• Proceedings of The KACE
• /
• 2018.01a
• /
• pp.103-106
• /
• 2018

NCS 기반 교육과정은 산업현장의 국가직무능력(National Competency Standards: NCS)을 고교 직업교육과정에 적용한 2015 개정 교육과정이다. 따라서 전문교과 교사는 학습자가 학습 종료시점에 NCS 수행준거를 만족하는 역량을 갖추도록 교육할 수 있는 교수역량을 필요로 한다. 이에 본 연구는, NCS 기반 교육과정 '전자' 교과의 실무과목, 학습모듈, NCS를 분석하여, 기초과목이나 실무과목으로 편성되지 않은 마이크로 프로세서 기본 역량에 대한 선수지식을 여러 영역에서 요구하고 있음을 밝혔다. 그러므로 NCS 기반 교육과정의 원활한 운영을 위해 '전자' 교과 교사는 마이크로프로세서관련 지식, 기술, 태도에 대한 교수역량을 강화할 필요가 있고, 학습모듈과 NCS는 수정 보완될 필요가 있음을 제안한다.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.11
• /
• pp.7635-7647
• /
• 2015

The purpose of this study is modeling nursing competencies and reasoning out the core competencies, the ability for 20% of important actions for nursing jobs which can manage the rest 80% so that the competency-based nursing curriculum can be developed. A literature review of the vast studies regarding competencies was done to understand the concepts of competency-based curriculum, competency, and nursing competencies, identifying the relationships among each nursing competency categorized in accordance with those concepts. An exemplified concept map of core competencies for the competency-based nursing curriculum is suggested based on a thorough review of various competency modeling methodologies. The core competencies consist of base competency (theoretical/practical nursing knowledge and skills), practical competency (clinical judgment, patient education, communication, etc.), and personality competency (leadership, sense of responsibility, cooperation, etc.). The circular relationship among them can remain consistent through self-directed learning and critical thinking. Therefore, a nurse who have those core competencies is a knowledge worker, a self-directed learner, and also an effective, professional communicator. Further studies which solidify the concept of nursing competencies should be done, as well as the feedback procedures which evaluate the program outcomes and then reflect the evaluation results in the curriculum should be followed continuously.

• Journal of Science Education
• /
• v.43 no.1
• /
• pp.94-118
• /
• 2019

The purpose of this study is to explore the multi-faceted understanding and issues of science subject matter competencies from the trends of competency-based curriculum discourse, and to examine the relationship between general core competencies and science subject matter competencies. First, we examined the theoretical background of competency-based curriculum focusing on behaviorism, humanism, and its comprehensive synthesis. After that, we reviewed OECD's competency-related projects (DeSeCo; OECD Education 2030), US Next-Generation Science Standards (NGSS) and Korea's 2015 Revised National Curriculum from the viewpoint of competency-based curriculum. After that, we summarized and systematically analyzed a list of competencies, 105 general core competencies and 45 science subject matter competencies proposed by 15 important documents from home and abroad. The results of this study are as follows: First, the issues of the proper number, appropriate dimension, and how individual competencies should be unique and independent were pointed, in terms of defining and categorizing competencies. Second, it was suggested that the competency items are presented in various dimensions such as personal-micro dimension, community meso-dimension, and social-macro dimension. Meso-dimension was placed on both general core competencies and subject matter competencies. Third, in the relationship between general core competencies and subject matter competencies, the former emphasizes macro-dimension, and the latter emphasizes micro-dimension, revealing an existing gap, and where the two can meet each other is the meso-dimension. These discussions are thought to provide insight into the understanding of competencies in the national curriculum, including the 2015 Revised National Curriculum.

• Proceedings of The KACE
• /
• 2018.01a
• /
• pp.157-160
• /
• 2018

인공지능 기술의 발달과 함께, 4차 산업 혁명에 관한 사회적 논의가 이슈화됨에 따라 교육 학계도 변화의 목소리를 높이고 있다. 지식기반 사회에서 컴퓨터 활용 역량이 강조되면서, 코딩/소프트웨어 교육 등 테크놀로지 기반 교수학습이 교과목과 관계없이 주목받고 있다. 최근에는 오픈소스를 만드는 사람들에 대한 긍정적 인식이 생겨나면서부터, 그들을 메이커라 지칭하고 메이커를 양성하기 위한 운동이 확산되기 시작하였다. 학계에서도 이 운동을 수용하려고 시도하였으나, 관련 연구에서는 기존 테크놀로지 기반 교수학습과 구분되는 특성을 명백하게 보여주지 못했다. 본 연구는 메이커 교육의 시론적 연구로서, 이재호와 장준형(2017)이 제안한 메이킹 역량을 중심으로 이를 키워줄 수 있는 피지컬 컴퓨팅 교구를 조사하였고, 동시에 활용 가능성을 제안하였다. 초기에 제안된 교구의 활용방안은 현장 교사 3인의 전문가 검토를 받았으며, 그들이 제공한 조언을 참고하여 수정하였다. 보완된 활용방안은 메이킹 역량을 구성하는 분석역량, 설계역량, 구현역량으로 구분하여 제시하였다. 이를 통해 메이커 교육의 이론적 발전과 확산에 기여하고자 하였다.

