• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.11-22
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• 1998

The present educational and social circumstances require the improvement of science education and the promotion of scientific technology simultaneously Under this situation, it is necessary to develop the performance assessment evaluating the ability of scientific inquiry. The purpose of this study is to develop a valid and reliable instrument of the performance assessment that is can evaluate the scientific inquiring ability. The characteristics of the instrument developed through this study, are as follows, 1. The performance assessment can be impartially achieved for all the elements of scientific inquiry, which are required in the units of elementary science from 3rd to 6th grade of elementary school. 2. To maintain the objectivity of performance assessment, the detailed standpoints and standards are established. 3. The instruments are devised to evaluate the thinking skills with the experimental reports of student, the operation skills by the check list of evaluation that the teacher's observation for the student are recorded. 4. Considering the level of elementary school student, the items required the complex thinking and the investigative skills are exclude as much as possible. 5. The items are arranged according to the learning steps of elementary school, so that the evaluation may be achieved in parallel with the process of the real teaching -learning in class. 6. According to circumstances, make use of these materials for the evaluation as the practical teaching-learning materials instead of the normal teaching-learning materials The first field trial with the instrument was carried out, using a sample of 20 students from the 3rd to 6th at K and Y elementary school located in Kwangju city. The results of mean achievement quotient for each grade are as follows, the first term of 3rd grade (experiment and exercise skills ; 85%, inquiry thinking skills ; 74%), the second term of 3rd grade (experiment and exercise skills : 81%, inquiry thinking skills ; 76%), the first term of 4th grade (experiment and exercise skills ; 70%, inquiry thinking skills ; 59%), the second term of 4th grade (experiment and exercise skills ; 61%, inquiry thinking skills ; 71%), the first term of 5th grade (experiment and exercise skills ; 84%, inquiry thinking skills ; 67%), the second term of 5th grade (experiment and exercise skills; 73%, inquiry thinking skills ; 70%), the first term of 6th grade (experiment and exercise skills : 83%, inquiry thinking skills ; 84%), the second term of 6th grade (experiment and exercise skills ; 87%, inquiry thinking skills ; 81%).

• Journal of Engineering Education Research
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• v.16 no.6
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• pp.45-51
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• 2013

The purpose of this study is to explore the evaluation of transfer and elicit the implications regarding the improvement of educational curriculum, educational method, and educational environment. In order to do this, concepts of the transfer and related theories were explored. In terms of data collection method, the researchers conducted survey and semi-structured interview with 30 graduates who majored in Mechanical engineering by using the transfer tool developed by No and Park (2011). According to the result of the survey, a high average (4.27) between major subjects and one's current jobs was revealed. In addition to this, the participants' opportunity to apply what they learned from the college to transfer to their current job setting scored average of 4.10 and this score implies fairly high application of the transfer. In terms of the participants' extent to remember the liberal arts subjects, it scored average 2.90 which was fairly low. According to the survey about the curriculum, whether the major subjects as well as the liberal arts subjects were necessary for the transfer, the participants showed average score of 3.90. Concerning the item of whether the participants received lectures including practical problems, cases, or experiences in order to increase the transfer, the participants showed 2.63 which was fairly low. The followings are the results of the interview. First, regarding majors in educational curriculum, it was shown that educational curriculum were directly applied to the transfer. Especially, it was shown that involvement in the major-related activities and team projects played a positive role, thus, the involvement in such activities should be enforced. With respect to the improvements of the major, emphasizing the internship of the major-related subjects, courses centered on monitoring the latest programs and job recruiting trends, and information of professional engineers' tests were suggested for the improvements.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.1-19
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• 2009

The purpose of this study was to develop, implement, evaluate in-service program on the practical problem focused Home Economics program. This program is expected to contribute to the enforcement of high quality of teacher's teaching competency and to the readiness for the 2007 newly revised Home Economics curriculum. This study was carried into by followings steps: 1. Program development: Based on the program design, an in-service program of practical problem focused home economics curriculum and teaching-learning materials were developed. 2. Program implementation: The four days/30 hours in-service program was delivered in January, 2008 with 24 participants. Mentor teachers were arranged playing interface role during the program. 3. Program evaluation: Group interview was held and written evaluation was collected from participants, mentor teachers, and home economics curriculum experts. From the results of this study, it is suggested to promote understanding of theory relatively easier than delivered in the in-service program, to extend to a 60 hours program includes more activity and workshop, and to develop in-service programs for the beginner and the advanced groups separately.

