• Journal of the Korea Convergence Society
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• v.12 no.5
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• pp.109-119
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• 2021

With the coronavirus outbreak in China at the end of 2019, a global pandemic, most universities held non-face-to-face classes in the spring of 2020. One of the difficulties experienced by universities that abruptly conducted non-face-to-face education was management of the quality of education. Therefore, this study compared and analyzed how the existing indicators used to measure the quality of education in a non-face-to-face education environment changed. The results of the survey on the degree of adaptation and satisfaction of the lecture held at Handong University in the spring of 2020 were compared and analyzed with the previous data of the same lecturer. Overall, both class adaptation and satisfaction scores were found to be similar or slightly higher than before. Compared to lectures conducted by uploading recorded lectures, lectures conducted in real time had higher scores on all satisfaction survey questions. There was no significant change in satisfaction depending on the number of participants and the teacher's previous online lecture experience.

• Korean Journal of School Psychology
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• v.16 no.3
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• pp.433-451
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• 2019

This study aimed to develop and validate the Classroom Problem Behavior Scale - Elementary School Version (CPBS-E) measure which is unique to classroom problem behavior exhibited by Korean elementary school students. The focus was on developing a universal screening instrument designed to identify and provide intervention to students who are at-risk for severe social-emotional and behavioral problems. Items were initially drawn from the literature, interviews with elementary school teachers, common office discipline referral measures used in U.S. elementary schools, penalty point systems used in Korean schools, 'Green Mileage', and the Inventory of Emotional and Behavioral Traits. The content validity of the initially developed items was assessed by six classroom and subject teachers, which resulted in the development of a preliminary scale consisting of 63 two-dimensional items (i.e., Within Classroom Problem Behavior and Outside of Classroom Problem Behavior), each of which consisted of 3 to 4 factors. The Within Classroom Problem Behavior dimension consisted of 4 subscales (not being prepared for class, class disruption, aggression, and withdrawn) and the Outside of Classroom Problem Behavior dimension consisted of 3 subscales (rule-violation, aggression, and withdrawn). The CPBS-E was pilot tested on a sample of 154 elementary school students, which resulted in reducing the scale to 23 items. Following the scale revision, the CPBS-E was validated on a sample population of 209 elementary school students. The validation results indicated that the two-dimensional CPBS-E scale of classroom problem behavior was a reliable and valid measure. The test-retest reliability was stable at above .80 in most of the subscales. The CPBS-E measure demonstrated high internal consistency of .76-.94. In examining the criterion validity, the scale's correlation with the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) was high and the aggression and withdrawn subscales of the CPBS-E demonstrated high correlations with externalization and internalization, respectively, of the Child Behavior Checklist - Teacher Report Form CBCL-TRF). In addition, the factor structure of the CPBS-E scale was examined using the structural equation model and found to be acceptable. The results are discussed in relation to implications, contributions to the field, and limitations.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.335-347
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• 2014

Size/scale is a central idea in the science curriculum, providing explanations for various phenomena. However, few studies have been conducted to explore student understanding of this concept and to suggest instructional approaches in scientific contexts. In contrast, there have been more studies in mathematics, regarding the use of number lines to relate the nature of numbers to operation and representation of magnitude. In order to better understand variations in student conceptions of size/scale in scientific contexts and explain learning difficulties including alternative conceptions, this study suggests an approach that links mathematics with the analysis of student conceptions of size/scale, i.e. the analysis of mathematical structure and reasoning for a number line. In addition, data ranging from high school to college students facilitate the interpretation of conceptual complexity in terms of mathematical development of a number line. In this sense, findings from this study better explain the following by mathematical reasoning: (1) varied student conceptions, (2) key aspects of each conception, and (3) potential cognitive dimensions interpreting the size/scale concepts. Results of this study help us to understand the troublesomeness of learning size/scale and provide a direction for developing curriculum and instruction for better understanding.

• Education of Primary School Mathematics
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• v.19 no.4
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• pp.329-347
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• 2016

This paper investigated the views of effective mathematics instruction on the part of school administrators, and then compared and contrasted such views with those of elementary school teachers based on the previous study. A total of 32 school administrators participated in this study and responded to three types of the questionnaire. The results of this study showed that school administrators regarded good mathematics teaching as using concrete materials and teaching students to think. School administrators put their first priority on curriculum and content among four main domains of good mathematics teaching, and did on constructing curriculum among seven sub-domains of good mathematics teaching. They agreed that good mathematics teaching includes teaching by reconstructing the curriculum according to students' various levels and teaching to emphasize the connection among mathematical concepts. However, they thought that good mathematics teaching might not include teaching for fluent calculation or teaching in well-equipped learning environment. The results of comparison of perspectives regarding good mathematics teaching between school administrators and teachers showed remarkably similar tendency. However, a noticeable difference was that school administrators agreed more than elementary school teachers with regard to the 20 elements related to effective mathematics instruction. This paper closes with implications based on the similarities and differences regarding effective mathematics instruction perceived by school administrators and teachers.

