• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.38-47
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• 2004

컴퓨터 과학에 대한 연구를 볼 때, 컴퓨터 과학의 순수 이론에 대한 연구가 대부분이며, 컴퓨터 과학을 교육하기 위한 교과 교육에 대한 연구는 다른 학문 분야에 비해 적은 실정이다. 이 논문에서는 교육 평가가 교수-학습, 학습과정, 학생의 학업 성취에 미치는 영향이 깊음을 인지하고, Conputing Curricula 2001에서 분류한 컴퓨터 내용학을 중심으로 각 내용학 영역이 궁극적으로 도달해야 할 평가 목표를 제시하고 컴퓨터 내용학이 지녀야 할 평가의 지향점을 찾아내고자 한다.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.173-182
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• 1998

This study investigated the influences of metacognitive learning strategies upon 6th-graders' achievement, science process skill, use of cognitive strategies, use of metacognitive strategies, self-efficacy, intrinsic value, attitude toward science class, and scientific attitude. The metacognitive learning strategies were developed on the basis of previous results and modified in a pilot study. Before the instructions, a pretest of motivation was administered, and used as a blocking variable. The score of previous achievement test was used as covariates for achievement and science process skill. Tests of use of cognitive strategies, use of metacognitive strategies, self-efficacy, intrinsic value, attitude toward science class, and scientific attitude were also administered, and their scores were used as covariates. After the instructions, a researcher-made achievement test, the Middle Grades Integrated Science Process Skills Test, and post-tests of above variables were administrated. Two-way ANCOVA results revealed that the scores of the treatment group were significantly higher than those of the control group for all tests except for science process skill. No interactions between the treatment and the level of the previous motivation were found. Educational implications are discussed.

• The Mathematical Education
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• v.60 no.1
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• pp.41-59
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• 2021

The purpose of this study is to synthesize a comprehensive and general conclusion about the effects of mathematics classes using peer tutoring on the cognitive (mathematics learning achievement) and affective domains. For this purpose, a total of 61 individual studies were meta-analyzed in this study to calculate the effect size, measuring the strength of the relationship between mathematics classes using peer tutoring and either the cognitive or affective domain. As a result of this study, it was confirmed that mathematics classes using peer tutoring generally have a medium effect size in both cognitive and affective domains. Also, it was found that level of school, type of student, learning location, class time, tutor education or prior training are significant variables that affect the impact of mathematics classes using peer tutoring on the cognitive and affective domains. These results suggest specific ideas on how to design and operate peer tutoring in school mathematics classes on the basis of different variables.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.735-750
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• 2015

The purpose of this study is to draw an educational implication by analyzing the context of narrative texts, students' narrative thinking, and their academic achievement. We investigated text types in students' geological field trip reports, the reason why students favors narrative texts, the relationship between narrative texts and their scientific knowledge recall, and the relationship between narrative thought and academic achievement. All students used expository texts, 82% of them expressed argumentative texts, and 36% of them used narrative texts. It is likely that students use more narrative texts because students were in the context of outdoor activity and so, their emotional feelings were more activated than when they are doing lab activities. The academic characteristics of earth science seemed to contribute more narrative texts in students' reports. The post-test revealed that students with narrative texts recalled better than the others. On the other hand, there were no statistically meaningful differences in academic achievement between the two groups. However, we have noted that female students whose reports contain narrative texts achieved significantly higher scores than female students whose reports are without narrative texts. From in-depth interviews, we found that students who properly used both paradigmatic and narrative mode of thought were in a more advantageous position than those who used narrative thought only. It was also found that some narratively thinking students tended to feel uncomfortable with the way of learning or evaluating questions about science. In the future, a complementary approach of narrative and paradigmatic mode of thoughts would be encouraged by understanding students' tendency of thinking.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.3
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• pp.255-272
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• 2023

This study sought implications for further revitalizing student-centered classes by measuring and analyzing the effects of the operation of major courses applying blended learning for library and information sicence (LIS) students on learning immersion, result achievement, and learning satisfaction. The results are as follows: First, as a result of comparative analysis between the pre and post scores of learning immersion, result achievement, and academic satisfaction after operating the blended learning class, the average score of the post-survey was high. Second, among the factors of learning immersion, significant results were found in academic reasons, academic concentration, interest, and control. In particular, the effect of academic concentration and control was high. Third, among the factors of outcome achievement, significant results were found in achievement motivation, satisfaction, relationship utilization ability, and class attitude. The effect of satisfaction and relationship utilization ability was particularly high. Fourth, both general satisfaction and learning-related satisfaction were very effective in academic satisfaction factors. In sum, it was found that the operation of major courses applying blended learning was effective for LIS students.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.491-497
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• 2014

The purpose of this study is to investigate the structural relationships among the attitude toward science and science motivation such as affective characteristics, and self-regulated learning strategy such as cognitive factor of science achievement. 853 middle school students residing in Seoul completed questionnaires about attitude toward science, science motivation, and self-regulated learning strategy. The sample variance-covariance matrix was analysed using AMOS 20.0, and a maximum likelihood minimization function. The results are as follows: First, attitude toward science, science motivation and self-regulated learning strategy of middle school students were all found to have a significant direct effect on science achievement. Second, attitude toward science and science motivation in middle school students has a direct effect on the self-regulated learning strategy. Third, attitude toward science in middle school students has a substantial indirect effect on science achievement mediated by their self-regulated learning strategy. Forth, science motivation in middle school students has indirect effect on science achievement mediated by their self-regulated learning strategy. Therefore, in order to improve science achievement among middle school students, teachers should consider synthetically the affective characteristics such as attitude toward science and science motivation, and cognitive factor such as self-regulated learning strategy.

