• 컴퓨터교육학회논문지
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• 제12권3호
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• pp.1-10
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• 2009

현행 대학수학능력시험 직업탐구영역 정보 컴퓨터 관련 교과들의 '탐구' 영역의 평가준거는 4개로 제시되어 있으며 구체성이 떨어져 '탐구' 영역에 적합한 문항 개발이 어렵다. 본 연구에서는 직업탐구영역의 정보 컴퓨터 관련 교과들의 '탐구' 영역에 대한 평가준거를 개발하고자 하였다. 국내외의 정보 컴퓨터 관련 교과들의 대학입시 문항과 대학의 정보 컴퓨터 관련 학과의 교육과정 이수를 위한 수행능력을 분석하여 평가준거를 설계하였고, 전문가 집단의 타당도를 이용해 수정하였다. '탐구' 영역의 평가 준거를 '분석', '종합', '평가' 영역으로 구분하였다. '분석' 영역에 적합한 평가준거는 3개, '종합' 영역은6개, '평가' 영역은 2개로 선정하고, 이에 적합한 예시 평가 도구를 함께 제시하였다.

• 컴퓨터교육학회논문지
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• 제7권3호
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• pp.101-110
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• 2004

현재의 ICT 활용 교육은 소양 교육에 초점을 두고 단순히 정보통신의 기능을 습득하는 기술적인 면에 치우치는 문제점을 가지고 있다. 본 연구에서는 이와 같은 문제점을 해결한 ICT 활용 교수-학습 모형을 제안한다. 제안된 모형은 기존의 교수-학습 유형별 ICT 활용 모형들에 대해 정보활용의 실천력을 조사하고 분석한 다음, 이를 평가할 수 있는 질적 기준이 교수-학습 모형에 균형있게 반영되도록 하였다. 적용 결과, 정보 활용의 실천력을 질적으로 평가해 주는 6개 항목 중 5개 항목에서 유의미한 향상이 있음을 보였다.

• 창의정보문화연구
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• 제5권1호
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• pp.63-70
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• 2019

본 논문에서는 역량 중심의 교육 흐름에 맞추어 핵심 역량을 살펴보고, 초등학교 실과와 중학교 정보 교과의 2015 개정 교육과정을 핵심 역량으로 분석하였다. 그 결과, 초등학교 실과 교육과정에는 정보처리 활용 역량이 모든 성취기준 및 학습 목표에 잘 반영되어 있었으며, 문제해결과 창의·융합 역량을 기르기 위한 내용도 잘 반영된 것으로 나타났다. 그리고 중학교 정보 교육과정에는 초등학교와 마찬가지로 정보처리활용 역량이 거의 모든 학습요소에 나타났으며, 프로그래밍의 과정에서는 창의·융합 역량 및 협동 역량을 기를 수 있는 교수·학습방법이 주 되게 나타났다. 그러나 자기관리 역량을 기를 수 있는 학습 요소는 적게 포함되어 있는 것으로 확인되었다. 이에 따라 본 논문에서는 SW 교육과정 설계에 있어서 협동 역량, 자기 관리 역량, 의사소통 역량을 더욱 증진 시킬 수 있는 학습 요소와 교수·학습 활동 및 평가 내용이 포함될 것을 제안하였다.

• 공학교육연구
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• 제22권6호
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• pp.74-88
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• 2019

In recent years, the design has formed and operated convergence education in conjunction with many other academic fields, and ABEEK also encourages the participation of convergence engineering programs. The purpose of this study is to require design and software convergence major to operate program that accord engineering education certification criteria to develop a program outcomes evaluation system and examine its validity. The program outcomes evaluation system was developed in accordance with development research methods and procedures. As a result, developed evaluation system program outcomes for convergence-based program outcomes: convergence ability, creative thinking ability, entrepreneur ability, and design ability. Finally, it revised and supplemented them through expert validity examine. Expert validity review included 9 experts in engineering, IT engineering, education technology, and design. The validity, usefulness, intelligibility, universality, and explanatory power of the evaluation system were reviewed. The results of this study are expected to provide practical tools for operating ABBEK of convergence programs between design and engineering.

• 공학교육연구
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• 제15권5호
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• pp.64-68
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• 2012

Design factors such as design objects establishment, analysis, synthesis, production, test and evaluation should be educated in a systematic way. Also design ability to reflect practical restrictive conditions such as industrial standards, economic feasibility, environmental impact, aesthetics, safety and reliability, ethical impacts and social impacts should be cultivated. In this paper, we explain the meaning of these terms and propose a systematic engineering design education framework satisfying Korean engineering education accreditation criteria. We also present a simple implementation in information network engineering.

• 대한안전경영과학회지
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• 제7권1호
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• pp.11-23
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• 2005

It is difficult to put it into practice in that it requires bearing too much burden to draw out the planning itself in a case of large construction work. Consequently in this paper we select evaluation criteria by construction progress, classify into several categories, and regard potential danger which often occurs, as a evaluation criterion. Further step is to allow workers or collaborated companies to express their expert opinions or experiences and to encourage quality and process control and autonomous safety control by applying PSM(Process Safety Management) method using AHP(Analytic Hierarchy Process) and to development of PSIM(Process Safety Information Management) evaluation method in the construction. The reason why PSIM method should be quantitative and substantial progress is because it contributes Korean constructing companies to enhancing their safety control ability and to taking an equal stance just like developed countries, thereby strengthening their competitive edges.

