• 대한수학교육학회지:학교수학
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• 제18권2호
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• pp.231-256
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• 2016

이 글에서는 국가수준 학업성취도 평가 문항의 중학교 남녀학생별 평균 정답률을 바탕으로, 성차가 나타난 성취기준을 살펴보고자 한다. 성취기준은 교육과정을 구성하는 가장 작은 단위로서 교사가 수업 계획을 세우는 기준 단위가 되기도 한다. 수업 계획은 시수에 따라 구상하게 되는데, 그 시수를 결정하는 것이 성취기준이다. 그러므로 성취기준에서 나타난 성차에 관한 객관적인 정보는 수업 계획을 세우는 단계에서 성차를 해소화기 위한 방안을 구상하는 데 중요한 역할을 할 것이다. 또한 이 연구는 앞으로 수학에서 나타나는 성차를 연구하는 데 중요한 지표로서 역할을 할 것으로 기대된다.

• Educational Technology International
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• 제19권1호
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• pp.93-122
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• 2018

It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권2호
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• pp.127-141
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• 2007

This paper compares and analyzes mathematics teachers' understanding of students' mathematical comprehension after experiences with the Cognitively Guided Instruction (CGI) or the Development of Mathematical Ideas (DMI) teaching strategies. This report sheds light on current issues confronted by the educational system in the context of mathematics teaching and learning. In particular, the declining rate of mathematical literacy among adolescents is discussed. Moreover, examples of CGI and DMI teaching strategies are presented to focus on the impact of these teaching styles on student-centered instruction, teachers' belief, and students' mathematical achievement, conceptual understanding and word problem solving skills. Hence, with a gradual enhancement of reformed ways of teaching mathematics in schools and the reported increase in student achievement as a result of professional development with new teaching strategies, teacher professional development programs that emphasize teachers' understanding of students' mathematical comprehension is needed rather than the currently dominant traditional pedagogy of direct instruction with a focus on teaching problem solving strategies.

• 한국과학교육학회지
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• 제8권2호
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• pp.17-22
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• 1988

Computer based instruction in the elementary science curriculum will be played an important role through the fifth curriculum reform from the 1989 school year. This is essential for the science instruction because the strategies on the problem-solvings and inquiry approaches can be utilized for the science classroom. Computer education can be thought as the education about the computer and the education using the computer. Of them the education using the computer means the computer assisted instruction(CAI) what is called all the possible activities using the computer in the classroom. Student achievement as the result of CAI depends on the learning activities of students and the instructional techniques and strategies of teachers using the computer. However, computer based education to enhance the student achievement is pointed out the lacks of the standardized Korean alphabet code and the compatibility of qualified software. These problems will be relieved according to the coding for the Korean alphabet of SUPER PILOT program language.

• Educational Technology International
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• 제9권1호
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• pp.97-114
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• 2008

This research has three purposes: The first purpose is to verify whether SGRs(Student-Generated Rubrics) are effective for learner achievement in higher education or not. The second one is to analyze the agreements between an instructor's evaluations and peer group assessments with SGRs in real classroom situation. The final purpose is to propose the possibility of students' more objective self-evaluation with the use of SGRs. It appears that rubrics are effective tools to improve learner achievement in adult education and to promote the agreement between the instructor's and peer's evaluations, even though learners do not develop SGRs. In addition, this research has demonstrated that most students are not very accurate self-assessors, and they often overestimate themselves. This study can be helpful for novice instructors, especially for those who try to assess their students more fairly, to develop the SGRs as an evaluation tool appropriate for their own situation, and to give more reliable feedback to students.

• 인터넷정보학회논문지
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• 제23권2호
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• pp.107-114
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• 2022

본 논문에서는 컴퓨터학부 기초전공 수업에서 팀 활동에 대한 학생평가의 활용성을 분석하였다. 이를 위해, 동료평가, 자기평가, 학업성취도 사이의 관계를 알아보고자 상관분석을 실시하여 이들 사이에는 모두 통계적으로 유의한 양의 상관관계가 있음을 알아냈다. 이어서 동료평가 점수와 자기평가 점수의 차이를 분석하였다. 일표본 t-test를 실시했을 때 그 차이 값은 매우 유의미한 것이었다. 그러나 그 차이의 정도는 두 클래스에서 다르지 않았다. 즉 학생들은 학년에 상관없이 본인 스스로에 대한 평가 점수가 동료들로부터 받은 평가 점수보다 평균적으로 후한 경향이 있었다. 마지막으로 동료평가, 자기평가 점수의 차이와 학업성취도와의 관계를 분석하였을 때, 점수 차이와 학업성취도 사이에는 유의미한 상관관계가 없었다. 즉, 학업성취도가 높은 학생이든 낮은 학생이든 동료평가와 자기평가를 하는 경향성은 다르지 않았다. 이와 같은 분석 결과는 팀 기반 수업에서 학생평가가 개인별 평가에 활용될 수 있음을 보여준다. 자기평가 점수와 동료들로부터 받은 점수 사이에 높은 상관관계가 있는 것은 학생평가의 객관성을 나타낸다. 비록 자기평가 점수가 동료로부터 받은 점수보다 평균적으로 높은 것은 분명하지만 그것이 학년이나 과목에 따라서 또는 학업성취도에 따라서 달라지지 않으므로 객관성 면에서 더 활용가치가 높다.

