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서울대학교 교육종합연구원> The SNU Journal of Education Research> Ecological Fallacy in the Analysis of TIMSS 2015: Focused on the Relationship between Affective Domains and Achievement in Mathematics Learning

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Ecological Fallacy in the Analysis of TIMSS 2015: Focused on the Relationship between Affective Domains and Achievement in Mathematics Learning

Baek Sun Geun , Cho Sijung , Song Yunji
  • : 서울대학교 교육종합연구원
  • : The SNU Journal of Education Research 29권2호
  • : 연속간행물
  • : 2020년 06월
  • : 1-22(22pages)

DOI


목차

I. Introduction
II. Literature Review
III. Research Method
IV. Results
V. Summary and Discussions
VI. References

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초록 보기


						
This paper explores ecological fallacy in the analysis of TIMSS 2015. Specifically, we investigated whether the correlation between achievement and each of the variables that measure affective domains of mathematics (interest, engagement, confidence, and value) differs, depending on whether the data is aggregated or not. We analyzed the data of 252,625 8th-grade students, sampled from 39 countries. The data were analyzed in three stages. Firstly, the correlation coefficients were calculated from aggregate data, which was grouped by country. Secondly, the same procedure was carried out but with disaggregate data. Thirdly, the correlation was calculated within individual countries. When the correlation coefficients were calculated from aggregate data, all of the correlation coefficients were negative. In contrary when the same was calculated from disaggregate data, some correlation coefficients were positive, and some were negative. Lastly, every correlation coefficient that was calculated within each country was positive. In summary, this result aligns with the concept of ecological fallacy, and implies that inferences about individuals cannot be made from aggregate data in TIMSS 2015.

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  • : 사회과학분야  > 교육
  • : KCI등재
  • :
  • : 계간
  • : 1225-5335
  • :
  • : 학술지
  • : 연속간행물
  • : 1999-2020
  • : 204


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1Ecological Fallacy in the Analysis of TIMSS 2015: Focused on the Relationship between Affective Domains and Achievement in Mathematics Learning

저자 : Baek Sun Geun , Cho Sijung , Song Yunji

발행기관 : 서울대학교 교육종합연구원 간행물 : The SNU Journal of Education Research 29권 2호 발행 연도 : 2020 페이지 : pp. 1-22 (22 pages)

다운로드

(기관인증 필요)

초록보기

This paper explores ecological fallacy in the analysis of TIMSS 2015. Specifically, we investigated whether the correlation between achievement and each of the variables that measure affective domains of mathematics (interest, engagement, confidence, and value) differs, depending on whether the data is aggregated or not. We analyzed the data of 252,625 8th-grade students, sampled from 39 countries. The data were analyzed in three stages. Firstly, the correlation coefficients were calculated from aggregate data, which was grouped by country. Secondly, the same procedure was carried out but with disaggregate data. Thirdly, the correlation was calculated within individual countries. When the correlation coefficients were calculated from aggregate data, all of the correlation coefficients were negative. In contrary when the same was calculated from disaggregate data, some correlation coefficients were positive, and some were negative. Lastly, every correlation coefficient that was calculated within each country was positive. In summary, this result aligns with the concept of ecological fallacy, and implies that inferences about individuals cannot be made from aggregate data in TIMSS 2015.

2Korean University Students' Perceptions on Portfolio Assessment and Its Impact

저자 : Taesun Yang

발행기관 : 서울대학교 교육종합연구원 간행물 : The SNU Journal of Education Research 29권 2호 발행 연도 : 2020 페이지 : pp. 23-41 (19 pages)

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This study investigated university students' perceptions about the use of portfolio in the process of learning writing in English and the way portfolio affected their writing performance. Ten students who took an English writing class at a university in Korea were the participants of the study and structured interviews and pre and post tests were administered to understand how Portfolio Assessment (PA) was perceived by students and its role in their learning processes. It was found out that merits of PA far more outweighed than its demerits in that portfolio was beneficial in learning processes and outcomes. Through portfolio experiences, students came to realize that they took more responsibilities of their own learning, became aware of valuable learning strategies and made progress in organizing an effective essay. In contrast, many of the students expressed that compiling essays in the portfolio was a time-consuming and labor intensive experience.

3Development of Knowledge for Teaching Mathematical Definitions in a Co-learning Inquiry Community of Teachers and Researchers

저자 : Song Chang Geun , Lee Kyeong Hwa

발행기관 : 서울대학교 교육종합연구원 간행물 : The SNU Journal of Education Research 29권 2호 발행 연도 : 2020 페이지 : pp. 41-66 (26 pages)

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This study deals with teacher learning with researchers-as-partners. We investigated the development of teachers' knowledge for teaching mathematical definitions in a co-learning inquiry community of teachers and researchers. These teachers wrote reflective journals about problems identified in their teaching practices, raised mathematical or didactic issues, and gathered to discuss the issues with other teachers and researchers in the community. Under a qualitative case study approach, we analyzed reflective journals of teachers and transcription of group discussions in terms of reflection types, developed knowledge, and characteristics of inquiry. Findings show that communal inquiry of teachers and researchers, mediating self- and joint-reflection, promoted development of knowledge for teaching mathematical definitions. We term the norms that represent inquiry stance of the members in this co-learning community as communal responsibilities of questioning and communal responsibilities of answering.

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