• 대한공업교육학회지
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• v.44 no.2
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• pp.164-183
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• 2019

The purpose of this study is to develop a STEAM program based on reverse engineering. To achieve the purpose of this study, STEAM program was developed on the subject of autonomous vehicle. The results of this study are summarized as follows. The program was developed based on STEAM program development model based on reverse engineering. Developed in a five step procedure (analysis, design, development, implementation, evaluation) with the subject of autonomous vehicle. First, in the analysis step, we explored the definition, goal, content area, and teaching and learning methods of STEAM based on reverse engineering. We extracted the goals and content areas to be included in the educational program. Second, in the design step, topics were selected through consultation with experts. At this time, based on the linkage between the 2015 revised curriculum and the STEAM curriculum, we selected and organized educational goals and learning contents. Third, in the development step, we developed a teacher 's guidebook and student' s textbook, and applied the program to 71 students in the second grade of OO middle school in Seoul. Fifth, at the evaluation stage, the evaluation was made by experts and students based on the program that was implemented, and revised and supplemented based on the results.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.94-108
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• 2019

The purpose of this study was to develop the guided R & E program to improve science process skills of the science gifted students. First of all, we developed a guided R & E instructional models that enables students to conduct R & E through the third process from teacher-centered to student-centered, and developed guided R & E programs in accordance with the five-step process. As a result, it showed high average scores in the order of 'Hypothesis setting > Variable extraction > Derivation of inquiry problem > Conclusion derivation > Experimental design > Generalization > Evaluation > Data analysis > Data conversion'. In detail, among the nine evaluation factors, 'Derivation of inquiry problem, Variable extraction, Hypothesis setting, and Conclusion derivation' are at a high level, 'Experimental design' is at an average level, 'Data interpretation, Generalization, and Evaluation' were low level and 'Data conversion' was very low level. We hope that the guided R & E program reflected the elements of inquiry process will help students to improve their thinking ability and creative problem solving ability.

• The Journal of Korean Philosophical History
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• no.53
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• pp.63-100
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• 2017

In this article, I researched Nam Dae-nyeon's(1887~1958) thought of Neo-confucian theories, interpretation of confucian canons, and evaluation of historical figures. First, from the side of Neo-confucian theories, he asserted that Qi(氣) had behaviors and Li(理) had not. About his teacher Jeon Wu's(田愚) theories, he thought that those were in tradition of Confucius(孔子) and Mencius(孟子), but not emphasized presidence of mind. And he criticized the theory of mind was Li(理). Second, from the side of interpretation of Confucian canons, Nam Dae-nyeon's study centered on Four Books(四書). This showed he was in tradition of Neo-confucianism. Through this studies he emphasized the importance of Confucian Ren(仁) and Filial piety(孝), self-consciousness as gentry(士). Third, from the side of evaluation of historical figures, Nam Dae-nyeon evaluated many Chinese and Korean scholars, for example, Qu Yuan(屈原), Lu Zhong-lian(魯仲連), Zhen De-xiu(眞德秀), Lu Long-qi((陸?其), Zhang Lu-xiang (張履祥) of China, and Jeong Mong-ju(鄭夢周), Zho Kwang-jo(趙光祖), Yi Hwang(李滉), Yi Yi(李珥), Jeon Wu(田愚) of Korea. And his criteria for evaluation of historical figures was fidelity and insight.

