• Title/Summary/Keyword: Learning Feedback

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Using Smart Devices in a Future School to Explore the Effects of Science Classes on Positive Science Experiences and Science Learning Identity (미래학교의 스마트 기기를 활용한 과학 수업이 과학긍정경험과 과학 학습자 정체성에 미치는 영향 탐색)

  • Yu, Eun-Jeong;Kim, Kyung Hwa
    • Journal of the Korean earth science society
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    • v.41 no.2
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    • pp.176-193
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    • 2020
  • The purpose of this study was to explore the effects of science classes on positive science experiences and science learner identity, using smart devices in a future school: C middle school. We conducted a paired t test at the beginning and end of the first school year with first-grade students at the future school to investigate positive experiences with science (Shin et al., 2017). Additionally, first and second-grade students in future schools using smart devices wrote and drew their own depictions in science classes to explore science learner identity, based on a modified analytical framework (Luehmann, 2009). The results show that significant effects on science-related career aspirations, self-concepts, and academic emotions were produced by science classes using smart devices. Science classes using smart devices helped students improve their level of agency and activity, solve problems with immediate and sufficient feedback, and experience meaningful perceptions of the nature of science. On the other hand, if students were immature in terms of their use of smart devices, they felt pressured to participate in the classes. The results of this study can be used as a foundation for designing various classroom contexts for the use of smart devices.

Development of a Simulator for Optimizing Semiconductor Manufacturing Incorporating Internet of Things (사물인터넷을 접목한 반도체 소자 공정 최적화 시뮬레이터 개발)

  • Dang, Hyun Shik;Jo, Dong Hee;Kim, Jong Seo;Jung, Taeho
    • Journal of the Korea Society for Simulation
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    • v.26 no.4
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    • pp.35-41
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    • 2017
  • With the advances in Internet over Things, the demand in diverse electronic devices such as mobile phones and sensors has been rapidly increasing and boosting up the researches on those products. Semiconductor materials, devices, and fabrication processes are becoming more diverse and complicated, which accompanies finding parameters for an optimal fabrication process. In order to find the parameters, a process simulation before fabrication or a real-time process control system during fabrication can be used, but they lack incorporating the feedback from post-fabrication data and compatibility with older equipment. In this research, we have developed an artificial intelligence based simulator, which finds parameters for an optimal process and controls process equipment. In order to apply the control concept to all the equipment in a fabrication sequence, we have developed a prototype for a manipulator which can be installed over an existing buttons and knobs in the equipment and controls the equipment communicating with the AI over the Internet. The AI is based on the deep learning to find process parameters that will produce a device having target electrical characteristics. The proposed simulator can control existing equipment via the Internet to fabricate devices with desired performance and, therefore, it will help engineers to develop new devices efficiently and effectively.

The Effect of Mentoring on Beginning Chemistry Teacher's Teaching Practice (수업에 대한 멘토링이 초임화학교사의 교수실행에 미치는 영향)

  • Park, Hyun-Ju;Seong, Suk-Kyoung;Jeong, Dae-Hong
    • Journal of The Korean Association For Science Education
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    • v.31 no.8
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    • pp.1055-1076
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    • 2011
  • In this study, we investigated the changes in beginning chemistry teachers' teaching practice without mentoring program and after the implementation of mentoring program. Participants in our study included two chemistry teachers who have less than one year of teaching experience and three mentor teachers. We collected data such as video recordings of teacher's classes, interview, and recordings of mentoring after each class. The results show there were slight changes in teaching contents, teaching procedure, and explanation method without mentoring. On the other hand, there were a lot of significant improvement in classroom environment, teaching contents and teaching procedure, teaching-learning techniques, questioning and feedback, and explanation method after mentoring has been implemented. However, there were no easy changes in the teaching style, understanding of students, and ways of interaction with students in connection with teaching purposes. Based on the results of this study, we explored the possibilities of instructional improvement through mentoring on beginning chemistry teacher's teaching practice. Therefore, we consider that more systematic and long-term mentoring is necessary to improve professionalism in teaching beginning teachers. In particular, we propose mentoring programs reflecting the individual needs of beginning teachers.