• Restorative Dentistry and Endodontics
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• 제38권2호
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• pp.79-84
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• 2013

Objectives: This study aimed to investigate the effect of clinical clerkship-associated achievements, such as performance of procedures at the student clinic, observation, and attitude towards a clerkship, on the objective structured clinical examination (OSCE) scores of dental students graduating in restorative dentistry. Materials and Methods: The OSCEs consisted of two stations designed to assess students' clinical skills regarding cavity preparation for a class II gold inlay and a class IV composite restoration. The clerkship achievements, consisting of the number of student clinical procedures performed, observation-related OSCE, and scores of their attitudes towards a conservative dentistry clerkship, were assessed. Correlation and multiple regression analyses were conducted. Results: The correlation coefficient between the OSCE scores for cavity preparation for a class II gold restoration and clerkship attitude scores was 0.241 (p < 0.05). Regarding a class IV composite restoration, OSCE scores showed statistically significant correlations with the observation (r = 0.344, p < 0.01) and attitude (r = 0.303, p < 0.01) scores. In a multiple regression analysis, attitudes towards a clerkship (p = 0.033) was associated with the cavity preparation for a class II gold inlay OSCE scores, while the number of procedure observations (p = 0.002) was associated with the class IV composite restoration OSCE scores. Conclusions: The number of clinical procedures performed by students, which is an important requirement for graduation, showed no correlation with either of the OSCEs scores.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.504-513
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• 2011

The preservice elementary teachers' achievement goal orientations(mastery/ability-approach/ability-avoidance/work-avoidance goal) for science teaching were measured. The student teachers(91 males and 127 females) tended to have the mastery or ability-approach goals rather than the ability-avoidance or work-avoidance goals for science teaching. The male students were more learning focused than were the females, while the female students reported stronger work-avoidance goal orientation than did the males. This study also examined how the preservice teachers' achievement goal orientations were related to their science teaching efficacy beliefs(personal science teaching efficacy belief/science teaching outcome expectancy). As expected, the results showed that there were significantly positive relationships between the mastery or ability-approach goals and science teaching efficacy beliefs, while the significantly negative relationships were found between the ability-avoidance or work-avoidance goal and personal science teaching efficacy belief. The educational implications and future directions were discussed.

• 대한간호학회지
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• 제15권2호
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• pp.62-67
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• 1985

The main purpose of this study was to investigate the desiarable selection of nursing. The subjects for this study were made up of 144 R.N. in active service at H. University hospital in Seoul. This study was “Choice of nursing seale”as a tool which was MMPI questionare developed by Beaver（1953）, and was consist of the choice of nursing scals made up to 66 items. The finding of this study related to their personality and their work achievement showed very significant differences： the results of this study are： 1. There was a significance of the difference between the responses of 64 student nurses and 64 College Women in Educations Curricular to Beaver score. (p <.001) 2. There was a significance in Beaver's score between high group(above 82) and low group(below 53) according to head nurses' work achievement score (p <.05) 3. This study had relationship between the personality and the work achievement of nurses. For the reason, I suggest that we had to apply to select the appropriate nurses in Health Field as Hospitals.

• 한국과학교육학회지
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• 제24권1호
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• pp.17-28
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• 2004

The purpose of this study is to determine the patterns of differences between genders in science achievement. Eleventh grade, 140 female and male students were sampled from a school in Seoul. According to the analysis results of pilot study, 20 items were finally selected for the main study. To sharpen our interpretations of the factors and provide some confirmation, we supplemented the statistical analysis with a more detailed cognitive study of the items using think-aloud protocols and interviews with student test takers. The analysis of this study took into account the different item formats, contexts, and presentation styles. The findings are as follows: First, there was no significant gender difference between multiple-choice and open-ended items. Second, male students achieved significantly better in the context of everyday life in multiple-choice items. Third, male students favored items presented as written texts. Fourth, in problem-solving process, female students tend to apply their science concepts, whereas male students tend to apply their everyday experiences. The results of this investigation indicate that gender difference in science achievement depends heavily on item characteristics.