이미지가 인터뷰 수행 평가를 통해 줄어들었다는 것으로 과학 관련 직업에 종사하는 과학자들에 대해 긍정적인 인식을 갖게 되었음을 의미한다.

• 한국초등과학교육학회지:초등과학교육
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• 제33권4호
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• pp.724-735
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• 2014

The purpose of this study was to confirm correlation between elementary school students' VARK Learning styles test and Scientific Communication Skills through VARK questionnaire (version 7.3) for Youngers and Scientific Communication Skills Test. The subjects were 99 in 6th grade students of an elementary school located in Gyeonggi-do, Korea. The results of this study were as follows: 64% of the students had multiple learning styles, but only 36% of the students preferred a single mode of information presentation. Among students had a single mode preference, the aural ("A") was the highest unimodal preference. Among "V(visual)" mode, "A" mode, "R(read/write)" mode, and "K(kinesthetic)" mode, "A" mode was the commonest learning mode which students had. In Scientific Communication Skills Test, students' overall average was 26.19p [scientific explanation type (11.85p), scientific insistence type (14.34p)]. Girls' scores were higher than boys in scientific explanation type, but not in scientific insistence type. The scores by communication forms were Text (5.67p), Number (6.87p), Table (6.15p), and Picture (7.49p). Girls' scores were higher than boys in Text and Picture forms but not in Number and Table forms. In result of correlation analysis (Spearman's rho) between VARK Learning Styles and the types & forms of Scientific Communication Skills, there were common correlation in "Read/write (R) learning style-Scientific insistence type", "Read/write (R) learning style-Grounds of Scientific insistence", "Read/write (R) learning style-Description of Scientific explanation", and "R learning style-Text form".

• 응용통계연구
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• 제22권5호
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• pp.893-910
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• 2009

대학교 기초통계학 교육 시 우리는 통계패키지로서 R을 사용할 수 있다. R은 대화식 처리방식을 따르기 때문에 실행결과를 즉시 볼 수 있다. 또한 R에서의 그래픽스는 아주 강력하다. 그리고 가장 큰 장점은 R의 사용이 무료라는 것이다. 이러한 많은 장점을 갖고 있는 R을 대학교 기초통계교육 현장에서 사용하는 표준 통계패키지로서 고려할 필요가 있다 본 논문은 기초통계학 내용 중 추측통계 영역을 대상으로 R의 활용에 대하여 기술하고자 한다.

• 한국수학사학회지
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• 제26권4호
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• pp.259-275
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• 2013

It has been proposed since modern times that we need to consult the history of mathematics in teaching mathematics, and some modifications of this principle were made recently by Lakatos, Freudenthal, and Brousseau. It may be necessary to have a direction which we consult when modifying the history of mathematics for students. In this article, we analyse the elements of the cognitive interest in Hamilton's discovery of the quaternions and in the history of discovery of imaginary numbers, and we investigate the effects of these elements on attention of the students of nowadays. These works may give a direction to the historic-genetic principle in teaching mathematics.

• 한국환경교육학회지:환경교육
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• 제19권2호
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• pp.108-121
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• 2006

Nowadays environmental education is getting important. So, it is necessary to teach for students to realize the protection environment. Self-direct homepage was developed for 'Ecology & environment' environmental education. This homepage was made for sharing searched data and can be interactive each other on the internet. Therefore, in this study, environmental teaming was planned and practiced for high school 'Ecology & environment' class by e-PBL. Self-directed teaming, collaborative teaming and performance assessment are emphasized in the 7th educational curriculum. The PBL is efficient learning model for them. This study designed for a teaching and teaming method and strategies using PBL based upon the theories and practices. This study will also develop an e-learning. As a result, it is indicated that the teaching and learning method using PBL has the positive effects on learning that the development of self-directed learning and collaboration teaming Is observed by reflect journal and presentation of students. e-PBL is a teaming model for learning-centered that adapted many school and subject. Therefore e-PBL makes full use of be 'Ecology & environment' class and environmental education.

