• 대한공업교육학회지
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• v.34 no.2
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• pp.128-160
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• 2009

Narratively I have described interactions between two teachers performing an introduction to the engineering class with various situations such as place, teacher, student and subject. I have specifically illuminated a three-dimensional narrative inquiry space embracing the culture of the university, the college of engineering and the ABEEK(Accreditation Board of Engineering Education of Korea)program. The result of the study is as follows: First, in order to stimulate the students' motivation, the teachers have to make not only their class PowerPoint slides match the size of the classroom, but the content of the slides must be condensed with core concepts. They also should utilized some video clips to empower students' interest in the subject within their classrooms. Second, the teachers should do various class activities in the classroom. Instead of spending most of the class time with his/her explanation, it would be advantageous for the teachers to allow the students to perform a task in class. Third, the teachers should ask their students about assignments which are helping students' understanding of the subject and planning of their future. Lastly, the teachers need to design the mid-term and the final tests inducing the students' motivation. Those tests also must test students' creativity and insight of the subject. Thus, the test should consist of an interpretive exercise and an essay type of item thus reducing the multiple choice types of items. There are several limitations to the study. First it is difficult to generalize what we found here because it is a case study. Second, we could not study in depth the effect of the interaction between the two teachers who were performing the introduction to the engineering course during the academic semester. Third, this study just probed into the difficulties of teaching the course. Hence, we have to understand more by focusing on each issue such as adapting to a new learning environment as a student from abroad, a practical experience boosting the students' interest in the introduction to the engineering course, also a practical experience on process based learning-versus result based learning, and an effective management of the student team presentation etc.

• The Korean Journal of Emergency Medical Services
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• v.18 no.1
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• pp.83-94
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• 2014

Purpose : This study assessed the improvement of competency levels for participants, as well as their satisfaction from completion of the special international disaster response program. Methods : The program structure followed an intensive two-week course that included a combination of lectures, discussions, case studies, and field trips. "ICN Framework of Disaster Nursing Competencies" was used for designing the program. A pre-post survey was done to measure the change in the competencies of students and assess their satisfaction after finishing the program. Focus group interviews were also performed to further understand the attitudes of participants toward the disaster issues. Results : The overall pre-program test score for disaster competency was $2.18{\pm}0.68$ and the post-program test score was $6.30{\pm}0.84$, which showed statistically significant gains in all competency items (p <.001). The general satisfaction of participants with the program was quite high, demonstrated by a mean score of $4.5{\pm}0.51$. The benefits for students from program participation included increased knowledge and better understanding of the important roles of international organizations and NGOs. Conclusion : The international disaster education programs are necessary to provide an opportunity for students to increase their disaster competency. In addition, future development of a unified educational competency framework is also necessary.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.531-538
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• 2023

Recently, many university classes have been changing from instructor-centered classes to learner-centered classes, and universities are trying to establish a new direction for university education, especially to foster talented people suitable for the Fourth Industrial Revolution. To this end, universities are presenting various competencies necessary for students and focusing on research on efficient education plans for each competency. Among them, creativity is considered the most important competency that students should obtain in universities. Developing a creative problem-solving-based subject where various majors gather to produce results while conducting creative team activities away from desk classes is considered a meaningful subject to cultivate capacities suitable for the requirements of the times. Therefore, this study purpose to develop creative problem-solving-based subjects and analyze the results of class progress. This creative problem-solving-based class is an Action Learning class for step-by-step idea development, which starts with a theoretical lecture for creative idea development and then consists of five stages of Action Learning. The tasks of action learning used in this class consisted of ceramic expression to increase the intimacy of the formed group and the group's collective expression, ideas in life to combine and compress individual ideas into one, environmental improvement programs around schools, and finally UCC on various topics. In the theoretical lecture conducted throughout the class, a class was conducted on Scientific Thinking for creative problem solving, and then a group-type action learning class was conducted sequentially. This Action Learnin process gradually increased the difficulty level and led to in-depth learning by increasing the level of difficulty step by step.

• Korean Journal of Environment and Ecology
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• v.35 no.2
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• pp.135-153
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• 2021

The demilitarized zone (DMZ) is a border barrier with 248 kilometers in length and about 4 kilometers in width crossing east to west to divide the Korean Peninsula about in half. The boundary at 2 kilometers to the south is called the southern limit line. The DMZ has formed a unique ecosystem through a natural ecological succession after the Armistice Agreement and has high conservation value. However, the use of facilities for the military operation and the unchecked weeding often damage the areas in the vicinities of the southern limit line's iron-railing. This study aimed to prepare basic data for the restoration of damaged barren vegetation. As a result of classifying vegetation communities based on indicator species, 10 communities were identified as follows: Duchesnea indica Community, Hosta longipes Community, Sedum kamtschaticum-Sedum sarmentosum Community, Potentilla anemonefolia Community, Potentilla fragarioides var. major Community, Prunella vulgaris var. lilacina Community, Dendranthema zawadskii var. latilobum-Carex lanceolata Community, Dendranthema zawadskii Community, Plantago asiatica-Trifolium repens Community, and Ixeris stolonifera-Kummerowia striata Community. Highly adaptable species can characterize vegetation in barren areas to environment disturbances because artificial disturbances such as soil erosion, soil compaction, topography change, and forest fires caused by military activities frequently occur in the barren areas within the southern limit line. Most of the dominant species in the communities are composed of plants that are commonly found in the roads, roadsides, bare soil, damaged areas, and grasslands throughout South Korea. Currently, the vegetation in barren areas in the vicinities of the DMZ is in the early ecological succession form that develops from bare soil to herbaceous vegetation. Since dominant species distributed in barren land can grow naturally without special maintenance and management, the data can be useful for future restoration material development or species selection.