• Journal of Digital Convergence
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• v.5 no.2
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• pp.109-122
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• 2007

The original element for development in current society is recognized as knowledge, technology and information. It has been developed and improved the human resources development system through the occupational standards that closely connected system among work, education training and qualification in every country. This study is for development of the occupation standards that was standardized the required competency element, performance criteria, range statement, assessment guideline in machinery industry, also developing the education training program based on competency to be able to apply department of relevant machinery industry in vocational high school. Occupational standards and key competencies were developed by expert in field engineer and verified about contents and level system by questionnaire and interviewing. Education training program was developed on SCID model, and the effectiveness and suitability of the training program was verified by teacher, professor and student belonging to training organization.

• Journal of Korea Society of Digital Industry and Information Management
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• v.7 no.4
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• pp.169-181
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• 2011

The cooperation between universities and IT industry in producing IT manpower of quality is urgently called for to create the effective labor pool of supply and finally balance its supply and demand. Korean Government launched a program where industrial demand-driven curriculums are developed and applied to universities. This paper proposes a design technique of meta-modeling demand-driven curriculums and courses, based on the 3D software space and the software development process. This technique is proven to result in extensibility, flexibility and quality improvement in software design. Therefore, we expect that the proposed technique makes curriculums and courses possible to be continuously improved in many aspects.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.6
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• pp.1865-1874
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• 2016

This study was to identify the factors of ethical values in nursing students. The survey was conducted in two nursing colleges (n=180) using self-reported questionnaire. The data were analyzed with descriptive statistics, t-tests, ANOVA, Pearson's correlation coefficient and multiple regression analyses using SPSS/WIN 21 software. Influencing factors of ethical values were empathy(t=3.436, p=.001), teaching method except lecture(t=3.037, p=.003), and curriculum track at high school(t=2.309, p=.022). The model was statistically significant explaining 16.2% of the variance (F=11.185, p<.001). This study suggests that strategies for increasing nursing students' ethical values include reinforcing empathy, utilizing various type of teaching method except lecture in nursing ethics class, and allowing high school students applying to college of nursing regardless of their curriculum track.

• Proceeding of Spring/Autumn Annual Conference of KHA
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• 2005.11a
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• pp.363-366
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• 2005

The purpose of this study was to survey curriculum of the department of housing and to develop housing welfare educational program in order to offer the information helpful to the professional of housing education and housing policy makers. Documentary research and content analysis methods were used in this study. Data drawn from internet homepage of each universities and public institutions. The major results of this study are as follows. 1) There were 30 universities which has related to the department of housing and the name of major was very various. The half of their curriculum were housing and interior design. 2) The housing welfare educational program should be step by step. The first is basic step to learn basic theory of housing and to establish concept of housing welfare. The second is application and practice step of housing design and housing policy and housing economics. The third is specific application step to consider that who were taker from the housing welfare policy and to take practical training in field.

• Journal of National Security and Military Science
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• s.15
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• pp.87-116
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• 2018

This study is a study on applying the teaching-learning theory of education to military school education. For the purpose, the theories of constructivist, cognitive, and behavioral theories of teaching-learning theory are reviewed and applied to military school education. The application of teaching-learning theory to military school education suggested the application of constructivist, cognitive, and behavioral education methods to each core curriculum and OBC curriculum. In addition, Gagne's 9th instructional design model of teaching and learning theory was applied in school education design. Applying the teaching-learning theory of education to military, discussion of situation education is constructivist education method, L&T education is cognitive education method, mastery education is behavioral education method, teaching principle, applicable education method. Based on the teaching-learning theory presented in this study, it is expected that the design of military school education and the application of education method will achieve the goal of more effective military school education.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.110-117
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• 2021

The purpose of the study is to develop effective teaching methods to strengthen the major learning capabilities of electronic engineering learners through inquiry learning using computing thinking ability. To this end, first, in the electronic engineering curriculum, we performed teaching-learning through an inquiry and learning model related to mathematics, probability, and statistics under the theme of various majors in electronic engineering, focusing on understanding computing thinking skills. Second, an efficient electronic engineering subject inquiry class operation using computing thinking ability was conducted, and electronic engineering-linked education contents based on the components of computer thinking were presented. Third, by conducting a case study on inquiry-style teaching using computing thinking skills in the electronic engineering curriculum, we identified the validity of the teaching method to strengthen major competency. In order to prepare for the 4th Industrial Revolution, by implementing mathematics, probability, statistics-related linkage, and convergence education to foster convergent talent, we tried to present effective electronic engineering major competency enhancement measures and cope with innovative technological changes.

