• Journal of Science Education
• /
• v.34 no.1
• /
• pp.164-174
• /
• 2010

The purpose of this study was to find out taxonomic characteristics of objectives infered from questions of summative evaluation by analyzing those objectives with Bloom's revised taxonomy of educational objectives. 1,711 questions of midterm and final examinations collected from 25 middle schools were analyzed to classify objective of each question. The major findings of the study were as follows: first, from the analysis of objectives in the knowledge dimension, the assessment of factual knowledge was most prevailing(67.6%) in the biology summative evaluation. In the cognitive process dimension, memory assessment was most dominant(76.1%). Thus, the main objectives of evaluation leaned toward particular classes in the Bloom's revised taxonomy, which was different from the findings of earlier studies on the weights of evaluation areas. Second, the level of the objectives should be determined in consideration of the grade of middle schoolers, as their cognitive level improves with grade. In fact, however, there was no difference among three grades in characteristics of objective taxonomy.

• Communications of Mathematical Education
• /
• v.23 no.3
• /
• pp.923-951
• /
• 2009

In this paper, we have analyzed the term examinations on quadratic equations and functions in middle schools based on the object of evaluations given by the ministry of education, science and technology of Korea.

• Journal of the Korean Society of Earth Science Education
• /
• v.17 no.2
• /
• pp.181-193
• /
• 2024

Summative assessment provides information on how well students have achieved learning objectives, making the development of high-quality assessment items essential for accurate evaluation. This is one of the competencies that teachers must possess. This study aims to analyze summative assessment items created by pre-service elementary teachers, examining their intentions and the difficulties encountered in the item development process. The study involved 45 second-year students enrolled in an elementary teacher training university. They were grouped into teams of three and tasked with developing ten items, documenting the purpose of each item, the answer key, and the challenges faced during item creation. The collected summative assessment items were analyzed using a two-dimensional purpose classification table that includes Klopfer's taxonomy of educational objectives. The intentions behind the summative assessments and the difficulties faced during item development were inductively organized and analyzed through qualitative data analysis. The results revealed that pre-service elementary teachers adequately reflected scientific content elements but did not evenly cover assessment domains. The most challenging aspect for them was adjusting the difficulty level. Although they considered most factors that should be taken into account during item development, these considerations were not reflected in the actual items. These findings suggest that knowledge and experience are crucial in developing summative assessment items, and systematic lectures are necessary for pre-service elementary teachers.

• The monthly packaging world
• /
• s.325
• /
• pp.87-89
• /
• 2020

(사)한국포장협회(회장 임경호)는 지난 2월 25일 '포장인의 날'에 처음으로 한국포장협회장상 수상자를 선정했다. 제1회 한국포장협회장상을 수상한 영광의 얼굴은 정지연 SPC PACK 영업본부 영업총괄 부문장으로, 정 부문장은 SPC PACK에 재직하면서 넓은 포용력과 추진력을 바탕으로 포장업계의 화합을 주도하고, (사)한국포장협회 연포장 영업부서장 모임을 이끌며 협회와 회원사간 공동 발전에 큰 역할을 한점이 높은 평가를 받았다. 정지연 부문장을 만나 수상 소감과 함께 적극적으로 협회 활동에 참여한 이유, 근무 철학, 앞으로의 목표 등에 대한 이야기를 들어보았다.

• Journal of Korean Home Economics Education Association
• /
• v.32 no.2
• /
• pp.59-76
• /
• 2020

The purpose of this study was to develop and evaluate the teaching/learning process plan of 'housing culture and practical space use' for home economics in middle school according to the problem based learning(PBL) model. The plan consisting of 4-lessons has been developed and implemented following the steps of ADDIE model. Various activity materials (4 scenarios, 6 individual activity sheets, 10 reading texts, and 5 working resources) and visual materials (4 sets of ppt and 4 moving pictures) as well as questionnaire were developed for the 4-session lessons. The plans were implemented to a single class of 21 junior students at H middle school in rural area, Kyeongnam, from 1^st to 12^th of April, 2019. Students highly enjoyed and were satisfied with the whole 4-lessons in aspects such as understanding of the contents, adequacy of materials and activities, and usefulness in one's own daily life. Additionally, they have more actively participated in the lessons than usual and even interested in learning more of such lessons. Students also reported that they highly accomplished the goal of each lesson as well as overall objectives. They showed interest in the major part of PBL lesson such as scenario and group activities. And they engaged themselves in drawing the share housing space plan with '5D planner' web program which they described as the best part of the lessons. The teaching/learning process plan developed in this study may be used as a theme of maker education, which is emerging these days. It can be concluded that the PBL teaching/learning process plans for 'housing values and practical space use' would contribute to improving students' attitude on living with others and ability to manage one's individual life.

