• 한국과학교육학회지
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• 제23권4호
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• pp.319-330
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• 2003

The purpose of this study is to develop a Framework for Performance Assessment in Science Education(FPASE). Science educators in the past have paid more attention to science curriculum and teaching strategies than assessment. In recent years, attention has turned toward performance assessment which addresses the concerns of science curriculum and instruction, and which is consistent with goals of science education at various levels of interests. Science educators are trying to do performance assessment, yet they don't have a framework that is highly qualified in terms of science educational objectives for the future, and advantages of performance assessment. We, therefore, have developed a framework for performance assessment in science education, which may be useful for science teachers to understand and assess their students' abilities. We have extracted seven domains covering students' various abilities as the important objectives of science performance assessment and grouped them into three categories: General, Science specific, and Intermediate abilities. And we developed a F-PASE with a three dimensional solid figured structure, and illustrated it as the configuration of a com. F-PASE is useful for science teachers to develop and select a science performance assessment as well as have a more advanced understanding of their students' abilities. It is a creative and novel assessment framework in terms of structure, configuration, functions and meanings. It also suggests a new vision of an assessment framework in science education.

• 지식경영연구
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• 제19권1호
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• pp.133-146
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• 2018

This study develops an Education framework for users who need public open data for workplace etiquette education in a timely manner by mobile application. It facilitates utilizing efficiently Workplace etiquette contents that scattered in various platforms such as blogs, Youtube and web-sites run by private education agencies. Furthermore, it makes Public open data for workplace etiquette through gathering 'metadata', which is a comprehensive source of workplace etiquette. Accordingly, framework changes recognition about necessity of workplace etiquette education positively and suggests method that can promote effective workplace etiquette education. If the system in the study can provide public open data of workplace etiquette education, many young job applicants and workers will have a proper perception on it and sound workplace etiquette culture will be settled in the companies. Public data has been rising as a vital national strategic asset these days. Hopefully the public data will pave a way to discover the blue ocean in the market and open up a new type of businesses.

• International Journal of Computer Science & Network Security
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• 제22권7호
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• pp.268-282
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• 2022

One of the most important technologies today is augmented reality technology, it allows users to experience the real world using virtual objects that are combined with the real world. This technology is interesting and has become applied in many sectors such as the shopping and medicine, also it has been included in the sector of education. In the field of education, AR technology has become widely used due to its effectiveness. It has many benefits, such as arousing students' interest in learning imaginative concepts that are difficult to understand. On the other hand, studies have proven that collaborative between students increases learning opportunities by exchanging information, and this is known as Collaborative Learning. The use of multimodal creates a distinctive and interesting experience, especially for students, as it increases the interaction of users with the technologies. The research aims at developing collaborative framework for developing achievement of 6th graders through designing a framework that integrated a collaborative framework with a multimodal input "hand-gesture and touch", considering the development of an effective, fun and easy to use framework with a multimodal interaction in AR technology that was applied to reformulate the genetics and traits lesson from the science textbook for the 6th grade, the first semester, the second lesson, in an interactive manner by creating a video based on the science teachers' consultations and a puzzle game in which the game images were inserted. As well, the framework adopted the cooperative between students to solve the questions. The finding showed a significant difference between post-test and pre-test of the experimental group on the mean scores of the science course at the level of remembering, understanding, and applying. Which indicates the success of the framework, in addition to the fact that 43 students preferred to use the framework over traditional education.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권2호
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• pp.215-228
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• 2005

The purpose of this study is to development the scoring framework for teacher knowledge of fractions. This framework is qualified in the content-validity by professional educators' evaluation and in the reliability by correlation coefficient. 2 math educators judged that this framework is composed of appropriate scoring category, scoring criterion, and scoring level. After 2 teachers scored the tasks, correlation coefficient was calculated between evaluators. The coefficient is evaluated high in that it is more than 0.80.

• 한국수학사학회지
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• 제27권5호
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• pp.347-364
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• 2014

This study aims at what is required knowledge and ability to pre-service math teachers in teacher certificate examination. First, the items are analyzed and among questions of discipline of mathematics education in the last five years are analyzed and classified. Second, an analytical framework suitable for item analysis is examined and the items are analysed by the analytical framework. Finally, helpful implications for discipline of mathematics education assessment can be drawn from this study. It is found that the discipline of mathematics education assessment has the following characteristics: 1) It assesses specific content of the assessment component; 2) It assesses a teacher's theoretical knowledge, practical knowledge and creative knowledge in terms of teaching ability; 3) There are six cognitive assessments; 4) There is an item for difficulty adjustment.

• 한국과학교육학회지
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• 제32권6호
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• pp.1072-1086
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• 2012

Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. has been identified as a significant national reform in K-16 education and curriculum in order to prepare students for the global economy of the 21st century. Korea has been facing very similar challenges to improve science, technology and mathematics education, in particular, the affective aspect of learning science and mathematics. Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has become a crucial issue in Korean education system. The major purpose of this exploratory study is to inform the exemplary framework of STEAM education in the U.S. for Korea and to provide descriptive and analytical accounts on STEAM teaching and learning as an innovative integrated convergence education. This study integrates the outcomes of research papers on STEM education and recent literature. It employs content analysis methodology qualitatively by analyzing and synthesizing the findings, conclusions, discussions, and recommendations of accumulated research works related to STEM/STEAM education. This study will help gain a stronger sense of the STEAM framework and will guide to develop the educational programs for Korea.

