• Journal of the Korean Society for Library and Information Science
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• v.56 no.1
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• pp.201-220
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• 2022

This study suggests a theoretical model of information literacy instructions in the context of the Extended Essay included in IB(International Baccalaureate) Diploma Program Core. The study particularly analyzed I-LEARN model as a model to teach and learn with information for inquiry-based learning since the model was developed for the purpose of learning with information. Some school districts in Korea adapted IB programs to address the need for better education. Findings indicate the followings. First, students can achieve deep understanding by applying a model of information literacy instructions that provides scaffolding. Second, the expected roles of school librarians in information literacy instructions for Extended Essay are process specialists, teachers, and instructional partners. Third, I-LEARN model is appropriate as a framework to teach information literacy skills for inquiry needed for Extended Essay. Fourth, I-LEARN assessment rubric is useful in assessing the process and outcomes of students' information seeking and use. Implications include that school librarians should develop themselves as experts in information literacy instructions for inquiry-based learning such as Extended Essay, and that Korean schools recognize the crucial role of school librarians in teaching information literacy skills for inquiry-based learinng.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.879-889
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• 2017

The purpose of this study is to develop the evaluation criteria for students' research reports on online science inquiry problems that promote thinking abilities. The steps of developing the evaluation criteria are as follows; First, based on previous study results and literature review, the evaluation categories of the science inquiry contents were determined: 1) knowledge, 2) logical and analytical thinking, 3) critical thinking, 4) science process skills, 5) problem-solving, and 6) creative thinking. Second, evaluation criteria are developed according to the following steps: 1) define each category, 2) identify sub-category, 3) develop evaluation criteria for all categories that could serve as guidelines in the development of scoring rubrics, and 4) expert validation processes were performed. Finally, the usability test for these evaluation categories and criteria were done by being applied to the development of real scoring rubrics for 24 problems included in e-learning contents. Then the users' feedbacks were filed and the implications of this study were discussed.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.671-695
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• 2013

This study provides an illustrative example of using the multivariate generalizability theory. Specifically, it investigates relative effects of each error source, and finds optimal measurement conditions for the number of items within each content domain that maximizes the reliability-like coefficients, such as a generalizability coefficient and an index of dependability. The method is based on teacher recommendation letters and self-introduction letters, using an analytic scoring method in the context of selection of mathematically gifted students by observation and nomination. This study analyzed data from the 2011 academic year in the science education institute for the gifted, which is attached to the university located in the Seoul metropolitan area. It should be noted that the optimal scoring structures of this study are not generalizable to other selection instruments. However, the methodology applied in this study can be utilized to find optimal measurement conditions for the number of raters, the number of content domains, and the number of items in other selection instruments self-developed by many institutions including: the education institutes for the gifted at provincial offices of education, gifted classes, and the science education institutes for the gifted attached to universities in general. In addition, the methodology will provide bases for making informed decisions in selection instruments of the gifted based on measurement traits.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.61-70
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• 2018

It is urgent in the context of the Fourth Industrial Revolution that students become creative and integrative thinkers. In this vein, in the last few years, drawing upon constructivism as an innovative learning paradigm, new coding curricula using MIT's Scratch have been introduced in the number of countries to enhance computational thinking (CT). However, constructivism encouraging collaborative and active learning may not be explicitly utilized in instructional design focusing mainly on learning to code as technical skills - some of which exist today in large numbers of school and after-school code activities. To respond to such a misleading way of developing CT through coding, the present study aims to propose the benefits of CT self-assessment rubrics for primary pre-service teachers within a CT course entitled "Problem Solving by Computational Thinking". Our findings show how meaningful collaborative CT self-assessment in a group impacts their learning of CT. We end this paper with the discussion of implications of our findings for CT assessment towards a new paradigm in education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.173-180
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• 2020

This is the report of a case study to describe the results of applying an evaluation tool for communication ability when performing core basic nursing skills in fundamental nursing practice education. The communication ability evaluation tool was constructed based on a literature review and expert advice. The tool was applied to test 94 students who were taking fundamental nursing practice courses from October to November 2019. As a result, five factors (self-introduction, eye contact, emotional support, information provision, and therapeutic touch) were derived as evaluable items of communication ability to be evaluated when performing core basic nursing skill, and were evaluated when performing core basic nursing skills to measure vital signs. The average communication ability was 3.96 out of 5 points. According to the rubric, 95.8% of all students attained 'medium' and reached their goal achievement level. The findings of this study are meaningful in providing an important basis for improving the performance outcome evaluation process and for constructing a systematic evaluation system in fundamental nursing practicum. Further studies to secure the validity and reliability of this communication ability evaluation tool and comparative studies with various evaluation tools are suggested.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.173-187
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• 2021

The purpose of this research was to develop instructions for making upcycled clothing accessories related to the 'clothing management and recycling' unit of middle school home economics applying the design thinking technique. Teaching and learning process plans were developed according to the ADDIE model which includes the following process: analysis, design, development, implementation, and evaluation. The design thinking process includes understanding the related knowledge, sympathizing, problem identification(sharing perspectives) and idea development, making prototypes, testing, and making the actual product. Thirteen home economics teachers served as critics. Student feedbacks were collected to evaluate whether the course objectives were attained after the implementation. As a result, teaching and learning process plans, course materials, and evaluation rubrics for ten class sessions were developed. Student feedbacks confirmed the attainment of following five course objectives: improvement of ethical responsibilities through the exploration of various clothing recycling techniques, practice of creative and eco-friendly clothing culture, acquisition of the skills to use sewing tools safely, improvement of abilities to think, sympathize, and communicate, and exploration of aesthetic activities and fashion careers.

• Journal of Music and Human Behavior
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• v.18 no.1
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• pp.79-102
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• 2021

The purpose of this study was to identify the teaching methods used in inclusive music classes at elementary schools by of music in elementary school inclusive classes through the application of understanding by design and differentiated instruction, and to explore the feasibility of inclusive education. To this end, based on the 2.0 version of the backward design template, a unit for music lessons for 3rd and 4th grade inclusive classes was developed. The unit presented elements of differentiated instruction that considered students with intellectual disabilities at each stage. In the first stage, goals and essential questions were presented by analyzing the curriculum's achievement standards. In the second stage, a performance task was developed using the GRASPS technique, guidelines and examples were presented. Various evaluation methods based on students' readiness, interest, and learning type were suggested. In the third stage, the unit's seven lessons were planned using the WHERETO model. Examples of differentiated instruction for students with intellectual disabilities were presented by flexibly using classroom elements. This study indicated that understanding by design and differentiated instruction can be applied to inclusive education. Future studies on more diversified educational design and strategies are needed for promoting inclusive education.