• Journal of Engineering Education Research
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• v.10 no.4
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• pp.58-77
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• 2007

An evaluation system of teaching is one of authentic assessment tools for improving the quality of higher education. The purpose of this study is to cultivate the class evaluation system in the college of engineering based on the empirical analysis of the results of the class evaluation. Especially, this study investigates the validity evidence using the confirmatory factor analysis of the class evaluation. The data used in this study were acquired from 49,127 student's evaluation responses of 471 courses offered in colleges of natural science and engineering at a university in Korea. The reliabilities are quite good for every construct by producing an index value from 0.92 to 0.98. The results provides a guideline for an appropriate measurement model to report the information, to clarify quality and appropriateness of instrument items, to make recommendations for which items should be left or merged in the revised instrument. A special suggestion for improving student's evaluation of each course is to prepare a well-designed instruction for students explaining why and how to evaluate the course in order to produce reliable and valid results.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.182-195
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• 2023

The purpose of this study was to analyze reports from research middle schools based on the criteria for process-focused assessment to find out how the characteristics of process-focused assessment were being implemented in middle school science classes. The analysis criteria for the characteristics of process-focused assessment (integration of lessons and assessments, evaluation elements and methods, content and timing of feedback, and learner growth management) were extracted. Using the analysis framework, the result reports of seven research middle schools for process-focused assessment were analyzed. In terms of integration of lessons and assessments, when the process-focused assessment was operated, the class and evaluation plan were well implemented based on the curriculum achievement standards, but the process-focused assessment was recognized as a performance evaluation. In terms of evaluation elements and methods, the evaluation element for knowledge was the main component, and competency was presented in the planning stage, but competency was not dealt with in class execution. The evaluation method was biased toward teacher-centered observation evaluation and written test, and the setting of scoring criteria for each evaluation element was insufficient. In terms of the content and timing of feedback, feedback was mainly provided based on achievement confirmation, but no case was found in which scaffolding was provided at an appropriate time for insufficient parts in the learning process. In terms of the learner's growth management, the competencies cultivated through science classes were included in the detailed subject specialties of the school record. However, little was shown in the report on how to systematically manage the process of developing learners' competencies and reflect the evaluation results to teachers' class improvement.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.218-230
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• 2011

The aim of this current study is to survey and analyze the degree of concern and difficult of elementary school teachers in elementary school science classes, and providing the results to teachers as a basic reference to improve their scientific specialties. As a result, firstly, the degree of concern of elementary school teacher in science class is more than normal level. Secondly, the degree of concern in science class differs dependent on environmental factors. Next, the degree of difficulty about science class was under normal level. Among area surveyed, physical and psychological environment were lower compared with other areas, and the difficulty in evaluation of class result was comparably higher than others. At fourth, teacher's degree of difficulty in science class was dependent on environment factors, but not on gender. Finally, there was reverse correlation between degree of concern and the degree of difficulty of elementary school teachers in science class. Further, the degree of concern in student knowledge showed more significant reverse correlation with all of area tested.

• The korean journal of orthodontics
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• v.17 no.1
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• pp.107-117
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• 1987

The study was designed to examinate the discrimination rate of 4 antero-posterior cephalometric measurements from Angle's malocclusion groups. The material was 246 cephalometric radiographs taken from 42 Normal occlusions, 83 Class I malocclusions, 64Class II Division I malocclusions, 57Class III malocclusions. ANB angle, APDI, AB/OP angle, and Wits appraisal as measurements of antero-posterior skeletal relationship were measured on the cephalometric radiographs and statistically analyzed by the Canonical Discriminant Function. The results of this study were as follows: 1. ANB angle, APDI, AB/OP angle, and Wits appraisal were clinically useful measurements for the evaluation of the antero-posterior skeletal relationship. 2. The rates that discriminate actual malocclusion groups were $77.45\%$ in Wits appraisal, $74.02\%$ in AB/OP angle, $71.08\%$ in ANB angle, and $70.59\%$ in APDI. 3. The discrimination rate of actual Class III malocclusion show above $93\%$, but actual Class I and Class II division I malocclusions were relatively low.

• The korean journal of orthodontics
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• v.42 no.1
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• pp.23-31
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• 2012

Objective: The purpose of this study was to determine the soft tissue thickness of male and female orthodontic patients with different skeletal malocclusions. Methods: Soft tissue thickness measurements were made on lateral cephalometric radiographs of 180 healthy orthodontic patients with different skeletal malocclusions (Class I: 60 subjects, Class II: 60 subjects, Class III: 60 subjects). Ten measurements were analyzed. For statistical evaluation, one-way ANOVA and Kruskal-Wallis tests were performed. Least significant difference (LSD) and Dunnet T3 post hoc tests were used to determine the individual differences. Results: Soft tissue thicknesses were found to be greater for men than for women. Statistically significant differences among the skeletal groups were found in both men and women at the following sites: labrale superius, stomion, and labrale inferius. The thickness at the labrale superius and stomion points in each skeletal type was the greatest in Class III for both men and women. On the other hand, at the labrale inferius point, for both men and women, soft tissue depth was the least in Class III and the greatest in Class II. Conclusions: Soft tissue thickness differences among skeletal malocclusions were observed at the labrale superius, stomion, and labrale inferius sites for both men and women.

