• 대한공업교육학회지
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• v.43 no.1
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• pp.58-75
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• 2018

The purpose of this study was to analyze the extent of possession of competence to organize and operate NCS-based curriculum among vocational teachers in specialized vocational high schools, their educational needs and demands. To this end, the questionnaire was used as a research tool. The draft of questionnaires was developed based on the element of competence to organize and operate NCS-based curriculums, and was modified, supplemented through review of four experts in the field of vocational education. The questionnaire survey was done by distributing questionnaires (online) among total 71 vocational high schools located at Gyeonggi-do and collecting 433 questionnaires and then analyzing 340. The findings were as follows. First, whole average of the extent of possession of competence to organize and operate NCS-based curriculums was 3.63. Seen by the average of each area, 'analysis of needs and environment' was 3.59, curriculum organization 3.54, its operation 3.74 and its assessment and feedback 3.57. Second, educational needs for competence to organize and operate NCS-based curriculums of vocational teachers in specialized vocational high schools was 1.47.

• Journal of Convergence for Information Technology
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• v.11 no.11
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• pp.335-344
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• 2021

The purpose of this paper is the development of course data models and learning achievement computation algorithms for enabling the course-embedded assessment(CEA), which is essential of competency-based education in higher education. The previous works related CEA have weakness in the development of the systematic solution for CEA computation. In this paper, we propose data models and algorithms to implement competency-based assessment system. Our data models are composed of a layered architecture of learning outcomes, learning modules and activities, and an associative matrix of learning outcomes and activities. The proposed methods can be applied to the development of the course-embedded assessment system as core modules. We evaluated the effectiveness of our proposed models through applying the models to a practical course, Java Programing. From the result of the experiments we found that our models can be used in the assessment system as a core module.

• Proceedings of the Korea Contents Association Conference
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• 2014.11a
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• pp.455-456
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• 2014

대학의 원격교육연수원에서 성공 가능한 교과목을 개발하기 위한 방안을 제시하고자 한다. 학습자의 요구변화를 추적하고, 교수자의 역량를 기반으로 하여 교과목을 개설할 경우 성공 잠재력을 측정하였다. 이를 토대로 교과목의 우선순위를 정하였고, 잠재력 분포도를 통해 성공과목 및 전략과목을 선정하였다.

• Journal of The Korean Association of Information Education
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• v.22 no.5
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• pp.565-574
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• 2018

According to analysis of the effectiveness of digital textbooks for the last three years, it was turned out that student's ICT ability is the most effective factor, Also, that is the basic ability required to use digital textbooks. Therefore, in this paper, the effects of ICT ability on various factors were analyzed. For this purpose, after the level of learner's ICT ability was divided into upper, middle, and lower, and the effects of each level on social competency(communication ability, collaboration ability) were analyzed. As a result, It turned out that student's ICT ability has a close correlation with social competency(communication ability, collaboration ability), and has a significant effect on that. In particular, the group with lower level of ICT ability had the greatest influence on social competency(communication ability, collaboration ability), and the group with upper level had the greatest influence on that in score improvement. Therefore, this paper suggests that various types of ICT literacy education are needed to use effective digital textbooks.

• Industry Promotion Research
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• v.7 no.3
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• pp.27-42
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• 2022

Local education autonomy aims to improve the quality of life of local residents and to realize education considering local characteristics. For this purpose, it is necessary to strengthen the competency of local education administrative officials. This study intends to derive the competency of level 6 public officials who should play a central role in local education administrative officials, and to devise the subjects cluster and subjects of the long-term education program. The purpose of this study is to prepare a basic plan so that the education program for level 6 educational administrative officials can be developed in the future. For this study, an expert panel was composed of 20 people including education administrative officials and education program development experts. In addition, the Delphi survey was conducted three times to obtain opinions on the competency of level 6 educational administrative officials and the subjects cluster and subjects of the long-term education program. For the competency of level 6 educational administrative officials, the validity of the survey data was evaluated in the Delphi 1st survey and the validity of the revised data in the 2nd Delphi survey was conducted. And for the subjects cluster and subjects of the long-term education program for level 6 educational administrative officials, the validity of basic data was evaluated in the Delphi 2nd survey and the validity of the revised data in the 3rd Delphi survey was conducted. As a result, the competencies of level 6 educational administrative officials were extracted into nine competencies including coordination and integration competencies. And the long-term education program for level 6 educational administrative officials was developed with 13 subjects cluster and 43 subjects. And the relationship model between the competency of level 6 educational administrative officials and the subjects cluster and subjects of the long-term education program was derived. Based on the results of this study, it was proposed to operate a flexible curriculum for a long-term education program. In addition, the necessity of establishing a system that can reflect the educational training results in the actual educational field was suggested.

