• Journal of Digital Convergence
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• v.18 no.11
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• pp.355-363
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• 2020

This study is conducted to examine the changes in class perception and career perception according to the teaching method for dental hygiene students in some areas of Gangwon-do. Using the same questionnaire, the first questionnaire was conducted after contact classes in December 2019, and the second questionnaire was conducted after non-contact classes in July 2020. Data were analyzed using SPSS Windows 24.0, and the results are as follows. There were differences in class perception and career perception according to grades, and career interest, career curiosity, and career confidence were different according to school life satisfaction and professional tooth cleaning Class satisfaction. In the case of non-contact classes, the proportion of career decisions through the internet increased, and career confidence also increased. These results can be provided as basic data necessary for the use of methods such as flip-learning classes in consideration of the convergence aspect in the practical subject class management and for the production of standardized practical videos for practical tests.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.29 no.3
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• pp.157-177
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• 2018

This study identified problems in reading for future careers and suggests approaches to solve the identified problems by analyzing the fundamental vocational competence and reading for a future career. The study included 457 students in the liberal arts college (humanities and education programs) at "A" university. In accordance with the analysis, communication ability (average 3.61), interpersonal relation ability (3.59), literacy (3.40) and problem solving ability (3.39) were relatively high in fundamental vocational competence, while numeracy (2.72) and entrepreneurship (2.89) were low. Next, 65.2% of those reported no reading for their future career. 46.3% answered 'no time to read books related to my future career.' 25.8% selected 'no books worth reading related to my future career.' 22.5% said 'no curiosity about my future career.' Considering that those who did not read any materials related to a future career reached 65.2% and a number of students had low fundamental vocational competence, this paper suggested the implementation of a systematic educational program for standardizing and strengthening fundamental vocational competence and enhancing understanding of future careers.

• Journal of the Korea Convergence Society
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• v.9 no.1
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• pp.405-418
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• 2018

This paper was carried out to provide basic data for career search of the free school system. Putting the goal of career education into cultivating expertise, the review was made on the results of the previous studies on the requirements of professional practice. However, As the controversy over the requirements of professional practice has not been solved, so the core elements related to expert performance were examined as a whole through a fundamental cognitive mechanism from which diverse human cognitive characteristics appear. The results show that expert domains consists of content and representation that can exist in an integrated to a great variety of combinations between the two or independent manner, and each domain or field expert performance require different levels of the elements such as intelligence, internal thinking, curiosity (motivation), and obsession (task commitment); and the birth of 1% experts in a domain or field is determined by the obsession. Based on the results, this paper discusses issues related to professionalism and provides a concrete approach to career search during the free semester.

• Convergence Security Journal
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• v.12 no.2
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• pp.3-12
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• 2012

This study is to investigate determinants of the private security agents' career choices. Random sampling of newly agents working at the private security firms in Gyeonggi-do and ChungChong-do was used. The period of under review was from May, 2010 to June, 2011 and the total number of interviews was 382. For this study using SPSSWIN 18.0, factor analysis(EFA/CFA), reliability analysis, discriminant analysis and descriptive statistics. The followings are conclusions. The first factor is' the value of job'. It consists of public security, contributions to our society and nation, protection public safety, spirit of sacrifice, crime prevention, and maintenance security. The second factor is 'ease of career choice'. Qualifying conditions are not particular and it is easy to get the job, as a result, this job is easy of access, they chose this job. The third factor is 'occupational stability'. They think this is a good job because the job is future-oriented so they chose this job. The fourth factor is' curiosity'. They became interested in this job, so they wanted to know about this job and then they chose this job.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.51-65
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• 2015

The purpose of this study was to investigate the relation among family strength, creative personality, and career maturity. This subjects were the 508 middle school students living in Gwangju. Data was analyzed for frequency, percentage, mean, standard deviation, cronbach's ${\alpha}$, ANOVA, duncan test, and hierarchical regression analysis using SPSS/PC 18.0 program. The major findings were as follows; First, the middle school students' family strengths, creative personality, and career maturity were higher than median(3.00). Second, career maturity showed significant difference according to all of family strength(family respect and affection, role sharing and problem solving, communication and family bonding, financial stability) and part of creative personality(self-conviction, perseverance/tenacity, openness of thinking, curiosity). Third, the middle school students' career maturity was influenced by self-confidence and humor. And the middle school students' career maturity was explained about 26% by these variables. The outcomes indicated that career maturity of middle school students is affected by creative personality.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.226-241
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• 2007

The purpose of this study was to elucidate elementary school teachers' pedagogical content knowledge regarding the subject of "weight and pressure in water". 6 elementary teachers in charge of the 6th grade were selected for this study. The 7 hour lessons were observed over $15{\sim}20$ days, and a variety of data including scenarios, questionnaires for teachers, interviews of teachers were analyzed. As a result of this study, teachers who had long career histories thought that the purpose of teaching science was to teach the use of science principles, and teachers who had only taught for a relatively short time thought the purpose was satisfying students' curiosity. Most of the teachers felt that the science content knowledge related to buoyancy was insufficient. They had acquired most of the science content knowledge from teaming experiences in middle and high schools. The pre-service teacher education programs didn't help them to satisfactorily acquire the science content knowledge under analysis here. Most of the teachers taught the science lessons according to the order of sequence as shown in the science textbook. They didn't teach the contents that they thought were needed if they were not already included in the science textbook. Only one teacher who had taken science courses in high school managed the science classes freely according to his own thoughts and opinions. From the results of this research, it could be concluded that most elementary school teachers did not have enough pedagogical content knowledge to teach their students effectively.

