• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.173-185
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• 2022

The purpose of this study is to present a reflective review of the earth and universe units from the revised elementary curriculum of 2007-2015 and suggest changes in the 2022 revised curriculum. For this purpose, we conducted an FGI with earth science educators and elementary school teachers regarding the content elements and system, the achievement standards and inquiry activity composition, and the vertical and horizontal curriculum connectivity. Free response and weighted hierarchical analysis items were incorporated into the FGI to ensure logical consistency of the inductively derived improvement. This analysis revealed that the composition of units by grade group had been unevenly distributed among each of the "earth systems" until the 2015 revised curriculum was finalized. Furthermore, the basic concept was still insufficient. We suggest that achievement standards centered on the learning content and skills must state specific scientific core competencies, and inquiry activities should include rigorous critical thinking, student written responses, and student inquiry and analysis. In the hierarchical analysis items, FGI emphasized the inclusion of essential content elements rather than reduction of content elements, understanding-oriented concept learning rather than interest-centered phenomenon learning, basic concept division learning before integration between subjects, and expanding vertical-horizontal connectivity rather than repeating and advancing learning. There is a limit to the generalizing the suggestions proposed in this study to the common opinion of elementary earth science experts. However, since the main vision of the 2022 revised curriculum is to gather opinions through educational entities' participation in a variety of educational subjects, it is suggested that our results should be incorporated as one of the opinions proposed for the 2022 curriculum revision.

• Journal of Engineering Education Research
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• v.20 no.4
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• pp.12-20
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• 2017

This study aims to suggest implications on develop and operate NCS curriculum by analyzing of differences in perception and educational needs of university students, graduates, human resource managers(HR managers) on NCS basic job skill. The respondents of survey are composed of 533 university students in K university, 730 graduates and 106 HR managers. The major findings are as follows: first, the results showed that the importances of all competencies recognized by HR managers was higher than those of university students and graduates. And graduates perceived their level of competencies as higher than those of university students. Second, the needs for self-development skill, technical skill, and problem-solving skill was the highest within the students and graduates, meanwhile, the needs for the mathematical skill, resource management skill, and the organization understanding skill were low. In contrast, the results of this study showed that the HR managers has the high needs for self-development skill, communication skill and problem-solving skill. Also, HR managers has the low needs for mathematical skill, resource management skill, information skill, technical skill, organizational understanding skill, and job ethics. Based on the above results, we proposed the necessity to develop and apply the NCS curriculum considering the education needs recognized by current students, graduates, and HR managers.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.509-517
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• 2023

The purpose of this study was to examine the mediating effect of grit on the relationship between cognitive strategies, metacognitive strategies, and resource management strategies, which are subdomains of learning strategies, and academic achievement among university students, and to provide basic data for improving academic achievement. Data were collected using a structured questionnaire from 203 undergraduate students at a university in City C. Academic achievement was positively correlated and statistically significant with cognitive strategies, metacognitive strategies, resource management strategies, and grit, which are subdomains of learning strategies.Grit had a partial mediating effect on the effects of cognitive strategies (Z=4.372, p<.001), metacognitive strategies (Z=5.398, p<.001), and resource management strategies (Z=4.991, p<.001) on academic achievement. Therefore, it is necessary to specifically explore and utilize ways to improve cognitive strategies, metacognitive strategies, resource management strategies, and grit in college students to contribute to the improvement of college students' major competencies.

• The Journal of the Korea Contents Association
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• v.16 no.11
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• pp.38-52
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• 2016

This study analyzed effects of Action Learning approach on enhancing learning motivation and improving problem-solving capacity in NCS vocational competency classes of Polytechnic College. Targeted group is B Polytechnic College located in Chungnam, and 53 students in experimental group and 64 students in control group. analysis of data is descriptive statistic analysis and the multivariate analysis of variance (MANOVA) method to study sub factors of learning motivation and problem-solving ability. As a result, Action Learning approach has a great influence on connection, confidence, and satisfaction, among the sub factors of learning motivation. also figured that the approach has positive effects on problem clarifying, cause analysis, alternative developing, planning/practicing, and performance assessment, among the sub factors of problem-solving capacity. Moreover, Polytechnic College's NCS vocational competency classes are desirably required to adopt the approach of Action Learning for their educational method, as it fosters basic competencies, such as understanding of diverse perspectives, communicating, leadership, interpersonal relationship, self-development, coping with conflicts, operating meetings, to be learned while students are doing problem-solving activities under a team-working atmosphere.

• 대한공업교육학회지
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• v.40 no.1
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• pp.180-200
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• 2015

The problems current robotic technology education class has are the students with different basic background knowledge levels and the class based on the instructional teaching method. This study shows the implementation of the student teams achievement divisions (STAD) learning model into an introductory robotic technology education class to resolve the problems in the current robotic technology class. The STAD learning model focuses on the ability of each team member with different knowledge levels and make team members help each other through class activities such as assignments and a project. All members get rewarded by their performance output as a team in a course grade. The outputs of STAD learning models were measured by paired sample t-test as pre-test and post-test in terms of students's transition on basic knowledge for robotic technology, students' attitudinal transition on teaching robotic technology class, and students' competencies and self-efficacy on related subject areas. The study participants were 22 pre-service technology teachers at a university. The results show that all four measured areas were improved significantly, compared to pre-test with respect to the means scores of each measurement area. The STAD learning model could be an alternate for the current robotic technology class to deliver the better class outcomes for students under the specific circumstances.