• The Mathematical Education
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• v.59 no.4
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• pp.389-403
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• 2020

This study aims to examine how information processing competency as one of the mathematical competencies has been interpreted and applied in mathematics education by analyzing tasks in middle school mathematics textbooks under the 2015 revised national curriculum. Based on the sub-elements of information processing competency organized by Park et al.(2015), we analyzed 191 tasks in 30 different middle school mathematics textbooks using descriptive statistics and ANOVA. Also, we investigated the meaning of information processing competency embedded in the tasks by distinguishing the characteristics of several different types of tasks. The results from this study showed that the number of tasks related to information processing competency in mathematics textbooks was too small and there was a huge difference across the textbooks in terms of the sub-elements. Even though there were four sub-elements of information processing competency, 'the use of manipulative and technological tools' was extremely dominant in the tasks in general. Even many of them used technology and manipulatives superficially. Furthermore, any textbook did not provide tasks dealing with all the four sub-elements. Such an unbalanced and fragmented approach to information processing competency could produce biased knowledge and insufficient experiences for information processing competency. It calls for further investigation and discussion about how to improve information processing competency in school mathematics.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.855-865
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• 2012

The goal of this research is to investigate ways to improve science teaching methods to develop students' key competencies. Since the OECD DeSeCo (Definition and Selection of Key Competencies) project, key competencies are redefined as 'what people should know and be able to do in order to lead a successful life in a well-functioning society, which leads many countries to emphasize competency-based curriculum. In this research, we collected and analyzed foreign and domestic classroom cases that have implemented competency-based curriculum in science teaching. Through open-ended interviews with the teachers and principals, we explored ways to improve science teaching methods to develop students' key competencies. In foreign cases, science teachers emphasized students' knowing what KCs to accomplish, activities and student-centered learning, students' group activities and collaboration, and greater curriculum integration among subjects and contexts. Korean science teachers argued that the KCs should be realized through teaching methods and emphasized scientific inquiry learning whereby non-science track students could also benefit from science lessons. Korean science teachers also emphasized links to real-life situations, providing students with various learning experiences that supported students to develop the KCs, and the delivery of an integrated curriculum. In the conclusion section, the difficulties with the implementation of key competencies are discussed.

• The Mathematical Education
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• v.58 no.1
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• pp.55-77
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• 2019

Textbooks play a very important role as a medium for implementing curriculum in the school. This study aims to analyze tasks for mathematical competencies in the high school 'mathematics' textbooks based on the 2015 revised mathematics curriculum emphasizing competencies. And our study is based on the following two research question. 1. What is the relationship between core competencies and mathematical competencies? 2. What is the distribution of competencies of tasks for mathematical competencies presented in the textbooks? 3. How does the tasks for mathematical competencies reflect the meaning of the mathematical competencies? For this study, the tasks, marked mathematical competencies, were analyzed by elements of each mathematical competencies based on those concept proposed by basic research for the development of the latest mathematics curriculum. The implications of the study are as follows. First, it is necessary to make efforts to strengthen the connection with core competencies while making the most of characteristics of subject(mathematics). Second, it needs to refine the textbook authorization standards, and it should be utilized as an opportunity to improve the textbook. Third, in order to realize competencies-centered education in the school, there should be development of teaching and learning materials that can be used directly.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.4
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• pp.21-62
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• 2016

Since talent model and core competence based training are in demand, this study aimed to develop proper talent model and major competencies for the Department of Library and Information Sciences at K University and propose appropriate educational subjects based thereon. To this end, related documents were analyzed, expert opinions were obtained, and a consumer survey was conducted, which yielded the following results. First, the talents required at the Department of Library and Information Sciences were broken down into different areas, such as curation, intelligence, service, technology, and professionalism. Second, fifteen major competencies were demanded from these talents, such as collection (in terms of collecting documents and information), organizational, and preservation skills. Third, in order to realize these talents and major competencies, K University has implemented additional subjects in its curriculum. Furthermore, it appears that the librarians' talents and their competencies in the field should be developed at the national level, while NCS core competence based training should also be developed and implemented.

• Journal of Communication Design
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• v.55
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• pp.20-30
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• 2016

This study was to verify the effect of art-education-oriented integrated human resource education (STEAM) on scientific competence and job competence of middle school students. The theme of the program developed for this study is "food design" using a 3-D printer. The 5 mockup lectures were developed for 237 students in ninth and tenth grades of Y Middle School in Gyeonggi-do Province, and the pre-/post-results were analyzed. As a result of analyzing the competence of STEAM education before and after the program, the job competence of general, science, and food science of students was improved after the program in general. Especially among three sub-areas of scientific competence, the change in component of research shows the most significant change in test statistics. The result of test statistics of food science job competence showed the most significant change among three sub-areas: general, scientific, and food science. This program was developed for on-site to be used for a school lecture, and the program may be reformed or used for different themes.