• Journal of Engineering Education Research
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• v.23 no.1
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• pp.3-9
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• 2020

The purpose of the study was to develop the Arduino based STEAM instruction materials for creative engineering design class. PDIE model was used in this study. We developed a STEAM lesson plan and a STEAM lesson worksheet for a total of six sessions through the steps of preparation, development, implementation and evaluation. The validity of the instruction materials was evaluated by the 10 experts using a survey. The instruction materials were applied to the class (52 students attended) of the creative engineering designs unit in technology and home economics subject. The class satisfaction and the creative solving-problem ability were examined after the calss. The class satafacition was high as the average of 10 item was 4.57 (out of 5). The paired t-test was conducted to compare the means of the creative solving-problem ability. It was observed that 'understanding and mastery of knowledge, thought, function and skills in a specific domain', 'divergent thinking', 'critical and logical thinking' and ' motivational factors' were significantly increased after the class. The instruction materials develped in this study were successfully designed to enhance the creative solving-problem ability by designing creative tasks and to intrique the interest by adding visual and auditory stimuli with the Arduino.

• Journal of environmental and Sanitary engineering
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• v.9 no.2
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• pp.41-49
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• 1994

Water- borne infectious diseases can be acquired by contact with contaminated water or by ingestion of contaminated water. There are many water- borne infectious agents such as bacteria, virus, and parasite. Among many of water- borne infectious diseases, health authorities of Korean government has particularly intensified to prevent and control typhoid fever(class I ), shigellosis(class I ), cholera(class I ), paratyphoid fever(class I), amebiasis(class II ) and leptospirosis(euivalent to class II ) under the communicable disease control law. Water- borne disease Prevention and control guideline itself has been also well provided by the health authorities. However, in practical public health point of view, there are still many problems remained to be solved out; no prospective investigation project to survey water borne infectious diseases under the national disease prevention and control programmes, incredible statistic data of annual notifiable disease report frequent appearance and varieties of drug resistance water- borne infectious agents, little cooperation and information- exchange system in between the related government authorities( the health authorities, the environment sanitation authorities and the food hygiene authorities) which should be closely collaborated, lack of health consciousness of the people, necessity of evaluation and Hndification on to the outcomes of performed health activities and programmes, neglect activities for water quality investigation, shortage of expertise and human resources in the related field, and poor investment of the government budget to develope and improve public health and sanitation field. In order to prevent and control water- borne infectious diseases effectively, it is emphasized that all the above indicated should be considered and performed to improve under the national health and sanitation development programmes.

• International Journal of Advanced Culture Technology
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• v.7 no.4
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• pp.49-55
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• 2019

In the age of information, newly produced knowledge is mostly written in English. Therefore, there has been a strong demand for English language learning in the EFL context. However, most EFL learners possess a lack of interest and motivation in the text-based reading class. In this educational context, film is one of the most widely used materials in English reading classes considering that modern learners are predominantly familiar with various audiovisual materials. The purpose of this study is to investigate how Korean EFL learners experienced in the film-based reading class. Specifically, this study aims to analyze the EFL students' perceptions about the class and learning strategies that they used during the class. In order to comprehensively interpret the EFL learners' experiences in the classroom, a coding system consisting of five categories was developed: report, emotion, reflection, evaluation, future plans. The results of data analysis showed that the use of movies in English reading classes had positive effects on reading comprehension and inference of word meaning. The most frequently used learning strategies were affective strategies which helped them control their emotion, attitude, motivations and values, whereas memorization strategies were rarely used. In this respect, this study suggests that the use of movies in the EFL reading classroom encourage students' attention and help them obtain and activate schema which is useful in gaining a better understanding of text-based reading materials.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.495-515
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• 2012

This study is to diversely analyze teachers' Pedagogical Content Knowledge (PCK) regarding to the area of plane figures and discuss the consideration for the materialization of the effective class in learning the area of plane figures by identifying the improvements based on problems indicated in PCK. The subjects of inquiry are what the problems with teachers' PCK regarding to the area of plane figures are and how they can be improved. In which is the first domain of PCK, teachers need to fully understand the concept of the area and the properties and classification of the area and length, recognized the sequence structure as a subject of guidance and improve the direction which naturally connects the flow of measurement by using random units in guidance of the area. In which is the second domain of PCK, teachers need to establish understanding of the concept for the area and understanding of a formula as a subject matter object and improve the activity, discovery and research oriented class for students as a guidance method by escaping from teacher oriented expository class and calculation oriented repetitive learning. They also need to avoid the biased evaluation of using a formula and evenly evaluate whether students understand the concept of the area as a performance evaluation method. In which is the third domain of PCK, teachers need to fully understand the concept of the area rather than explanation oriented correction and fundamentally teach students about errors by suggesting the activity to explore the properties of the area and length. They also need to plan a method to reflect student's affective aspects besides a compliment and encouragement and apply this method to the class. In which is the fourth domain of PCK, teachers need to increase the use of random units by having an independent consciousness about textbooks and supplementing the activity of textbooks and restructure textbooks by suggesting problematic situations in a real life and teaching the sequence structure. Also, class groups will need to be divided into an entire group, individual group, partner group and normal group.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.162-174
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• 2021

The purpose of this study was to investigate the types of questions raised by pre-service elementary teachers when planning a science class utilizing smart technology and the characteristics of their lesson plans. For this purpose, lesson plans and questions written by the 96 pre-service teachers were collected. The results of this study can be summarized as follows: (1) Pre-service teachers used simulation apps, information offering apps, clicker evaluation apps, astronomical observation apps. Simulation apps and clicker evaluation apps were used the most in the introduction stage of the class, simulation apps in the development stage, and clicker evaluation apps in the finishing stage. (2) In the lesson plans, the activities that elementary school students use smart technology showed more than those used by teachers, and its characteristics were more prominent in the development stage of the class. (3) As for the content type of smart technology, experience type was the highest, followed by tool type and resource type. In comparison, there were relatively few interaction support types and learning opportunity extensions. (4) There were many cases in which pre-service teachers replaced elementary school students with virtual experiences using experience type instead of providing opportunities to experiment or experience directly. (5) Pre-service teachers asked various questions while planning science class utilizing smart technology, and a total of 25 question types appeared in 7 categories.