• Journal of the Korean Chemical Society
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• v.68 no.4
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• pp.205-220
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• 2024

This study aims to explore characteristics of pedagogical reasoning and action of beginning science teachers that naturally and spontaneously occurs in a professional learning community. Three novice middle school science teachers who majored chemistry education in A college of education, passed the examination for selecting secondary school chemistry teachers, and had a common goal of designing 8^th grade science lesson plan voluntarily created a professional learning community and had weekly meetings over a year. Main data sources included transcribed audio-recording of 11 meetings of three science teachers in a professional learning community. Data was analyzed using Shulman's pedagogical reasoning model that includes comprehension, transformation, instruction, evaluation, reflection, and new comprehension to identify characteristics and features of pedagogical reasoning in a professional learning community. Data analysis revealed that pedagogical reasoning in a professional learning community comprises not only preparation, representations, instructional selections, and adaptation but also evaluation, reflection, and new comprehension in transformation stage. Reflection in transformation stage leads teachers to be actively engaged in discussion and get new comprehension on each sub-component(preparation, representations, instructional selections, adaptation, and evaluation) of transformation stage.

• Research in Community and Public Health Nursing
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• v.1 no.1
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• pp.465-502
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• 1989

The purpose of this study was to find out the general characteristics of school health teachers, the status of school health resources and the degrees of self-confident performance for the 124 school health teachers in Pusan City. Data was collected by means of questionaires from Aug. 1986 to Mar. 1987. The data were analyzed by use of percentage, mean, standard deviation, t-test, ANOVA and Pearson-correlation coefficient. The results of this study were as follows: 1 . General Characteristics of School Health Teachers (SHT) 1) The average of age of the SHT was 32.8 years old and 39.5% of them were from 30 to 34 years old. 2) The average for school nursing experience of the SHT was 7.9 years and 37.9% of them were from 5 to 9 years. 3) The 45.2% of them have not the clinical experience. 4) The 74.2% of them were graduated from the 3 years college of nursing. 2. Status of school health resources and nursing activities. 1) The average of student number was 2497.3 and class number was 45.2. 2) The average of school health budget was 1039000 won and 27.7% of school health budget expended on examination cost. 3) Only 29.0% of all schools have organization for school health. 4) The 84.7% of all schools have health clinic separately and 69.1% of schools have less than $33m^2$ sized. 5) The average of clinic visitor number was 2111.8 for 1 year. 6) Major problem was on digestive system. And other problems were skin, respiratory, musculo-skeletal system and dental problem. 7) The number of literal message was 14.4 times for 1 year. 3. The degree of the school health teachers' self-confidence. The school health teachers' self-confidence was deviced into 6 and the maximum degree was 4. 1) Program planning & evaluation; 2.8 2) Clinic management; 2.9 3) Health education, 3.0 4) Management of school environment; 2.7 5) Health care services; 2.7 6) Operating of school health organization; 2.4 4. Significances to the degree of self-confidence on school health nursing activities. 1) There was significant difference between clinical management and Religion (t=2.15 p<.05) 2) There was significant difference between Operating of school health organization and level of school (F=3.588 p<.05) 3) Program planning & evaluation: expending time for clinical management (r=-0.184 p<.05) expending time for health care services (r=0.273 p<.01) 4) Clinical management: use of separate health clinic (r=0.151 p<.05) 5) Health education: use of separate health clinic (r=0.170 p<0.5) 6) Health care services: No. of student (r=-0.144 p<0.5) No. of class (r=-0.160 p<.05) 5. The degree of the school health teachers' self-discipline. The school health teachers' self-discipline was devided into 2 and the maximum degree was 2. 1) Program planning & evaluation:1.8 2) Clinic management: 1.9 3) Health education: 1.9 4) Management of school environment: 1.7 5) Health care services: 1.8 6) Operating of school health organization.: 1.3 6. Significances to the degree of self-discipline on school health nursing activities 1) Program planning & evaluation; Level of nursing education (F=4.309 p<.01) 2) Clinical management: Level of nursing education (F=3.587 p<.05) 3) Operating of school health organization: School health organization (t=-2.68 p<.01) 4) Health care services: School health organization (t=2,58 p<.05) 5) School health performance: School health organization (t=2.32 p<.05) 6) Program planning & evaluation: School health experience (r=0.239 p<.01) Expending time for program planning & evaluation (r=-0.172 p<.05) 7) Clinic management: School health experience (r=0.249 p<.01) Expending time for dinic management (r=0.181 p<.05) No. of student (r=-0.158 p<.05) Expending time of program planning & evaluation (r=-0.199 p<0.5) 8) Health education: School health experience (r=0.234 p<0.1) Expending time of program planning & evaluation (r=-0.193 p<.05) 9) Management of school environment: Age of school health teacher (r=0.142 p<.05) School health experience (r=0.255 p<.01) 10) Operating of school health organization: Medicine Purchase (r=-0.163 p<.05) 11) Health care services: School health experience (r=0.148 p<.05) Medicine purchase (r=-0.229 p<.01) 12) Total school health performance: School health experience (r=0.200 p<.05) Medicine purchase(r=-0.168 p<.05) Based on the above results, the suggestions are as follows: 1) As the SHT take charge of the reasonable number of student, the students will have benefit of the good health service in quality. 2) It is recommended to use the health clinic separately and to arrange adequate place for good school health service. 3) It is necessary that the SHT participate budget for school health. 4) It is required to enhance self-confidence on school health nursing activities through continuous educational programs.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.90-99
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• 2020