• Journal of Digital Convergence
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• v.19 no.12
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• pp.91-102
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• 2021

This study explored the educational effects of the digital citizenship teaching and learning model on middle school science classes. For this purpose, two classes of the third grade of middle school in Gyeonggi-do were selected, and the experimental group(28 students) was taught science classes using digital citizenship learning model, and the control group(28 students) was taught in regular lectures. The measurements used to verify the effects of science classes using the digital citizenship learning model were digital citizenship and empathy tools. The data collected for the effect verification were analyzed by independent sample t-test and ANCOVA. As a result, the experimental group applying the digital citizenship learning model showed higher scores of digital citizenship and empathy than the control group. Therefore, it can be seen that the middle school science class applying the digital citizenship learning model was effective in cultivating the digital citizenship and empathy of middle school students. In future studies, it is necessary to examine the effects of digital citizenship learning model at different school levels and other subjects.

• 한국체육학회지인문사회과학편
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• v.51 no.5
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• pp.229-241
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• 2012

The purpose of this study was to identify the reexamination effects of behavioral activation·inhibition scale(Choi & Huh, 2010) on self-determination in order to analysis situational structure for P·E class which is perceived by students. To obtain the purpose, 656 high-school students from Gyeonggi-do area answered questionnaire using convenient sampling method. Data which is obtained through self-administration was analyzed using by the frequency analysis, multiple reguression analysis, EFA, and CFA with SPSS 18.0 and AMOS 16. Results were as followed. First, the more students have friend relation, teacher behavior, emotion change, and positive class attitude that are sub-factors of behavioral activation·inhibition, the more they have self-determination. Second, the less students have typical class structure, negative teacher's attitude, punishment, and lack of self-efficacy, the more they have self-determination. Overall results were discussed for practical application in P·E class.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.07a
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• pp.155-156
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• 2016

대학 교육현장에서 수많은 비정형화된 데이터가 생산되고 있는데 그중 관심 있게 볼 부분은 학생들의 서술적 강의평가이며, 본 논문에서는 대학에서 시행하는 서술적 강의평가를 활용하여 컴퓨터를 활용하는 수업에서 학생들이 원하는 상호작용을 분석하였다. 분석을 위해 빅데이터에서 활용하는 텍스트 마이닝 기법을 활용하였으며 분석결과 컴퓨터관련 관련 수업에서 필요한 학습자 상호작용은 주로 흥미, 기회, 열정, 재미, 참여, 유익, 친절 등으로 나타났다. 현재 5점 척도로 보여 지는 강의평가 점수는 진정 학습자가 원하는 것이 무엇인지 파악이 어렵기 때문에 관련 연구가 지속적으로 필요하다. 또한 향후 컴퓨터를 활용하지 않은 수업과 비교함으로써 대학 컴퓨터 관련 수업의 특징을 구분할 필요가 있을 것으로 여겨진다.

• Journal of Digital Convergence
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• v.19 no.8
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• pp.275-283
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• 2021

This study was intended to help improve assessment in college EFL classes by examining the relationship between formative assessment (FA) and summative assessment (SA). Participants for the study were 75 undergraduates, taking an eight-week optional college English course at a four-year college in China. FA data were collected in the final course of the course by a self-reporting survey using the online training platform Mosoteach. To achieve the finding, the relationship between FA scores and SA scores (final exam and performance scores) was analyzed in SPSS by means of Pearson correlation analyses. Significant positive correlations were found between FA and SA scores overall. In addition, students' performance on chapter tests, online discussions, brainstorming, quick-responses, assignments and the number of thumbs-up clicks by teachers were significantly correlated with SA scores. The results suggested that FA administered through the Mosoteach app could improve students' academic performance, thus providing an empirical basis for improving educational assessment. Based on these findings, implications for assessment in EFL classes were described.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.231-244
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• 2005