• 의학교육논단
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• 제18권3호
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• pp.132-144
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• 2016

The aim of this study is to provide the background of developing guides to clinical performance and basic clinical skills and to introduce how to teach and learn using the guide. The students' performance problems presented in an objective clinical skills examination were disease-centered tertiary hospital clinical care, incomplete performance, doing by rote, and an exam-oriented learning attitude. The problems were caused by a tertiary hospital-based educational environment as well as schools and faculty who are unfamiliar with the concept of patient-centered care. The purpose of the guide to clinical performance and basic clinical skills is to overcome these problems and address the causes. The guides show a clinical presentation approach to primary care; clinical care integrated with knowledge, skills, and attitude; a schematic approach; and a patient-centered attitude. To achieve these goals, a strategy to change the educational culture is important. Curricular reform, faculty development, and improving educational facilities and environments are suggested.

• Archives of Plastic Surgery
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• 제32권6호
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• pp.675-682
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• 2005

This is the evaluation report of clinical competence of undergraduate medical students in Plastic Surgery field using OSCE(Objective Structured Clinical Examination) executed in three years. OSCE comprises of assessment of subject, choice of clinical stations sampling, identification of components of clinical competence to be evaluated, the level of performance required, development of specification table, editing of OSCE presentation page and assessment of practicability and results exploitation. About fifty students were examined annually. Seven station stimuli with simulated patient participation were carried out. The mean OSCE score was $82.3{\pm}6.19$. The reliability of the total station was 0.72. The examination shows a positive response to the OSCE. Our experience shows OSCE's feasibility for Plastic Surgery during the initial course of education. Referring to our experiences, the Korean Society of Plastic and Reconstructive Surgeons (KPRS) applied the OSCE test for Korean Plastic Surgery Board Certification

• 한국초등과학교육학회지:초등과학교육
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• 제19권2호
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• pp.83-92
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• 2000

The purpose of this study was to investigate the characteristics of formative assessment in elementary school science teaching. In order to examine the practices of formative assessment in science teaching, 8 science classes were observed and video-taped for each of two instructions. We also interviewed the teachers and students with semi-structured questions. The result indicated that the teachers used planned formative assessment and interactive formative assessment. Teachers assessed three aspects of student loaming in science classroom: the student's personal, social and science development. However, the majority assessed in science teaching was science development. Teachers used observation, question and answer, dialogue, reports, and presentation as the formative assessment methods. The process of formative assessment was categorized as to get information, to judge and to give feedback. These three aspects were interrelated and interdependent. The type of question and feedback was influenced on the extent of the interaction between teachers and students.

• 중국학논총
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• 제61호
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• pp.255-277
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• 2019

This paper presented a course plan based on the ideas I gained from conducting a lecture on Chinese language for students in the second semester of the Chinese language department at a four-year university. In the paper, we sought to deviate from the traditional grammar-translation teaching style and find ways for students to enjoy learning without difficulty in all areas by using the 'total language approach' such as writing, speaking, listening and reading through reading skills. Therefore, we discussed the educational significance and expression of the 'Chinese Languages' class, and introduced the class stages and methods of progress. In other words, they suggested introduction of text plots, explanation of vocabulary and grammar, presentation of original text, questions about text, arrangement of words, ordering sentences to fit the plot, and understanding the plot while looking at the picture.

• Educational Technology International
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• 제9권2호
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• pp.123-142
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• 2008

The purpose of this study was to examine how computer conferencing might facilitate collaborative learning for students to engage in meaningful discussion. The participants in this study consisted of the instructor and the students in a graduate level course. Different sources of evidence were used to triangulate the data: in-depth interviews, content analysis of transcripts of discussion, and other archival data including course syllabus, presentation materials, and lecture notes. Participants perceived web-based learning as collaborative process, providing opportunities to share the idea, respect and evaluate different perspectives, and co-construct new insights. Analysis of the data revealed several challenges related collaboration in a web-based learning environment: absence of a sense of community, technical problems, adaptability to different types of learner, and managing the discussion. The data also indicated that a variety of strategies were used to facilitate learning: building a sense of community, technical support, developing instructional methodologies, class size, and design of the content.