• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.83-105
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• 2021

In this paper, we analyzed the misconceptions and errors incurred during factorization learning. We also examined whether online individualization classes had a positive effect on students' mathematical achievement. The experiment was conducted for 4 weeks (16 times in total) on middle school juniors in rural areas of Gyeonggi Province, where the influence of private extra education was small. In the class, the 'Google Classroom' was used as a LMS, the video lecture was uploaded to YouTube, and the teacher interacted with the students through "Zoom" and "Facetalk". In the online class situation, students' assignments and test answers were checked in real time through 'Google Classroom', and immediate feedback was provided to the experimental class group's students. However, for the control group students, feedback was provided only to those who desired. A total of 7 achievement evaluations were conducted in the order of pre-test, formative evaluation (5 times), and post-test to confirm the change in students' ability improvement and achievement. Through the formative evaluation analysis, it was possible to grasp the types of errors and misconceptions that occured during the factorization process. Students' errors were divided into four types: theorem or definition distortion error, functional errors such as calculation, operation, and manipulation, errors that do not verify the solution, and no response. As a result of ANCOVA, the two groups did not show any difference from the 1st to 4th formative assessment. However, the 5th formative assessment and post-test showed statistically significant differences, confirming that online individualization classes contributed to improvemed achievement.

• The Mathematical Education
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• v.61 no.2
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• pp.287-303
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• 2022

The purpose of this study is to draw implications for the improvement in the CSAT by analyzing structures and tasks in the Abitur. To this end, it analyzes the mathematics test system with a focus on the basic and advanced level examination systems, the operator, the using technology, and mathematical formulas. And the characteristics of tasks in the 2021 Abitur were analyzed. As a result of the analysis, first, Germany evaluates whether students have the competency emphasized in the curriculum at Abitur. Second, Germany, which emphasizes the proper use of technology, utilizes both tasks that use technology and those that do not in the Abitur. Third, the Abitur consists of most of the tasks using promised operators and uses various types of operators to present various types of questions to evaluate competence. Fourth, the Abitur includes not only simple structured items consisting of 2-3 subtasks but also tasks dealing in depth with a single situation centered on a big idea. Finally, mathematical justification and proof play an important role in the Abitur. Based on this, some specific measures for improving the CSAT were suggested.

• Journal of Creative Information Culture
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• v.6 no.1
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• pp.49-56
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• 2020

The purpose of this study is to examine overseas educational informatization infrastructure evaluation indicators and create data for establishing and developing educational informatization policy directions in the future. We analyzed the cases of OECD PISA, UNESCO, ITU, the German Wetelsmann Foundation, the U.S. Department of Education, and China as educational indicators. As a result of the analysis, evaluation items for electrical and telecommunication facilities such as the school's Internet connection network were commonly found in all indicators, and the ratio of learners to PCs (LCR) was also found in 3 out of 4 indicators. Through this study, it is expected that it will be of great help in conducting educational informatization evaluation suitable for the rapidly changing modern society and developing evaluation tools.

• Journal of Korean Home Economics Education Association
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• v.16 no.1
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• pp.79-91
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• 2004

