• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.233-243
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• 1998

Many science educators concern about the problems of assessment using paper & pencil test. Performance assessment is believed to be a very promising alternatives to traditional assessment. Portfolio assessment, a kind of performance assessment, has many desirable characteristics to foster students' creativity and increase students' responsibility for their own learning. However few research study has been dealt with this assessment method and few teacher adopts this method in science class. The characteristics and structures of portfolio assessment were explored by reviewing related literatures. The appropriate portfolio assessment was designed based on the results of exploration. For our primary science class, general and specific objectives are needed, depending on the nature of the instructional topics. The children's evidences for portfolio may be limited in their forms because of insufficient learning materials and reproducing facilities in classrooms. Large portions of children's evidence should be collected during class hours to reduce burdens of children. The evaluation criteria may be holistic rather than analytical because of large class size. Portfolio assessment will bring about many changes in primary science classes. Students' have more responsibility in science learning. Teachers will focus major instructional objectives, and concern more about students' meaningful learning. Although portfolio assessment requires more work to teachers and children it could be applicable to our science classroom.

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

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.152-163
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• 2015

In this study, to raise the interest and curiosity of students and at the same time to learn science concepts meaningfully for students, the teaching and learning program was developed by applying the Frayer model. The purpose of this study was to find out the Effect of Elementary Science Teaching Program with Frayer model on Learning Motive and Learning Achievement. To this end, the 6th grade classroom of A-elementary school located in Seogwipo-city was selected the experimental group (26 patients). And the other 6th grade classroom in the same school was selected to the comparative group (27 patients). The experimental group was conducted applying the Frayer model. Comparison group has been conducted lesson program in accordance with the general science class teacher guide. Was through a pre-test of science learning motivation and academic achievement level can be assumed in the same group. After completing the experimental treatment by conducting a post-mortem examination was statistically validated. In this study, the following conclusions were obtained. First, elementary science class which applied Frayer model had the effect of to improve the scientific motivation. In particular, attention (p <.01), association (p <.01), confidence (p <.01) in the experimental group were higher than the scores of the comparative group, the difference was significant. Second, the Frayer model applied to elementary science class had a significant effect on improving science achievement. The experimental group which applied Frayer model was higher than the comparative group in science achievement post-test comparison. Between the groups showed a significant difference between the two groups (p <.01). The above findings, Elementary science class which applied Frayer model can be concluded to be effective in science and science achievement motivation. Therefore, applying the Frayer model of elementary science class could be useful in science teaching and learning methods. In addition, when it is determined through the previous study, applying the Frayer model classes will be able to derive a meaningful learning also subjected to a number of fields and areas.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.357-366
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• 2023

In the purpose of this study, the college textbooks of self-narrative writing and examples of classroom practice are analyzed to find a way to educate it. The self- narrative writing subject with a learning of recognization, expression, and communication with oneself, emphasizes the necessity when they become college students through entrance exam-oriented education. The research methods are as follows. Firstly, three university textbooks which include a section on self-narrative writing were compared and analyzed. The analysis highlights the needs for a textbook covering self-narrative writing more extensively and comprehensively as what is offered by the existing textbooks is limited in facilitating students to fully develop the ability of self-reflection, which should be dealt as a long-term goal. Secondly, the current discussion on self-narrative writing and examples of real classroom practice were analyzed. It shows that a step-by-step approach is required to encourage the practice of deep self-reflection to be incorporated into writing. In addition, during the writing process, various correction and feedback activities should be carried out on a macro level and gradually while the communication and feedback should take place not only between a teacher and students, but also among students. As a result, it is expected that this study will help establish a teaching model of self-narrative writing by seeking complementary points and educational directions for self-narrative writing.

• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.635-657
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• 2015

The current society characterized by knowledge-based information technology and multiculturalism put more emphasis on problem-solving skills, creative thinking, and communication skills than any other periods did. In response to the demand of the current times, multidisciplinary, or convergence courses and majors are being created and conducted in college education, yet, with the lack of specific teaching and learning model for the convergence courses. In this context, this study aimed to examine PBL as an instructional model for the convergent approaches in classroom, since PBL has been regarded as a model for fostering the 21st century learning capabilities for student coupled with the learning principles of authentic tasks, learner-centeredness, collaborative learning. This study, after conducted a PBL course for the general art education during the summer semester of 2014, analyzed the result using data collected from students' reflective journals, in-depth interviews, and SNS posts among the students. The result presented students' enhanced self-respect, increased interest in their learning and communication skills, and their recognition of the value on diversity and empathetic attitudes toward each others. In conclusion, PBL showed its potential as an alternative instructional model for the multidisciplinary and convergent learning in college education.

• Asian Journal for Public Opinion Research
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• v.7 no.4
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• pp.251-260
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• 2019

Burqa or in Arabic An-Niqab is used to cover the entire face of a woman, except the two eyes. The burqa is not obligatory according to Syafi'i madzhab, which is followed by the majority of Indonesian Muslims. In this study, researchers used a survey to develop an understanding of veiled female students' attitudes about themselves, their experience wearing a burqa, interactions with peers, and their perception of how other members of their academic community perceive them. The survey used Likert-type items. The sample in this study was 100 students from three general universities in South Kalimantan: Antasari State Islamic University, Rasyidiyah Khalidiyah Islamic College, and College of Quranic Sciences. The key findings include that 58.2% indicated a willingness to form associations with any women; 17.7% said they were happy associating only with the veiled community. A total of 13.9% said that sometimes they were told to take off their burqa when they were in the classroom. While most said they were never bullied on campus (67.1%), 19% said they were often bullied. Most (78.5%) said that they were given freedom even though there was a suggestion to open their faces when education and learning were taking place.

• East Asian mathematical journal
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• v.32 no.4
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• pp.565-587
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• 2016

The purpose of this study was to analyze the understanding of the meaning of fraction division and fraction division algorithm of elementary mathematical gifted students through the process of problem posing and solving activities. For this goal, students were asked to pose more than two real-world problems with respect to the fraction division of ${\frac{3}{4}}{\div}{\frac{2}{3}}$, and to explain the validity of the operation ${\frac{3}{4}}{\div}{\frac{2}{3}}={\frac{3}{4}}{\times}{\frac{3}{2}}$ in the process of solving the posed problems. As the results, although the gifted students posed more word problems in the 'inverse of multiplication' and 'inverse of a cartesian product' situations compared to the general students and pre-service elementary teachers in the previous researches, most of them also preferred to understanding the meaning of fractional division in the 'measurement division' situation. Handling the fractional division by converting it into the division of natural numbers through reduction to a common denominator in the 'measurement division', they showed the poor understanding of the meaning of multiplication by the reciprocal of divisor in the fraction division algorithm. So we suggest following: First, instruction on fraction division based on various problem situations is necessary. Second, eliciting fractional division algorithm in partitive division situation is strongly recommended for helping students understand the meaning of the reciprocal of divisor. Third, it is necessary to incorporate real-world problem posing tasks into elementary mathematics classroom for fostering mathematical creativity as well as problem solving ability.

• Journal of Engineering Education Research
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• v.20 no.4
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• pp.38-50
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• 2017