Development of Performance Indicators Based on Balanced Score Card for School Food Service Facilities (균형성과표(BSC)개념을 적응한 학교급식 운영성과 측정지표 개발)

  • Kwak, Tong-Kyung;Chang, Hye-Ja;Song, Ji-Yong
    • Korean Journal of Community Nutrition
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    • v.10 no.6
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    • pp.905-919
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    • 2005
  • This study raised the necessity of developing performance indicators for measuring the management efficiency and effectiveness of school food service, and as a means of helping its implementation, a balanced score card (BSC) approach developed by Norton and Kaplan was adopted. This study established BSC in seven phases through literature: Phase 1 Defining a school food service and the scope of working activities, Phase 2 Establishing the vision of a school food service, Phase 3 Setting strategic goals, Phase 4 Identifying critical success factors (CSFs), Phase 5 Developing Key Performance Indicators (KPIs), Phase 6 Extracting cause and effect relationship, and Phase 7 Completing a preliminary BSC. The preliminary BSC was fumed into a survey, which was administered to food service related people working at the Office of Education and School Food Service including 16 offices,209 dietitians, 48 school administrators both from self-operated and contract-managed, and 9 experts in areas related to school food service. They were asked questions about strategies from 4 different perspectives,12 CSFs, 39 KPls, and the cause and effect relationships among them. As a result, among the CSFs based on 4 different perspectives, all factors other than ' zero sum on profit/loss ' from the financial perspective turned out to be valid. In terms of KPIs, manufacturing cost percentages, casualty loss count/reduction rates, school foodervice participation rates, and sales goal achievement rates were found to be valid from the financial perspective, while student satisfaction index, faculty satisfaction index, leftover ratio, nutrition educational performance count, index of evaluating nutrition education, customer claim count/reduction rate, handling customer claim count/reduction rate, and parent satisfaction index were found to be valid from the customers' perspective. Besides, nutritional requirement sufficient ratio, nutritional management score, food poisoning outbreak count, employee safety accident count, sanitary inspection assessment index, meals per labor hour (productivity index), computerization ratio, operational management index, and purchase management assessment index were also found to be valid from the perspective of internal business processes. From the perspective of innovation and learning, employee turnover ratio/rate of absenteeism, annual education and training count, employee satisfaction index, human resource management assessment index, annual menu-related customer feedback, food service information index for employees and parents/schools were also found to be valid. The significance of this study is to present indices for measuring overall performance of school lunch food service operations without putting any limitation on types of school food service management, and to help correctly assess the contribution of the current types of school food service management to schools and students. (Korean J Community Nutrition 10(6) : $905\∼919$, 2005)

The Current Situations of Enhancing Affective Characteristics focused on the case of secondary school in Korea (수학 교과에서의 학생의 정의적 특성 요인의 성취 실태 -국내 중등 수업 사례를 중심으로-)

  • Choe, Seung-Hyun;Hwang, Hye Jeang
    • Communications of Mathematical Education
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    • v.28 no.2
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    • pp.235-253
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    • 2014
  • This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students' affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students' affective characteristics. Especially, this paper deals with the analysis of the results from in-depth interviews and class observations, so as to identify the current situation and best practice cases of students' affective characteristics education in Korea. The results are classified into a) curriculum, which is in turn divided into national curriculum and reconstruction of curriculum school and classroom; and b) teaching, learning and evaluation, which is in turn divided into learner characteristics, motivation, teaching strategies, class grouping, activities and interaction, question and feedback, evaluation methods, and evaluation tools. Support plans in terms of school and social environments are also suggested based on the results.

Game Based Online Contents Development in Middle School Mathematics (중학교 수학교과의 온라인 게임형 콘텐츠 개발)

  • Cho, Eun-Soon;Kim, In-Sook
    • The Journal of the Korea Contents Association
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    • v.7 no.9
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    • pp.248-256
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    • 2007
  • The purpose of this study is to design, develope, and deploy of online game content in middle school mathematics. This study analyzed related literature review, case studies, and educational game web sites for seeking better applicable design strategies. After serious discussion with experts based the design ideas, this study established its own educational game design model and it was applied to develop algebraic function lesson for middle school students. The developed content also was deployed in real classroom setting to see how students received the game contents and how. well they processed the design procedures and activities. We found that educational online game content, especially when applied to mathematics subject, can be effective in students interests and their motivations. We also observed that there were a few managerial errors such as need for detailed guidance for game, cumulative game results for later feedback, and so on. This study concluded that educational game contents should be able to widely spread out to get students' learning interests and strong motivation as well. We suggest that related research should be done toward to other subject than mathmatics and various students age groups.