• Journal of Science Education
• /
• v.36 no.2
• /
• pp.293-302
• /
• 2012

The purpose of this study was to analyze of the science examination of middle school 7th grade by Klopfer's taxonomy of educational objectives. A total of 645 test items from 10 middle schools were analyzed for this study. The examination items were analyzed according to the objectives of science education, such as behavior and contents area, question types, and the degree of difficulty. It was shown that, when the distribution of behavioral objectives was considered, the items emphasized knowledge and comprehension, and were scientific knowledge oriented. The tests consisted of multiple choice questions at a relatively high rate, compared to short answer questions. Comparing the rate of teachers' expectations to the degree of difficulty, the ratio of "top" was low and that of "medium" was high. The results of this study suggested that using various types of question and multiple levels of content and behavior enabled more effective evaluation of the diverse thinking powers and learning of the students.

• Journal of Korean Home Economics Education Association
• /
• v.34 no.3
• /
• pp.149-167
• /
• 2022

The purpose of this study was to identify learning topics linked to Sustainable Development Goals(SDGs) in the dietary life unit of middle school technology and home economics textbooks and to develop teaching-learning plans and learning materials to verify the feasibility and field suitability. This study was carried out through analysis, design, development, and evaluation stages, and the results are as follows. First, in the analysis stage, the dietary life contents of the five home economics textbooks written based on the 2015 revised curriculum were analyzed, and dietary life-related goals were extracted from the 169 SDG targets to reorganize the learning topics linked to the contents of the textbooks. Second, in the design stage, the overall goal of the entire class was set and each session was designed by selecting the learning goals, learning topics, and learning contents, reflecting the SDGs related to the session to be developed. Based on the analyses of textbooks and the SDGs related to dietary life, the themes of 'desirable eating habits of adolescents', 'food production', 'food distribution', and 'food consumption and disposal' were extracted. Third, in the development stage, a total of 11 teaching-learning plans and student worksheets were developed, and an evaluation sheet was developed for expert verification. Fourth, in the evaluation stage, the feasibility and field suitability of the teaching-learning plans were verified by 5 home economics teachers. Learning goals, learning contents, connectivity to related SDGs, and feasibility of teaching-learning plan were evaluated, and based on the assessment results, teaching-learning plans were revised.

• Journal of The Korean Association For Science Education
• /
• v.18 no.2
• /
• pp.149-160
• /
• 1998

The purpose of this study was to analyze the 6th national secondary science curriculum and classroom practices to collect the basic data for developing secondary science program focusing on creative problem-solving ability. The creative problem-solving ability was conceptualized as an active process of producing new solutions to problems and consisted of five components: general knowledge, domain-specific knowledge, motivation, divergent thinking and critical thinking. The research questions were generated as follows: (1) Whether creative problem-solving elements-domain specific knowledge(declarative knowledge and inquiry methods) were included or not in the 6th secondary science curriculum, textbooks and teacher's guide? If so, how are they represented? (2) Whether the teachers tried to enhance divergent and critical thinking of their students. Through content analyses, observations and interviews, these research questions were answered as follows: (1) Inquiry methods, which are important to develop creative problem-solving abilities in science, were underestimated in comparison with declarative knowledge. In other words. inquiry methods were regarded only as tools to understand the scientific concepts and principles. (2) It was hard to find the situations which teachers provided opportunities for divergent and critical thinking to their students. Based on these results, the followings were recommended: (1) Inquiry methods should be regarded as a goal not as a tool and be used to acquire inquiry methods themselves. (2) Teachers should not stick to the prescribed inquiry methods prescribed in the textbook, but to give opportunities for thinking various kinds of inquiry methods to improve divergent and critical thinking.