The purpose of this study was to examine how much secondary school home economics teachers paid attention to performance assessment, to what extent and in which way they carried it out and how much support was given to that. It's basically meant to help provide more systematic support for performance assessment. The instrument used in this study was an Interest-Based Reform Adoption Model developed by Hall. Hord and et. al. at Texas University Research & Development Center for Teacher Education. and the subjects in this study were home economics teachers from 95 secondary schools in Gyeonggi province. After a survey was conducted by mail. the responses from 157 teachers were chosen for analysis. For data handling. SPSS/WIN program was utilized, and statistical data on mean. standard deviation and percentage were obtained. In addition. t-test and ANOVA were employed. The major findings of this study were as follows: First. as for their type of interest in performance assessment. influential type(35.0%) was most common. followed by confident type (29.3%). indifferent type(20.4%) and task type(15.3%). Second, regarding their implementation. every teacher carried out performance assessment. The largest group of the teachers fulfilled it as part of routine daily schedule(60 teachers. 38.2%). which could be called the level 4. The second largest group tried to integrate performance assessment to education programs(53 teachers. 33.8%). which could be called the level 5. The third largest group implemented it without making careful preparations for that(26 teachers. 16.6%). which could be called the level 3. and the fourth largest group tried to reinvent it(11 teachers. 7.0%), which could be called the level 6. The fifth largest group was in the middle of researching it(5 teachers, 3.2%). which could be called the level 1. And the sixth largest group was in the course of making preparations for that(2 teachers. 1.3%) . which could be named the level 2. Third. concerning how much they found themselves to be supported about performance assessment. they eave three or less marks to that. which showed that they weren't supported sufficiently There was little gap among them in their concern for performance assessment and its implementation levels. and this fact suggested that there wasn't satisfactory backup for their performance assessment.

• Proceedings of the Korea Water Resources Association Conference
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• 2022.05a
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• pp.170-170
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• 2022

최근 기후변화 및 환경변화로 인해 하천으로 유입되는 오염물질의 변화로 하천 오염원의 다양화가 발생되고 있다. 국내에서는 BOD, T-P 항목으로 수질을 관리하고 있으나, 중·소하천에서는 다양한 오염원의 영향이 나타나 BOD, T-P 항목의 관리는 한계가 발생한다. 따라서 수질오염 영향인자들을 고려한 하천의 종합적인 수질 평가 기법의 도입이 필요한 실정이다. 특히, 한강 유역의 경기도 지역은 인구밀도 및 불투수면적이 높고 중소하천의 분포가 넓은 유역으로 다항목 수질의 종합적인 평가가 필요하다. 국내·외에서는 하천의 종합적인 수질을 평가하고자 수질지수(Water Quality Index, WQI)를 점수 및 등급으로 산정하여 하천의 수질을 평가하였다. 수질지수는 평가 목적 및 계산 방법, 평가되는 수질 항목, 등급 체계의 차이로 다양한 종류의 수질지수가 개발되었다. 국내에서는 통계분석과 수질지수를 활용하여 하천의 시공간적 변화를 파악하고 하천 생활환경기준과 비교를 통해 수질지수의 적용성을 검토하는 효율적인 수질관리에 대해 연구 되고 있다. 국외에서는 주요 오염원 및 영향인자를 식별하기 위해 수질지수를 활용하여 하천의 수질 변화를 평가하였다. 하천의 주요 영향인자는 유역특성에 따른 차이가 발생하여 유역 특성에 적합한 수질지수를 활용한 맞춤형 수질관리가 필요하다. 본 연구에서는 도시하천의 효율적인 수질관리에 기여하고자 유역 특성을 반영한 수질지수를 활용하여 도시하천의 종합적인 수질을 평가하고자 한다. 군집분석을 활용하여 도시 유형을 분류하고 요인분석으로 도시하천의 수질 인자별 관계성을 도출하여 유역의 도시 현황별 영향인자를 파악하고자 한다. CCME WQI, NSFWQI 등 기존 국내·외에서 개발된 수질지수를 도시하천의 주요 영향인자로 산정하여 도시하천의 종합적인 수질을 평가하고자 한다. 산정된 수질지수의 점수 및 등급과 하천 생활환경기준의 적용성을 검증하여 도시하천에서 발생되는 수질오염 관리 및 대응의 의사결정 도구로서 활용될 것으로 사료된다.

• Journal of Korea Society of Industrial Information Systems
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• v.7 no.5
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• pp.112-120
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• 2002

There are currently several workflow software products on the market, and they vary in their capabilities and features. Since there is no single workflow product that dominates others in all aspects, it is difficult to evaluate their superiority. Few methods are available about their selection. This paper suggests a decision support method for selecting the most appropriate workflow software products using the Analytic Hierarchy Process method. We prioritize the importance of four classes of workflow applications as well as 13 commercial products.