• Publications of The Korean Astronomical Society
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• v.21 no.1
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• pp.11-20
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• 2006

We carried out a follow-up study on the students who participated in International Astronomy Olympiad(IAO). We surveyed home and school environment, personal characteristics with regard to four high school student and five college students who participated in IAO from 2002 to 2005. In the home environment variable of science elite students who took part in the IAO, we found out significant corelation between science elites and their parent's educational career. In their personal characteristics, we found out considerably their motivation capacity, intelligent curiosity, flexible and creative thinking ability. This study illuminated that the experience of IAO participation offered the opportunity for the students to gain mare self-esteem and positive confidence on scientific study. The IAO experience is construed to effect greatly the students' future. Through the IAO experience, the participating students are expected to major in astronomy and become excellent astronomers in the future. We expect that the interest of student will increase greatly in the area of astronomy and it will contribute to the substantial development of Korean astronomy. In this respect, with the constant support to the IAO participants, the effort to cultivate outstanding astronomers and follow-up study on those participants of the IAO should be continued.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.593-610
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• 2009

The purpose of this study was to investigate students' views on the value of school science lessons and the aspects of science lessons that appeal to students. For the investigation, semi-structured in-depth interviews with 16 secondary school students were conducted. The results showed that about half of the participants thought that science lessons are important, but not all students have to learn science. And they considered only intrinsic interest and career hopes as critical elements in judging the necessity of science education for all. To appeal to students: first, science lessons should have relevance to students' career hopes, interest, curiosity, abilities, real life, experiences, and test scores. Second, they should acquire students' understanding. Third, they should include more experiments. Finally, they should be related to real life, reflect students' interest and concerns, and link new things with what students already know in terms of contexts and contents. Students thought that science lessons are not suitable for students who don't desire to pursue a science-related career. This suggests that present science curriculum perceived by students doesn't match well with the idea of science education for all. To overcome this problem, students need to be included in the debate about the relevance of science curriculum.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.281-289
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• 2021

Adolescence is a period when ego resilience, the ability to overcome stress, is important because self-identity is not established. Culture and arts education has various effects on the ego resilience of adolescents, so school culture arts education and social culture arts education use teaching and learning methods appropriate to the situation of adolescents. Self-understanding of the effects of culture and arts education has a significant effect on emotional control, vitality, interpersonal relationships, optimism, and curiosity of adolescent ego resilience, On the other hand, it was found that emotional stability among the effects of culture and arts education did not have a significant effect on all factors of adolescent ego resilience. Therefore, it is necessary to prepare a plan to provide opportunities for career exploration as a more practical program for adolescence to understand themselves and develop themselves. In addition, Culture and arts education should be conducted with convergence research that enables youths to maintain good relationships with others, have high self-confidence, and play a role in a wide range of stable and mature lives.

• Journal of Intelligence and Information Systems
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• v.26 no.4
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• pp.149-171
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• 2020

The period at university is to make decision about getting an actual job. As our society develops rapidly and highly, jobs are diversified, subdivided, and specialized, and students' job preparation period is also getting longer and longer. This study analyzed the log data of college students to see how the various activities that college students experience inside and outside of school might have influences on employment. For this experiment, students' various activities were systematically classified, recorded as an activity data and were divided into six core competencies (Job reinforcement competency, Leadership & teamwork competency, Globalization competency, Organizational commitment competency, Job exploration competency, and Autonomous implementation competency). The effect of the six competency levels on the employment status (employed group, unemployed group) was analyzed. As a result of the analysis, it was confirmed that the difference in level between the employed group and the unemployed group was significant for all of the six competencies, so it was possible to infer that the activities at the school are significant for employment. Next, in order to analyze the impact of the six competencies on the qualitative performance of employment, we had ANOVA analysis after dividing the each competency level into 2 groups (low and high group), and creating 6 groups by the range of first annual salary. Students with high levels of globalization capability, job search capability, and autonomous implementation capability were also found to belong to a higher annual salary group. The theoretical contributions of this study are as follows. First, it connects the competencies that can be extracted from the school experience with the competencies in the Human Resource Management field and adds job search competencies and autonomous implementation competencies which are required for university students to have their own successful career & life. Second, we have conducted this analysis with the competency data measured form actual activity and result data collected from the interview and research. Third, it analyzed not only quantitative performance (employment rate) but also qualitative performance (annual salary level). The practical use of this study is as follows. First, it can be a guide when establishing career development plans for college students. It is necessary to prepare for a job that can express one's strengths based on an analysis of the world of work and job, rather than having a no-strategy, unbalanced, or accumulating excessive specifications competition. Second, the person in charge of experience design for college students, at an organizations such as schools, businesses, local governments, and governments, can refer to the six competencies suggested in this study to for the user-useful experiences design that may motivate more participation. By doing so, one event may bring mutual benefits for both event designers and students. Third, in the era of digital transformation, the government's policy manager who envisions the balanced development of the country can make a policy in the direction of achieving the curiosity and energy of college students together with the balanced development of the country. A lot of manpower is required to start up novel platform services that have not existed before or to digitize existing analog products, services and corporate culture. The activities of current digital-generation-college-students are not only catalysts in all industries, but also for very benefit and necessary for college students by themselves for their own successful career development.