The purpose of this study is to investigate the difference in science class ability, science pedagogy achievement and class evaluation factors according to elementary pre-service teacher's gender. Also, the correlation between science pedagogy achievement and science instructional ability was examined. Finally, the evaluation factors applied to the evaluation of science instruction according to male and female gender of elementary pre-service teachers were examined. This study was conducted from september 2019 to december 2019 for 88 elementary pre-service teachers attending P University of Education in Pusan metropolitan city. Among these 88 students, 32 elementary pre-service students were male, 56 were female. The conclusions of this study are as follows. First, as a result of analyzing the science instructional ability according to genders of elementary pre-service teachers, female elementary pre-service teachers showed statistically significant higher scores in science class ability compared to male elementary pre-service teachers. Second, as a result of analyzing the achievement of elementary science pedagogy according to gender of elementary pre-service teachers, female showed statistically significant higher scores for elementary science pedagogy than that of male. Third, as a result of analyzing the correlation between science instructional ability and elementary science pedagogy achievement, there was no statistically significant difference. This result can be applied both side of male and female. Fourth, both male and female pre-service teachers had various instructional evaluation factors, among which the linguistic factors of the instruction were used most frequently as criteria for instructional evaluation.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.91-117
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• 2007

This study was to compare the contents and practical problems addressed, the process of teaching-learning method, and evaluation method of Korean Home Economics curriculum and of the Oregon and Ohio's Practical Problem Focused Family & Consumer Sciences Curricula. The results are as follows. First, contents of Korean curriculum are organized by major sub-concepts of Home Economics academic discipline whereas curricular of both Oregon and Ohio states are organized by practical problems. Oregon uses the practical problems which integrate multi-subjects and Ohio uses ones which are good for the contents of the module by integrating concerns or interests which are lower or detailed level (related interests). Since it differentiates interest and module and used them based on the basic concept of Family and Consumer Science, Ohio's approach could be easier for Korean teachers and students to adopt. Second, the teaching-learning process in Korean home economics classroom is mostly teacher-centered which hinders students to develop higher order thinking skills. It is recommended to use student-centered learning activities. State of Oregon and Ohio's teaching-learning process brings up the ability of problem-solving by letting students clearly analyze practical problems proposed, solve problems by themselves through group discussions and various activities, and apply what they learn to other problems. Third, Korean evaluation system is heavily rely on summative evaluation such as written tests. It is highly recommended to facilitate various performance assessment tools. Since state of Oregon and Ohio both use practical problems, they evaluate students mainly based on their activity rather than written tests. The tools for evaluation include project documents, reports of learning activity, self-evaluation, evaluation of discussion activity, peer evaluation in a group for each students for their performance, assessment about module, and written tests as well.