• Proceedings of the Conference
• /
• 2005.06a
• /
• pp.33-45
• /
• 2005

현재 지역산업진흥계획이 수립되기까지 수도권 억제와 지역경제 활성화를 위한 다양한 정책 및 법령들이 수립${\sim}$제정되어 왔으나, 그 성과는 미흡하였고, 첨단산업과 지역의 발전을 함께 추구한 과학기술 집적지 조성정책도 연구기관과 산업체간의 기술개발에 대한 수급의 불일치, 지역별 특성화와 차별화 미흡, 사업간 연계성 부족 등으로 성과는 미약하였다. 중앙 부처에서 다양한 지역산업 관련 기술개발 지원사업도 전개해 왔으나, 부처별로 독자적으로 사업을 추진하여, 정책 상호간의 연계성이 부족하고 투자 효율성이 저조하여, 산업자원부에서 산업발전법에 근거하여 2002년 '지역산업진흥계획'을 수립하였다. 이 계획은 지역별 전략산업을 중심으로 한 지역혁신체제 구축에 초점을 두고 있으며, 지역의 내생적 성장을 위한 네트워크 형성, 투입요소 증대에서 지역 산업경쟁력 강화로의 전환, 중앙정부와 지자체의 공동 계획입안 등에서 기존의 정책들과 차이를 보인다. 지역산업정책의 최종목표는 '지역균형발전'이며, 중간목표는 '지역산업의 활성화'라고 할 수 있다. '지역산업의 활성화'를 위한 기본전략으로 '3개 권역별 전략산업 집중 육성'과 '제도적 기반 구축'을 제시하고 있다. 이러한 기본전략은 매우 포괄적이어서 정책수단으로 보기에는 무리가 있다. 따라서 이러한 기본전략 하에 추진하고자하는 사업들을 검토하고 평가의 목적에 맞게 유형화함으로써 동지역균형발전과 지역경쟁력의 강화이며, 그 기본전략으로는 지자체의 역할제고를 바탕으로 한 전략산업 중심의 지역혁신체제(Regional Innovation System : RIS) 구축을 제안하고 있다. 지역 내에서는 각 조직 간의 역할분담이나 연계가 이루어지지 않아 인력과 재원 및 특정분야에 대한 중복투자 문제가 지적되고 있으며 각각 소규모여서 규모의 경제효과를 꾀할 수 없고 경제적 효과가 가시화되는 데에는 오랜 시일이 걸리고 있고, 지역의 산업발전을 체계적으로 기획하고 지역내 다양한 이해관계를 조정하는 총괄 추진기구가 없어 효율적인 지역산업육성에 한계가 있었다. 지방정부의 과학기술예산 및 전담조직, 산업경제예산 및 전담 조직의 부족과 미 정착으로 독자적인 지역과학기술정책이나 지역산업정책은 물론이고 지역혁신정책을 수행하기 어려웠으나, 지역의 특성과 잠재력에 맞는 사업을 발굴하여 중앙정부에 건의하고 지역 내 각 프로젝트를 총괄 조정하는 중개자 역할을 지역전략산업기획단이 그 역할을 수행하고 있다. 지역혁신체제의 중심기관으로 중개기관과 협력 프로그램에 의한 플랫폼 구축 및 지역산업발전의 기획${\sim}$조정기구로서, 선진국의 지역발전기구(Regional Development Agency : RDA)인 지역전략산업기획단이 2002년도부터 산업자원부와 9개 시도에 의해 설립되어 지역네트워크의 활성화와 클러스터의 형성 촉진을 하게 되었고 2004년도에는 13개시도로 확대${\sim}$운영되고 있고, 지역특화사업(H/W)과 지역산업기술개발과제(S/W)와 함께 패케지 형태로 지원되며, 주요역할은 크게 지역산업의 정책기획 분야와 평가관리, 지역혁신역량 조사 및 DB구축 등으로 구분된다. 그중에서도 권역별, 지역별, 지역산업진흥사업 육성과 중장기 산업발전계획을 수립하기 위하여 지역혁신역량을 바탕으로 한 지역 Technology Road Map(TRM)작성사업은 전국공통의 1단계 사업으로 실시 ?榮쨉?, 2005년 3월 기준으로 9개 지역(강원, 대전, 충남, 충북, 경북, 울산, 전남, 전북, 제주) 26개 산업분야를 대상으로 23개가 완료된 상황이다. 이를 근거로 한 지역정책과 R&D 과제 및 필요 인프라의 도출이 체계적으로 구축되어 지역산업 발전을 위한 기술역량이 강화될 것이다.

• Journal of The Korean Association For Science Education
• /
• v.40 no.3
• /
• pp.291-305
• /
• 2020

The purpose of this study is to examine whether and how the features of performance assessments implemented during integrated science classes are related to teachers' PCK. We observed and video recorded four high school teachers' performance assessment practices, interviewed them, and surveyed their PCK. An analysis of the data shows that the teachers' performance assessment practices differed in terms of assessment of process, diagnosis of student learning progress, feedback, degree of classroom interactions, and use of assessment criteria. In particular, the opportunities for students to participate in assessment actively and use of assessment for learning varied across teachers. Also, relational patterns among science teaching orientations, PCK and performance assessment practices were found. When a teacher aimed at teaching for both academic learning and scientific literacy, sophisticated PCK was shown and assessment practices were complex accordingly. When scientific literacy was emphasized PCK highlighted experiential learning and assessments were not clearly distinguished from learning activities. In contrast, when academic achievement was emphasized traditional teaching strategies and assessments were highlighted. Based on these findings a number of topics for professional development are suggested including strategies for students' active engagement in assessment, use and development of specific assessment criteria, strategies for assessing performance qualities, and intuitive assessment competency development. Further research topics are also suggested.