• International Journal of Internet, Broadcasting and Communication
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• 제16권1호
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• pp.321-329
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• 2024

This study attempted to obtain implications for digital education policy by reviewing the Framework Acts and Enforcement Decrees related to digital education. To this end, the following were explored. First, the concept and components of digital competency were reviewed. Second, the Framework Acts and Enforcement Decrees related to digital education policy were reviewed using the above concepts. Third, the characteristics and implications of the Framework Acts and Enforcement Decrees for digital education were explored. The results are as follows: Korea's digital education policy tried to reflect the categories that digital competency must cover, even its function and dysfunction role. However, to achieve their purpose, it is necessary to maintain consistency with related laws or policies. We identified that amendments to the Basic Act and related articles are essential to effectively enforce the Digital-Based Distance Education Activation Basic Act. A reevaluation of the correlation between Article 10, emphasizing digital media literacy education, and Article 5 of the enforcement decree is necessary. Revision of the enforcement decree to align with Article 10's objectives is vital to ensure proactive measures for promoting digital literacy and competence as mandated by the Basic Act.

• 대한지구과학교육학회지
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• 제16권1호
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• pp.87-102
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• 2023

이 연구의 목적은 지역사회의 시민 강사 등이 지역사회 문제에 기반한 초등학생용 기후변화교육 프로그램을 개발할 때 반드시 포함해야 할 내용을 분석틀로 제안하는 것으로, 이 분석틀의 개발을 위해 현장 및 기후환경교육 전문가 24명에게 총 7번의 자문을 받았다. 최종 분석틀은 문항별 내용타당도는 I-CVI와 S-CVI 계수로, 전문가 패널 간 신뢰도는 Fleiss' Kappa 계수를 통계적으로 검증하였다. 최종 분석틀은 3개의 분석 영역(프로그램 목적 - 프로그램 내용 - 프로그램 평가)과 7개의 분석 항목, 7개의 분석 지표와 세부 설명으로 구분하여 개발했다. 특히 분석 지표에 대한 세부 설명란을 추가하여 내용타당도와 신뢰도를 높임으로써 객관적인 분석틀로서의 성격을 확고히 했다. 이 연구에서 제안한 지역사회 기반 초등학생용 기후변화교육 프로그램 분석틀이 체계적인 프로그램 개발에 도움이 되길 기대한다.

• 대한수학교육학회지:수학교육학연구
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• 제27권1호
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• pp.113-135
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• 2017

본 연구는 비판적 수학교육의 관점에서 수학교과서를 분석하기 위한 분석준거 개발을 목표로 하여 이루어졌다. 이를 위한 첫 단계로서 비판적 수학교육의 이론적 근간이 되는 비판 이론과 비판적 교육이론에 대한 문헌분석을 통해 비판적 수학교육의 철학적, 인식론적 기저를 고찰하였다. 또한 비판적 수학교육에 대한 국내외 문헌을 분석하여 비판적 수학교육의 개념화 논의, 실제 수업사례 등을 종합하여 '비판적 수학교육 관점에 따른 수학교과서 분석준거 안'을 구성하였다. 이후 제시한 준거 안에 대한 타당도를 검증하기 위해 전문가 델파이 조사를 실시하였다. 델파이 조사 분석 결과에 따라 제시한 준거 안을 수정, 보완하여 '고전적 지식', '공동체적 지식', '대화적 지식', '정치적 지식' 네 범주로 이루어진 '비판적 수학교육의 관점에 따른 수학교과서 분석준거'를 최종적으로 개발하였다.

• 한국항행학회논문지
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• 제24권6호
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• pp.633-639
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• 2020

비전공자 대상으로 확장현실기반 융합영상콘텐츠 제작에 대한 교육적 수요가 높아지고 있음에도 불구하고, 이를 실행할 수 있는 교육도구는 턱없이 부족하다. 이러한 문제를 해결하기 위해 본 연구는 비전공자 대상으로 확장현실기반 융합영상콘텐츠 제작에 대한 요구사항을 분석하고, 요구사항의 구현을 위한 프레임워크 기능을 설계하였다. 기능 설계를 바탕으로 프로그래밍 지식이 없는 IT 비전공자 학생이 게임엔진을 활용하여 드래그 앤드 드롭과 같은 간단한 방법을 통해 확장현실 콘텐츠를 제작할 수 있는 프레임워크를 설계하고 구현하였다. 여기서 프레임워크란 재사용 가능한 반 완성된 응용프로그램 템플릿 코드를 의미한다. 마지막으로 개발된 프레임워크의 교육 적합성을 알아보기 위해, 프레임워크를 사용하여 산업 디자인 전공 2학년 학생 26명을 대상으로 XR 콘텐츠 제작 교육을 수행하였다. 그 결과, 90%가 넘는 학생들이 실제 오큘러스 리프트에서 작동되는 수준의 콘텐츠 개발에 성공하는 것을 발견하였다. 본 연구의 결과는 비전공자를 위한 확장현실기반 융합영상콘텐츠 교육과정의 품질을 향상하는 데 활용될 수 있으며, 이를 통해 미래 콘텐츠 산업의 발전에 이바지할 수 있다.