• The Journal of Industrial Distribution & Business
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• v.12 no.8
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• pp.21-32
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• 2021

Purpose: With the advent of the era of the 4th industrial revolution, called a new technological revolution, the necessity of fostering future talents equipped with AI utilization capabilities is emerging. However, there is a lack of research on AI education design and competency-based education curriculum as education for business major. The purpose of this study is to design AI education to cultivate competency-oriented AI literacy for business major in universities. Research design, data and methodology: For the design of AI basic education in business major, three expert Delphi surveys were conducted, and a demand analysis and specialization strategy were established, and the reliability of the derived design contents was verified by reflecting the results. Results: As a result, the main competencies for cultivating AI literacy were data literacy, AI understanding and utilization, and the main detailed areas derived from this were data structure understanding and processing, visualization, web scraping, web crawling, public data utilization, and concept of machine learning and application. Conclusions: The educational design content derived through this study is expected to help establish the direction of competency-centered AI education in the future and increase the necessity and value of AI education by utilizing it based on the major field.

• Journal of Korea Society of Digital Industry and Information Management
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• v.20 no.1
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• pp.87-98
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• 2024

This study conducted an empirical study on the application of innovative teaching methods in the tourism field in a situation where innovative teaching methods suitable for the AI era are required. It was intended to provide exploratory basic data on the application of a wide range of innovative teaching methods through actual verification of the educational effectiveness before and after the application of the innovative teaching method. To this end, the effectiveness before and after education was empirically verified with 60 students who majored in tourism at Y University in the metropolitan area. Reliability analysis, corresponding sample t-test, and map analysis using graphs were performed on the collected data to increase visibility. As a result of the study, it was found that all the competencies of the innovative teaching method had a statistically significant influence after the application of the innovative teaching method. In addition, by increasing the effect of interaction between instructors and learners acting as facilitators, exploratory results were derived for potential benefits and areas that could be improved.

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.88-98
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• 2017

The purpose of this study is to develop the teaching competency tool of university teachers with responsibility for college education and analyze the need for change. We have developed teaching competency to strengthen the competencies required for university professors' responsibilities and community activities in and out of universities and the contents validity was examined from 24 experts. The developed tools were used to diagnose the 83 teachers of K university in Chungcheongnam-do, and to derive basic competence, educational practice competence, and community competence through exploratory factor analysis and confirmatory factor analysis. The teaching competencies include 'Understanding of college education', 'Educational philosophy and attitude', 'Teacher attitude', 'Analysis design', 'Instruction execution', 'Guidance management', 'Evaluation feedback', 'Academic convergence', 'Sympathy learning culture', and 'Global sharing'. The results of the paired t-test and the analysis of the need for change through the analysis of Borich coefficient analysis were as follows: Understanding of university education (4th rank), analysis design (5th rank), instruction execution(2nd rank), empathy learning culture (1st rank), and global sharing (3rd rank). The competence of university teachers is not only the ability to practice teaching, but also the ability to understand university education and to empathize and share with the members of the university community. In the future, the university should actively develop and provide ongoing support programs to strengthen the capacity of professors.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.319-327
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• 2023

As the basic approach of national curriculum shifted from contents-based to competency-based, process-fortified assessment has been stressed. Accordingly, the focus of teacher's role as an evaluator changed to process-fortified assessment, which emphasizes the development of process-fortified assessment competency of pre-service teachers as well. This study aims to explore the effects of innovations of teacher development programs on pre-service teachers' process-fortified assessment competency. To achieve this goal, C University of Education implemented a course which was restructured by using PBL, and analyzed its effects on enrolled pre-service teachers in terms of process-fortified assessment. By systematically analyzing data of observation notes, project outputs, and opinion reports, it was found that PBL approach to the course restructuring had positive impacts on pre-service teachers' awareness and understanding about process-fortified assessment. This implies that providing learning experience reflected by process-fortified assessment perspective, like PBL, can play an important role to the development of process-fortified assessment competency of pre-service teachers. The results of this study are expected to be able to provide methods of innovating curriculum and instruction for developing process-fortified assessment competencies of teacher development institutions.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.655-674
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• 2013

The MEST determined to introduce a vocational ability test for the students in vocational high schools to enhance their job competence skills from 2013 accepting the field voices that current competence test is not proper for vocational high schools whose purpose is job preparation education. The test results can be used as an official certificate in the job settlement process. The purpose of this study is to enhance the students's basic skills for mathematics in vocational high schools and in addition to that, to develop mathematics teaching materials aiming to support students in applying mathematics in real vocational world after their learning mathematics in high schools. It seems that the students in vocational high schools experiencing difficulties in mathematics because of the lack of the basic skills for mathematics demanding for the restructuring the mathematics curriculum aiming for empowering to the maximum of the potential abilities of students in vocational high schools. For this purpose, we extracted essential elements from mathematics curricula ranging from elementary schools to middle schools and vocational high schools what is necessary for students in specialized high schools to enhance the students' abilities in using mathematics in vocational area. Based on above study, we analyzed, organized, and systemized the contents and levels of mathematics. Finally, we proposed in this paper the ways to build programs to enhance the students' essential mathematics skills aiming to level up the students' vocational ability required in real vocational companies.