The purpose of this study is to analyze the current evaluation methods on faculty performance at Korean engineering colleges and develop teaching evaluation indicators for faculty performance. We investigated the faculty performance cases in engineering colleges inside and outside of the Korea, the engineering faculty's awareness of evaluation factors for their educational performance, and the appropriate ratios by indicating factors. Also we developed evaluation indicators for educational achievements to improve the current faculty performance system. 227 engineering faculty members answered our survey questionnaire. The result in the case study on faculty performance evaluation is as follows. First, most items of faculty performance evaluation are about quantitative indicators that can easily conduct objective evaluation. Second, evaluation items of faculty performance are mostly focused on instruction in a classroom. Third, the evaluation by students and administrative managers is more dominant than that by professors or their colleagues, document evaluation than on site evaluation, general evaluation than formative evaluation, and static evaluation than dynamic evaluation. Lastly, Some universities tend to substitute outstanding articles for underperforming instruction. The evaluation indicators that we have developed can be implemented by four types of subjects, such as students, professors, their colleagues, and deans. Also, based on the evaluation indicators, faculties can freely select their evaluation domains depending on the their tracks, such as a teaching track, a research track, or an industry-university cooperation track. The mandatory evaluation fields include teaching, student counselling, teaching portfolio evaluation by mentors or colleagues, class management evaluation by deans, and self-evaluation. The other areas are optional and professors can choose their evaluation factors.

• Journal of the Korean Society of Clothing and Textiles
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• v.15 no.3 s.39
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• pp.251-262
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• 1991

The roles of fashion merchandisers (merchandise managers) in women's apparel industry and their perceptions of the job requirements as a fashion merchandiser were investigated to understand present fashion merchandising activities in the industry and suggest desirable roles of fashion merchandiser for further development of the industry. The research questionnaires were administered to fashion merchandisers working in the ten national brand women's apparel firms. The results of the study were as follows . 1. Annual sales volumes of most surveyed firms were more than five billions won and eight out of ten surveyed firms have fashion merchandisers in their firms. 2. Fashion merchandisers worked at a specific brand merchandising division sales and operations division or merchandise planning division. A fashion merchandiser generally supervised one brand. 3. Fashion merchandiser's work experience ranged from four to fifteen years showing a great deal of experience in the apparel industry. Their majors at university were mostly business and few majored in clothing and textiles, or textiles. 4. In general, the role of fashion merchandiser was a management specialist who was responsible for identifying target markets analyzing fashion trends, planning of the merchandise development budget planning, manufacturing planning, selling, advertising and sales promotion and distributing the merchandise. At some firms fashion merchandi-sers were not responsible for advertising, display, and receiving the orders. 5. Surveyed fashion merchandisers perceived the desirable fashion merchandiser's role as a management specialist conducting overall business activities in the areas of merchandise planning, manufacturing, selling and distribution. They also mentioned the following personal characteristics such as vision leadership, and persuasion as desirable characteri-stics for those who aspire to a career in fashion merchandising. 6. Surveyed fashion merchandisers emphasized relevant and realistic experiences in fashion merchandising education. Several ways were suggested to help the educator keep in touch with business and bring reality to students. They are . field work, bringing professionals into the classroom to speak to the students, emphasizing clothing and textiles education including merchandising area, and establishing a Department of Fashion Merchandising.

• Journal of Environmental Health Sciences
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• v.36 no.6
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• pp.472-479
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• 2010

The purpose of this study was to investigate the concentration of indoor air pollutants at 63 elementary schools, 41 middle schools and 51 high schools in Ulsan from the beginning of May to the end of December, 2008. To assess the indoor air quality of the various classrooms, the 8 indoor air pollutants such as $CO_2$, CO, $NO_2$, $O_3$, $PM_{10}$, TVOCs, HCHO and TBC were measured and analyzed. The mean concentrations of $PM_{10}$ and TBC in the elementary schools were significantly higher than those of middle and high schools (p < 0.01). For the HCHO, the multi-use practice rooms showed an average 1.5 times higher than general classrooms. In schools located in urban areas, the concentrations of CO, $O_3$, $PM_{10}$, HCHO and TBC were lower than in the vicinity of industrial complexes. The exceeding rate of the school air quality maintenance limits in the 6 air pollutants by law were 6.7%, 3.5%, 1.7%, 18.2%, 13.0% and 18.4% for $CO_2$, $NO_2$, $O_3$, $PM_{10}$, HCHO and TBC, respectively. Based on these results $PM_{10}$ and TBC have to be in the order of priority of need to improve the classroom air quality in elementary school of Ulsan.