• Proceedings of the Korea Association of Information Systems Conference
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• 2005.12a
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• pp.296-304
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• 2005

본 연구는 e-Learning 컨텐츠 품질과 서비스 품질 차원을 분류하고, 학습자 특성에 따른 e-Learning 성과와의 관계를 파악하는 것이다. 이에 기존 연구에 근거하여 e-Learning 컨텐츠 품질 차원을 교수설계, 내용성, 주의성으로 분류하고, 마케팅 분야의 정보 품질 모형 중에서 Parasuraman이 제시한 SERVQUAL 측정도구를 사용하여 e-Learning 서비스 품질 차원을 유형성, 신뢰성, 대응성, 확신성, 공감성으로 분류하였다. 이들 요인들이 e-Learning 성과(학습만족과 이용의도)에 어떤 영향을 미치는가를 실정적으로 검정하고자 한다. 이들 요인들 간의 매개적 역할을 하는 많은 요인들이 존재할 수 있다. 본 연구에서는 학습자의 경험적, 태도적, 행동적 특성과 자기효능감과 같은 학습자 특성의 매개 효과에 주목하고 한다.

• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.733-755
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• 2014

This study aims to develop and validate Creative Problem Solving Profile Inventory (CPSPI) which is a scale to measure the creative thinking style, based on the CPS theory. For redeeming the limits of existing scales, this study developed an inventory which includes an evaluation for cognitive ability as well as cognitive preference and the stage to share an idea with others and persuade (Persuasion & communication stage). At the early stage, 7 factors (stages) and 82 items were developed and finally, 5 factors and 39 items were selected through item analysis and validation of construct validity. In conclusion, CPSPI will be used as an educational tool for self-development by knowing own's strengths and weaknesses in the creative problem-solving process, and help in displaying cooperative creativity by understanding other people and interaction, based on creative thinking profiles of group members.

• Journal of Korean Library and Information Science Society
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• v.51 no.2
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• pp.103-131
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• 2020

This study was started with the aim of grasping the current status of research data management of forestry engineering researchers. In order to achieve the research purpose, the survey was conducted using a tool called DAF (Data Asset Framework). DAF is an investigative tool that provides a means to identify, position, describe and evaluate how the agency manages research data. Using this DAF, the research data management status was analyzed for researchers in the field of forestry engineering at the National Institute of Forest Science. As a result of analysis, the current status and problems of the five categories such as the method and type of research data creation, sharing, storage, preservation, and reuse were identified, and solutions were presented in relation to the problems. This study is a basic investigation using a systematic tool such as DAF, and can be used as a reference for analyzing the current status and problems of research data when designing RDM system in a specific field.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.646-658
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• 2004

In this study, the effects of feedback types in self-assessment on the students' science concept understanding and science-related attitudes were investigated. Student's perceptions towards the self-assessment and the feedback provided were also examined. Ten classes from a middle school were chosen. Five of those classes were assigned to the comparative group that any type of feedback was not provided and the other five classes were assigned to the experimental group which feedback was provided. The experimental group was further divided into three groups for implement of three types of feedback. Experimental group A was given feedback in the form of written comments and experimental group B was provided feedback through correct-wrong response to the students answer. Experimental group C was provided oral feedback to the whole class. The tests of science-related attitudes were administered before and after the instruction period. The science concepts understanding test was done only after the instruction. There were significant differences between the experimental group and comparative group in understanding of scientific concepts. The enhancement of science-related attitudes was also significantly higher for the experimental group. There were significant differences between the experimental groups in science-related attitudes. However, there were no significant differences in understanding of scientific concepts in relation to the types of feedback in experiment groups. Interviews with the students of the experimental groups showed that students had positive attitudes towards self-assessment and the types of feedback. And they regarded self-assessment and feedback as helping them understand the science concepts. In conclusion, it was acknowledged that providing feedback in self-assessment showed considerably positive influences on the improvement of the understanding of scientific concepts and science-related attitudes.