• Water for future
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• v.27 no.4
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• pp.29-37
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• 1994

• Water for future
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• v.27 no.2
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• pp.38-48
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• 1994

• Ingenium
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• v.2 no.1
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• pp.64-67
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• 1995

• Ingenium
• /
• v.11 no.2
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• pp.48-65
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• 2004

• 대학교육
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• s.26
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• pp.54-60
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• 1987

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.69-77
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• 2011

In an accredited engineering program, there are two important means for achieving program outcomes. Students participating in a program are expected to achieve program outcomes through the program curriculum, because during the course of the program, they spend most of their time following the curriculum. However, it is very difficult to achieve the program outcomes only through the curriculum. Therefore, it is necessary to provide and manage non-curriculum courses in a program to make students achieve those program outcomes that the curriculum itself cannot provide exclusively. In this study, we conducted a case study on non-curriculum management systems as a means for supplementing a curriculum in order to enhance achievement of program outcomes, specifically, so-called, soft skills. We studied about 40 accredited engineering programs in Korea and proposed 30 non-curriculum courses with their evaluation units as well as the weighing criterior given to each non-curriculum course.

• Journal of Practical Engineering Education
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• v.16 no.3_spc
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• pp.283-290
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• 2024

Software education is an important subject in the era of forth industrial evolution generation, and the number of hours is gradually expanding in Korea's elementary and secondary curriculum, and universities have also opened software-related courses to take liberal arts mandatory regardless of major. The Ministry of Education presented elementary and secondary school programming achievement standards and emphasized the connection between prerequisite subjects as educational goals. Applicants for programming classes at H University also completed information classes in elementary and secondary courses, but many students were new to programming without taking related classes. Therefore, this study analyzed the data using the survey data and achievement scores of programming learners. As a result of the analysis, information classes completed in elementary and secondary courses were not linked to higher education courses at all, and improvements for problem solving were derived. This study is meaningful as a study for effective software education in higher education courses.

• School Mathematics
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• v.15 no.4
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• pp.975-994
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• 2013

In this paper, we analyzed the utilization trend of technology in the secondary mathematics textbooks based on the 6th, 7th and 2007 revised mathematics curriculums in Korea. We analyzed 30, 60 and 90 mathematics books based on the 6th, 7th and 2007 revised mathematics curriculums respectively. The analysis focused on three aspects of using technology, i.e., contents areas in which technology used, technological tools and programs used, and methods of using technology in teaching and learning mathematics. The results shows that the frequency of using technology in mathematics books has been increased as mathematics curriculum has been revised. In the mathematics books based on th 6th curriculum, only 25 scenes were found, but in 7th and 2007 revised curriculum 248 and 355 scenes were found. In the 6th curriculum, calculators and graphing calculators were used mainly, but in the 7th and 2007 revised curriculum many kinds of technological tools and softwares were used including CAS, dynamic geometry software, spreadsheets, programming language, and the Internet. Especially the internet was used frequently in the 7th curriculum. And the methods of using technology has been diversified as time passed. In the 6th curriculum, the technology mainly used for introducing technology and simple calculation, but in the 7th and 2007 revised curriculum the technologies and software were also used for understanding mathematical laws, principles and concepts and students-centered exploring the mathematical properties.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.65-79
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• 2014

The present study seeks to provide an easy path to differential perceptions of students at the upper high school level by applying a story telling method and also, characteristically, to earn some time for class discussion by reducing learning time for simple calculational procedure through Computer Algebra System(CAS) tools. This study offers a clear example of storytelling textbooks through Sage. Hence, the study aims at enabling students who have practiced contents with Sage tools to deal with diverse and complicated calculation problems, if they learn to build up mathematical formulas for those problems.

• Journal of Engineering Education Research
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• v.10 no.2
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• pp.73-86
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• 2007

The purpose of this study is to suggest directions to improve engineering education and the assessment system of our country. For this object, the present situation of engineering education and assessment system in Korea have been reviewed and next, for those of study, the research papers and publications about the environment of college education are analyzed. Finally, an improved assessment system is suggested. It has already passed out for 6 years since execute the accreditation for engineering education in our country now, but essential point for step in accreditation for engineering education is how the evaluator can make the outcomes of studying. This is not a new terminology that is deformed according to special quality of college of engineering which prefer out-come based of study than process based of study to mean accomplishment in engineering education. The evaluation that estimate program is a skill, but an assessment method is not the meaning of individual student accomplishment also, it is the measure of validity estimation that should be estimate ability of students who complete program by proper authority. However, a new evaluation strategy that assess student outcome by person who consider the objectivity and validity, reliability should be develop for decision making of ABEEK. It is an original, private discussion for assessment strategy about the method for student learning outcomes assessment.