• Journal of information and communication convergence engineering
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• 제8권2호
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• pp.140-144
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• 2010

This paper is a research on an evaluating method for the dynamic signature verification system. It is described about various factors such as error rate, the size of signature verification engine, the size of the characteristic vectors of a signature, the ability to distinguish similar signatures, the processing speed of signature verification and so on. This study identifies factors to consider in evaluating signature verification systems comprehensively and objectively without an officially approved signature database, examines the meaning of each of the factors, and proposes criteria for evaluating and analyzing the factors.

• 한국과학교육학회지
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• 제22권1호
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• pp.54-63
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• 2002

본 연구에서는 과학의 윤리적 측면 중에서도 생물윤리와 관련하여 학생들의 의사결정력 함양에 적합한 주제를 선택하여 의사결정 단계를 세분화시켜 활동함으로써 학생들의 의사결정력 향상을 도모하고자 하였다. 생물 윤리 의사결정 활동지는 선행연구를 바탕으로 하여 재구성된 것으로서 문제인식, 정보 탐색, 대안 생성, 가치준거 설정, 대안 평가, 결과 검토의 단계로 구성되었다. 4차시에 걸쳐서 활동지를 투입한 결과 l차시에 비해 4차시의 학생들의 의사결정력은 향상된 것으로 나타났다. 의사결정의 활동 단계별로 살펴보면, 문제인식이나 대안 생성, 대안 평가하기는 4차시로 갈수록 향상되었으나, 정보탐색이나 가치 준거 결정하기, 결과 검토하기는 향상되지 않았다. 이는 단기간의 학습활동으로 의사결정의 세부 능력을 모두 향상시킬 수 없음을 알 수 있다. 또한 학생들의 의사결정 활동 단계에서 살펴보면, 정보탐색이나 대안 평가 기능의 수행이 낮은 것으로 나타났다. 이는 학생들이 생물 윤리적 쟁점에 직면하여 의사결정을 하는데 있어서 문제와 관련된 생물학적 지식을 제대로 적용하지 못하고 있는 것으로 볼 수 있다. 따라서 본 연구를 통해 현대의 과학 기술 사회에서 학생들에게 합리적인 의사결정력을 함양시키기 위해서는 교육과정에 생물학의 윤리적이고 도덕적인 요소를 고려한 구체척인 의사결정 활동이 포함되어야 하며 지속적인 학습이 이루어져야 함을 시사한다.

• 한국환경교육학회지:환경교육
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• 제20권1호
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• pp.42-61
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• 2007

This study investigated the effect of the environmental issue analysis instruction on the decision making ability of middle school students. A pretest-posttest control group design was employed. The participants for the research were 288 1st grade male students in middle school in Seoul, the environmental issue analysis lesson group consisted of 142 members and the non-environmental education group consisted of 146 members. The cognitive level of the students were divided into three groups-concrete, transition, formal-as the result of GALT test. Students take issue analysis lessons during 6 weeks, one lesson per a week. Students had studied through worksheets reconstructed and developed by researcher on basis of issue analysis suggested by Ramsey et al. (1997). The results of the research were followings: After lesson for environmental issue analysis, all of the students were improved in decision-making ability regardless of cognitive level (p<.05). Especially, decision-making ability of the transition group students was improved to a high degree. Scores of searching relevant information, generation of alternatives, identification of values for selection criteria, the evaluation of alternatives' merits and demerits, prediction of consequence were increased in experimental group (p<.05). But the ability of selection of alternatives according to value was not reached statistically meaningful improvement. The decision-making ability of the control group students was not improved but ability of selection of alternatives, the evaluation of consequence were increased (p<.05).

• Journal of Information Technology Applications and Management
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• 제25권3호
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• pp.17-28
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• 2018

In this paper, an activity-oriented usability model is proposed. The usability model contains two types of characteristics: special-type characteristics of usability and sub-characteristics of usability. Workability, study-ability, and playability are, but do not exhaust, examples of special-type characteristic of usability. They correspond to working, studying, and playing using the software product, respectively. They represent the goal of using and can overlap each other. They are usability too by themselves. Navigate-ability, data-prepare-ability, data-input-ability, response-wait-ability, output-examine-ability, and output-utilize-ability are typical examples of sub-characteristics of usability. They correspond to navigating, preparing data, inputting data, waiting response, examining output, and utilizing the output data, respectively. They are not usability by themselves. They constitute usability together as a group. Assessing is the fundamental and indispensable aspect of quality. Without assessing, the concept of quality has little practical value. Satisfaction, effectiveness, and efficiency are the most typical sub-characteristics of usability in existing quality models, which correspond to the evaluation criteria of usability. In the activity-oriented usability model, however, only the user's satisfaction is included: Satisfaction is regarded as the operational definition of usability in the user's view. As the result, usability can be interpreted as the 'goodness for using, which is evaluated by the user. 'Three fundamental principles regarding software quality models are proposed too in this paper: Principles of Parsimony, Cohesiveness, and Inheritance. Discussions illustrate well that typical existing usability models violate these basic principles. Many authors have tried to define general usability models which can be applied to most kinds of software. The dream of the general and universal usability model, however, may be an illusion. The activity-oriented usability model is expected to serve as a prototype from which specialized usability models can be derived.