이 연구는 고등학교 지구과학 탐구활동에서 소그룹활동을 학생들의 대화를 중심으로 분석하고, 반성적 탐구활동이 교육과정별로 어떤 차이를 보이고 소그룹내의 상호작용특성에 따라 반성적 탐구양식의 차이가 어떠한지 알아보는 것이다. 그럼으로써 학생들이 어떤 반성적 탐구양식을 보이며 어떻게 발달시키는지에 관한 이해를 제공하고, 수업속의 맥락은 이러한 반성적 탐구학습을 증진시키고 억압하기위해서 어떻게 상호작용 하는지를 알아보고자 하였다. 이에 대한 연구문제로 소그룹을 이용한 탐구활동 수업과 반성적 탐구활동수업 중 반성적 에피소드의 차이가 있는가, 소그룹내의 그룹상호작용의 특징에 따른 반성적 탐구유형의 차이는 있는가를 설정하였다. 이를 위해 고등학교 1학년 2개 학급을 선정 기존의 우리나라 교육과정에 의거한 탐구활동수업 4차시, 반성적 탐구교육과정 수업 4차시를 각각 실시하고 수업을 녹화 전사해서 언어행동 분석틀과 반성적 탐구의 3가지 맥락을 통해 분석하였다. 연구 결과 두 교육과정 모두 도입에서 두 교육과정 모두 A-AD맥락의 반성적 탐구가 전형적으로 자주 나타나며, 반성적 탐구 교육과정수업에서는 AD-SR가 주로 나오는 것으로 보아 과제활동초기에 역할 분담과 과제 활동의 전략을 세우며, 전략을 세울 때 영역개념을 이용하는 것을 안수 있었다. 우리나라 교육과정 수업에서는 반성적 탐구진술이 간단하고 계획과정이 짧으며, 주로 과제 맥락 내에서 반성적 탐구를 하는 것으로 나타났다. 전개부분에서는 두 교육과정모두 DI-DP, DI-A맥락의 반성적 탐구가 나타나 자료 항목과 자료 패턴 그리고 인공물과 관련시키는 반성적 탐구가 공통적으로 나타나며 반성적 교육과정수업에서는 대체로 자료 맥락의 영역개념과 과제 맥락을 연결시키는 반성적 탐구가 잘 나타나고 있다. 반면 우리나라 교육과정에서 주로 과제 맥락 내에서 반성적 탐구가 나타났다. 정리단계에서는 반성적 교육과정 수업에서는 DC-DP가 주로 나타났으며 우리나라 교육과정수업에서는 DC-DP DP-AD맥락의 반성적 탐구가 나타났다. 정리활동에서 우리나라 교육과정은 반성적 교육과정보다 자료 맥락의 영역개념을 더 자주 이용하고 다양한 맥락의 반성적 탐구가 나오고 있으며, 이는 우리나라 교육과정의 학습지의 활동이나 문제는 학생들에게 익숙하고, 자료 패턴을 가지고 행동결정으로 연결짓는 활동이 명확히 제시되었기 때문이라고 판단된다. 두 그룹의 상호작용 특징에 따른 반성적 탐구의 성향의 차이는 도입단계에서 그룹의 특징과 상관없이 A-AD, AD-SR맥락의 반성적 탐구가 나왔으며 전개와 정리단계에서는 N그룹에서는 DP와 관련된 의미 있는 반성적 탐구가 나오는 반면 M그룹에서는 이러한 맥락의 반성적 탐구는 아주 드물게 나타나며, GN과 관련된 행동결정이 자주 보이고 있었다. 정리활동시 주로 하는 기록 활동에서 N그룹에서는 다양한 맥락에서 반성적 탐구를 하고 있는 것에 비해 비교 그룹에서는 서로 견제하고 확인하는 상호작용의 특징에서 나타나는 AD-SR맥락의 반성적 탐구가 자주 나타났다. 반성적 탐구 척도 두 그룹을 비교 했을 때 CON 상호작용의 특징이 낮게 나타나는 N그룹이 양적으로 그리고 내용적으로 더 의미 있는 반성적 탐구를 했다

• Korean Journal of Psychosomatic Medicine
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• v.3 no.2
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• pp.159-165
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• 1995

The primary aim of this study is to find out the relationship of examination stress with serum cortisol and prolatin levels. 20 male medical students participated in this study. Global assessment of recent stress (GARS) scale and SCL-90R were used to measure stress perception and psychopathology. Radioimmunoassay was used to assess serum cortisol and prolactin. Serum cortisol level was significantly higher during exam period than during nonexam period. However, there was no significant difference in serum prolactin level between the two periods. In psychopathology, only interpersonal sensitivity had a significantly negative correlation with serum cortisol level during exam period. On the other hand, stress perception had no significant correlation with serum cortisol and prolactin levels during each of exam and non-exam period. The results suggest that cortisol is more likely to be associated with psychological stress such as examination than prolactin, and that specific psychopathology such as interpersonal sensitivity is more likely to be associated with lower serum cortisol level.