• Journal of the Korean Society for Library and Information Science
• /
• v.51 no.2
• /
• pp.207-235
• /
• 2017

The purpose of this study was to develop a competency-based continuing professional development (CPD) model using the National Competency Standards (NCS)-Library & Information Management. This study specifically examined various competency standards for librarians developed in and out of the country, conducted a survey research and focused group interviews to obtain professional librarians' needs for continuing education and their opinions on the NCS for library professions. It analyzed the contents of the NCS elements and mapped with elements in the five other competency standards for library and information professions. It also scrutinized the current training programs at the National Library of Korea in order to identify their strengths and weaknesses. The results of the study informed the areas to enhance the current NCS by identifying underdeveloped competencies and identified the course contents that should be developed with priorities. The study also developed a modified National Competency Standards for Continuing Professional Development (NCS-CPD). Continuing education institutions can utilize this scheme as a useful guideline to develop balanced continuing professional development curriculums for the practitioners working in various library and information centers.

• Journal of Practical Engineering Education
• /
• v.12 no.1
• /
• pp.61-72
• /
• 2020

Entrepreneurship works as a driving force in socio-economic innovation, the leading role in job creation and economic development. As the importance of entrepreneurship is increased, research on entrepreneurship training methods based on the capability model is vitalized in order to effectively develop entrepreneurship in the EU and OECD. In Korea, however, the research on entrepreneurship capability is nearly not proceeding while the outcome of entrepreneurship training is insufficient. The research, therefore, invented the entrepreneurship training model at K university after analyzing cases of entrepreneurship training from inside and outside of the country followed up through the theoretical consideration of entrepreneurship capability and collecting suggestions from experts. The training model rejects the existing economics-based theory education, focuses on the development of entrepreneurship capability, and suggests an educational process considering students' developing stage of entrepreneurship capabilities.

• Journal of The Korean Association For Science Education
• /
• v.34 no.6
• /
• pp.535-547
• /
• 2014

This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.

• Proceedings of the Korea Contents Association Conference
• /
• 2019.05a
• /
• pp.263-264
• /
• 2019

이 연구는 대학 무용전공자를 위한 역량기반 교육과정의 중요도 및 우선순위를 도출하는 것을 목적으로 한다. 이 연구에서는 창의융합형 인재를 요구하는 시대적 요청을 반영하여, 무용전공자들의 미래사회 대비 핵심역량 함양을 목적으로 하는 진로개발과 교과영역의 개선 방안을 제시하고자 하였다. 이에 이 연구는 무용전공자들이 사회의 다양한 영역에서 도전하고 역량을 발휘할 수 있도록 하는 대학 교육의 체질개선을 위한 기초연구로서의 의의를 갖는다.

• Convergence Security Journal
• /
• v.16 no.6_1
• /
• pp.33-42
• /
• 2016

The goal of this paper is the presenting method that is based on the NCS-Based Competency Curriculum to use for teaching leadership education in petty officer area. The leadership education under NCS-Based Competency Curriculum is developing the overall usage of individual competency with varied knowledge and experience. The leadership education for potential petty officers is formed with four steps. At the first step, a check of personal competency. For the second step, designing a project format and setting a direction of the leadership curriculum. For the third step, a consolidation of theoretical and background knowledge through the project and presenting a training experience of problem analysis and resolution. For the fourth step, showing a result of the leadership education with another competency check. The leadership education under the NCS-Based Competency Curriculum is an essential way to develop leadership to the students who are participating petty officer education program at the college level. Finally, this research paper shows its research limitation and a way of hereafter research.

• Journal of Digital Convergence
• /
• v.18 no.11
• /
• pp.347-354
• /
• 2020

The purpose of this study is to develop a competency model for the revision of the dentistry education curriculum based on the competency of W College of Dentistry. For this, this study made progress of the competency model development procedure in three stages. The preparation stages of the competency model was developed by performing an analysis about the awareness investigation of the members, and the development stages were progressed through the competency level and behavioral index, etc. The content validity was verified by an expert for the evaluation stage. As a result, content validity index was high with CVI of .91 and a competency model was developed with the 4 key competencies, which are the common competencies of the university linked with job competency, the major competency. This study holds significance by the fact that the competency model development case developed through this procedure provided basic data for research that requires the development of the competency model and the education curriculum revision based on the competency of W College of Dentistry is planned to also be applied.