• Education of Primary School Mathematics
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• v.4 no.2
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• pp.127-137
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• 2000

Based on the contents of probability and statistics areas in the seventh curriculum, we developed a statistics education model programmed by visual basic for upper grade students of elementary schools. The model that was consisted of ten modules can be easily manipulated by elementary schools students. The objects with a variety of colors are presented on P.C monitor and dynamic functions are performed by clicking a mouse. According to the survey after using the model, students positively evaluated the contents and characteristics and showed great interest in the model. We will upload the execution files of the model on our homepage. One can download and use them free.

• Journal of the Korean earth science society
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• v.24 no.5
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• pp.378-392
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• 2003

The purpose of this study is to investigate the depth of earth science teachers' concern over the 7th Science Curriculum and levels of their use of it in reality, using the tools "Concern" and "Levels of use" which are two important tools use in CBAM. The results of the study are as follows. How much concern do the earth science teachers have over the 7th Science Curriculum? There are seven stages (from 0 stage to 6 stage) of teachers' concern over the curriculum. o stage represents teachers' indifference to the curriculum and 98% teachers are placed in this stage. According to the study on teachers' teaching experience, teachers having from 10 to 14 years of teaching experience are the most indifferent to the 7th Science Curriculum, compared to other teachers. Which levels of use of the 7th science curriculum do earth science teachers choose in reality? There are five levels of use (from 1 to 5) of the 7th curriculum. 43.97% of teachers are placed in the 3rd level called "Mechanical level", which represents a teacher-concerned learning method with consideration of learners' response. According to the study on teachers' frequency of level of use in the fields of "Instruction objects, Instruction contents, Instruction methods, Instruction materials and Evaluation.", teachers chose high levels of use in the fields of "Instruction objects and Instruction contents" and low levels of use in the other three fields. What factors are barriers for earth science teachers to perform the 7th Science Curriculum in reality? 80.9% of teachers have trouble performing the 7th Science Curriculum in reality because of too much routine work, official papers, and lack of instructional materials, laboratories, training systems and workshops. The two biggest barriers among the above are routine work and of official papers. According to the study on teachers' teaching experience, teachers having from 0 to years of teaching experience have the most trouble in performing the curriculum in reality, compared to other teachers.

• Journal of Digital Convergence
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• v.12 no.1
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• pp.539-548
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• 2014

This study categorized the literature on instruction models by research period, theme, teaching model, class, and subject to identify research trends. The sampling period was from 1977 to March 2013, and 586 research papers were analyzed. Changes in the studies on instruction models were divided into three stages: Stage 1 (1977-1996), Stage 2 (1997-2006), and Stage 3 (2006-2007). Research papers increased rapidly from 8% in Stage 1 to 51% in Stage 2, showing a rapid increase in Stage 2. "Design and development" was the most researched theme throughout the three stages, and the most researched instruction model type was "curriculum-oriented."By subjects, it was found that studies on "cross-curriculum" were being conducted more actively than other subjects. Based on these results, this study proposes directions for future domestic research on instruction models.

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.113-127
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• 2007

This study explored the possibility of building a statistical model predicting difficulty of mathematics test items through the analysis of nation-wide scholastic ability test results for the past 5 years. Multiple linear regression analysis was conducted in predicting difficulty of mathematics test items. We adopted three major areas for independent variables: the content area, the behavior area, and the test item format area, each of which was categorized into more detailed sub-areas. For the dependent variable, the proportion of correct answer was used to represent the item difficulty. Statistically significant independent variables were included in the regression model based on the stepwise selection method. Several important factors affecting difficulty of mathematics test items for each area were identified. R-squares for the final regression model were fairly high, implying that the regression equation can be used to predict difficulty of test items at an acceptable level. Lastly, the regression model was cross-validated using independently collected data. We believe that this study will provide basic but very critical information for predicting the proportion of correct answer by showing the factors that should be considered for developing mathematics test items for the college entrance examination or high school classroom test.