• 대한공업교육학회지
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• v.34 no.2
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• pp.205-229
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• 2009

The purpose of this study is to verify the effect of forming groups according to the brain hemisphere preference on the cooperative problem solving learning achievement in the middle school technology. The subjects of this study were 95 second grade boy students of a middle school in Daejeon and the measurement instrument of the left and right hemisphere preference is the Brain preference Indicator(BPI) which had been developed by Torrance et al(1977) and was adjusted by Ko, Younghee(1991). The academic achievement was analyzed on cognitive, psychomotor and affective domains. Derived results from this research are stated below: First, making groups according that the brain preference is more similar was more effective than making groups according to the high familiarity and the similarity of performance in the academic achievement of psychomotor and affective domains. Second, making groups according that the brain preference is more similar was more effective than making groups according that the brain preference is more diffrent for the academic achievement of affective domains on the cooperative problem solving learning in technology. Third, the academic achievement score of the right hemisphere preference group is higher than the score of the population in three domains. Also, the academic achievement score of the right hemisphere preference group is higher than the score of the left hemisphere preference group.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.209-212
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• 2010

오늘날 학교 현장에서 교실에 비치된 TV를 통한 멀티미디어 자료 제시를 빼놓고는 수업을 진행할 수 없을 정도로 멀티미디어 자료는 큰 역할을 하게 되었고, 그런 관계로 멀티미디어 자료와 아동의 학성성취도의 연관관계를 분석하는 많은 연구가 이루어지고 있다. 그 중 멀티미디어 학습자료 제시 유형이 학생의 학업성취도에 미치는 영향에 대한 분석이 있다. 여러 가지 논문에서 애니메이션 학습자료는 텍스트보다 녹음자료와 함께 사용되는 것이 아동의 학업성취에 유리하다는 결론을 내리고 있다. 하지만 정확하게 읽고 텍스트를 해독하는 능력이 뛰어난 아동들, 즉 읽기 유창성이 뛰어난 아동들에게서 어떤 결과가 나오는지 분석된 결과는 없다. 따라서 본 논문에서는 읽기 유창성이 우수한 집단과 그렇지 않은 집단과의 비교 결과를 통해 과거의 분석된 결과가 그대로 유의미한지를 검증할 것이며 이러한 결과를 통해 좀 더 효율적인 멀티미디어 학습 자료의 쓰임을 제시하는데 많은 도움을 줄 수 있을 것이다.

• School Mathematics
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• v.13 no.2
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• pp.307-321
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• 2011

Recognizing the importance of affective factors in mathematical learning and achievement, international comparative assessment as PISA and TIMSS survey affective achievement as well as scholastic achievement. On the affective survey those items of PISA are categorized by 5 factors ; interest of mathematics, instrumental motivation, Mathematics self-efficacy, mathematics anxiety, mathematics self-concept) and those of TIMSS are categorized by 3 factors; Positive affect toward mathematics (PATM), Students' Self-Confidence in Learning Mathematics(SCM), and Students' Valuing Mathematics(SVM). In this study we carried out Exploratory Factor Analysis, Confirmatory Factor Analysis and Measurement Equivalence/Invariance to find whether the constructs are well defined and divided. As a result of our analysis, some factors were overlapped in PISA whereas the items of TIMSS were categorized as intended in TIMSS study. Based on these results, it is confirmed that the questionnaire items need to be developed to understand our students affective characteristics. Also, how questionnaire of large-scaled international assessment can give implication to the development of the questionnaire of Korean specific.

• Journal of dental hygiene science
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• v.12 no.4
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• pp.375-382
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• 2012

This research will target the Dental Hygienics students to identify the level and type of the $2{\times}2$ achievement target orientation, and will study how this achievement target orientation is related to the Self-Regulated Learning, as well as the effect on the each sub elements of the Self-Regulated Learning (SRL). Among the $2{\times}2$ achievement target orientation of all the female university students, the skillful approach was found to be highest. In case of the adjustment of the motivation following grade, intrinsic value of the 1st grader was higher than the intrinsic value of the 2nd and 3rd graders. As for the behavior adjustment, the 3rd grader's time and studying adjustment were found to be higher. Mean while, pursuit of the cooperation was found to be high compared to the time and studying adjustment of the1st and 2nd graders. Second, intrinsic value, overt goal orientation, and studying environment adjustment among the SRL's subelements, manifested significant correlation with all the sub elements of the $2{\times}2$ achievement target orientation. As for the elements that affected cognition adjustment, grade and skillful approach were found to exert significant effect on the performance adjustment. As for the element that affects behavior adjustment, grade and skillful approach exerted significant effect on the sub elements of the behavior adjustment. Analysis on the effect of the achievement target orientation and SRL implies that the direction of the students' learning goal can be modified and that they can learn effectively by using the SRL appropriately. When the two elements are factored in carefully, the key findings could serve as a base data that can motivate the students, inducing effective learning process.