A study on instruction consulting in cyber university content quality management center (사이버대학 콘텐츠품질관리센터에서 이루어지는 수업컨설팅에 관한 연구)

  • Suh, Young-Wan
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.7
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    • pp.331-341
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    • 2017
  • This study analyzed cases of teaching consulting in the cyber university field and activated it in a remote university in the right direction to contribute to the development of high quality contents. This study analyzed the instructional consulting data of the Center for Content Quality Management at A Cyber University in Chungnam area and interviewed researchers working at the center using the phenomenological approach based on the data. This study showed that the professors participating in instructional consulting had many problems, but they were relatively active in improving the quality of the lectures. They wanted to know the teaching methods in the unfamiliar environment of remote universities. In addition, the researchers had difficulty in delivering feedback to the instructor through the process of exploring images taken several times with the objective framework of lecture evaluation. To allow better communication, it was necessary to form rapport between the instructor and researcher. Unlike general universities, cyber universities have features and limitations in that they only take cameras in the classroom without learners and proceed with class consulting. Therefore, the teachers have a feeling of burden about shooting and recording, but they are less than general university teachers, and are more willing to engage in class consultation more actively. In this study, the results of the research was discussed and the proposal of cyber universities' instruction consulting and the effective plan is proposed.

Reciprocal Peer Review and Revision in Writing (동료 간 상호리뷰와 글 수정행동)

  • Jeong, Hei-Sawn;Cho, Kwang-Su;Lee, Nam-Seok;Han, In-Sook;Lee, Jeong-Hee
    • Korean Journal of Cognitive Science
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    • v.23 no.1
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    • pp.47-71
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    • 2012
  • This study examined how students revised their writing after reciprocal peer review and how their revision activities were influenced by the review. Undergraduates in physics class wrote a laboratory reports, exchanged comments with peers, and revised their reports afterward based on the comments they received from their peers. The comparison between the original and the revised drafts showed that students were mainly concerned with micro-meaning revisions, focusing on making changes on individual words, clauses, and sentences. Revisions that dealt with macro-meaning of the texts were not as frequent. Giving and receiving comments influenced later revision activities. Receiving comments on micro-meaning of the texts led to a significant increase in both micro- and macro-meaning revisions. Receiving comments on macro-meaning of the texts, however, did not prompt relevant revision activities. Even when students engaged in macro revision, it was negatively related to writing performance gains in one subgroup, suggesting that even after peers point out macro-problems in their writing, students are not competent to solve the problems yet. The results of the study suggest that more efforts are needed to help them to understand and manipulate the macro-meaning structure of the texts.

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Exploring the Effects of Reading & Writing English Program on Self-Efficacy of Korean University Students (독해·영작 중심의 교양영어프로그램이 한국 대학생의 영어자기효능감에 미치는 영향)

  • Shin, Young-Hun;Hyun, Il-Sun
    • The Journal of the Korea Contents Association
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    • v.20 no.9
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    • pp.99-106
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    • 2020
  • Though it has been known that self-efficacy is a predictor to the successful L2 learning, the majority of studies on self-efficacy cases were targeted at secondary school students. This paper aims to explore the effects of the intermediate college students' essay writing experiences on their English self-efficiency. For this purpose, pre and post course surveys were conducted on a hundred or so freshmen who took intermediate college English classes which focused on improving English reading and writing skills. Interviews with teachers were also conducted in order to find out whether the differences of their teaching styles had any meaningful impact on their students' self-efficacy. Paired t-test was run on the responses of the post-questionnaire to identify any differences in the self-efficacies of the students before and after taking the classes, and the one-way ANOVA was conducted to find out whether the different instruction types had any significant impact on the differences. The results of the both analyses confirmed the differences of self-efficacies by the two predictors at a statistically significant level. Based on the findings of this paper, various types of writing assignments and efficient procedures of teachers' feedback need to be developed further in order to design and run an effective college English course which can contribute to enhancing self-efficacy of students.

Differences in self-efficacy between block and textual language in programming education using online judge (자동평가시스템을 활용한 프로그래밍 교육에서 블록형 언어와 텍스트형 언어 간 자기효능감의 차이)

  • Chang, Won-Young;Kim, Seong-Sik
    • The Journal of Korean Association of Computer Education
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    • v.23 no.4
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    • pp.23-33
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    • 2020
  • Online judge provides compilation, execution, and immediate feedback on the source submitted by the learner, and ensures the accuracy and reliability of the evaluation, but it's difficult to select the language according to the level of the learner because most of them provide only textual language. In this study, a block language for online judge was developed and applied to high school classes, and the difference in self-efficacy between the block language and the textual language group was confirmed. It was found that Block language group have more ability expectation to overcome disgust experience than textual language group and Textual language group have significant decrease in ability expectation to start activity and to continue activity. It implies that Block language has an effect on self-efficacy for afterward programming activities, and methods of teaching, learning and evaluation should be devised in the case of textual language so that student's self-efficacy does not deteriorate at the initial and ongoing stage of activity. The results of this study are meaningful in that it provide various implications of methods for enhancing self-efficacy in high school class of programming.