• Journal of Engineering Education Research
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• v.26 no.3
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• pp.72-80
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• 2023

Recently, in terms of the future education, the need of the software education according to the 4th industrial revolution and the need of the ESG(environmental, social and governance) education according to social requests for sustainability are increasing at the same time. There may be a number of ways to satisfy the needs at the same time. In this paper, as an effort for meaningful implementation of the future education, a case study on the ESG engineering education based on the software education for community youth was analyzed and a future development direction was suggested. This ESG engineering education deals with the development and application of the program considering terms of target, method and implementation in order to enhance its systematicity and using physical computing and upcycling methods and a collaborative education support system. To verify the education program, a survey is performed and analyzed. Through this, the basis of an software education-based ESG engineering education model was established.

• Bulletin of the Korean Mathematical Society
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• v.44 no.2
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• pp.259-263
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• 2007

Which spheres are shellable?[2]. We present one of them which is the k-tree with n-labeled vertices. We found that the number of ways to shell the k-dimensional trees on n-labeled vertices is $$\frac{n!}{(k+1)!}(nk-k^2-k+1)!k$$.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.3
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• pp.743-755
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• 2013

This study has investigated concerns of elementary school teachers on STEAM education that is main stream of science-technology education in Korea nowadays. Emphasis on STEAM education of Ministry of education that is new policy about science-technology-refinement education for future led to teachers implement STEAM education on the field of education since 2011. The purpose of this study is to check current degree of concerns of elementary school teachers for STEAM education and explore effective ways to improve concerns of teachers about it. From this study we checked and diagnosed conditions of teachers' concerns on the current STEAM education in Korea. Through this work we found degree of teachers' concerns on the current STEAM education is very low and they are undergoing trial and error recently because of deficiency of understanding on STEAM education and insufficient time to design it and so on.

• The Journal of the Korea Contents Association
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• v.20 no.12
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• pp.681-692
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• 2020

This study analyzed a textbook published for Korean culture education in a trend of communicative teaching methods, and suggested the ways for the integrated diversity of culture education with expression activities. This study set up the final goal of strengthening 'cultural competence' which is the next stage of 'cultural awareness' and 'cultural literacy' in the goal hierarchy for culture education, and analyzed not only the theme distribution but the patterns of expression activities in the textbook. It assumed that one of the most effective ways to achieve the goal is the convergence with expression activities in order to strengthen 'cultural competence' which aims to the creative culture production as well as the simple comparison between learners' mother culture and the target culture. This textbook is characterized by abundant visual materials, focus on the behavior culture and the information culture rather than the achieved culture. and media reading materials in diverse levels for utilization possibly in any proficiency levels. Also, it found out by analyzing the patterns of expression activities that the question forms inducing learners' speech and writing are restricted to a few patterns. Lastly, this study proposed the ways to achieve the goal "cultural competence" as follows: diversity of question forms, extension of expression activities and creative application in integrating the related activities.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.4
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• pp.263-282
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• 2015

Online education in the field of LIS has continued to spread out in university curricula or with collaborative online programs through consortia among universities. Unlike the traditional online education, however, MOOCs (Massive Open Online Courses) with the recent advent and advances have risen as a new paradigm in education of the future in that these are massive online learner-centered courses, free and open to any person with no limit on enrollment. With no exception to this phenomenon, the LIS field centered by overseas iSchool universities has been offering MOOCs for core LIS courses. This research conducted a case study of utilizing a part of overseas LIS MOOCs in a core LIS course at domestic University-A, in order to explore the potential for utilizing overseas MOOCs in LIS education. The results of conducting a survey and a focus group interview to students discovered that MOOCs content was interesting and useful and many of them were willing to take other MOOCs in the future, despite some language barriers. Based on these findings, this study suggested the need for establishing educational value, administering methods, ways to motivate students, and designing MOOCs by incorporating the characteristics of the LIS field, as ways to utilize MOOCs in LIS education.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.345-358
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• 2013

In this study, we investigated the current status of the teacher education curriculum and the recruitment of general science teachers, and the ways to improve them as suggested by Professors from the Department of Science Education. Most science education departments have not required double majors in general science, and there are wide differences in the number of students who take the general science programs. There is not any department that requires science courses other than its own science major courses when students get only their own in-depth science major certificate. A few departments provide integrated science courses such as history of science, scientific creativity, integrated science, and so forth. Most professors revealed negative perceptions toward 'a compulsory requirement of double majors in general science' with other in-depth science majors such as physics, chemistry, biology, and earth sciences. The majority of professors also suggested providing elective courses in integrated science-related subjects. Regarding general science majored teacher employment, most professors did not agree with separate employment for the general science teacher, although they agreed with the necessity of the general science teaching certificate. They also suggested that preservice teachers need to take science courses other than their own specialized science majors for the in-depth science teaching certificate. Based on the results, we suggested ways to improve the teacher education curriculum and the recruitment of general science teachers.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.27-32
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• 2020

The aim of this paper is to explore various ways to utilize critical thinking in engineering education. To this end, this paper, in the light of the relationship between critical thinking and the program learning performance of ABEEK, reviews engineering design education, engineering ethics education, and engineering communication education, which are major areas where critical thinking can be utilized in engineering education. As a result, it was confirmed that critical thinking skills, especially the elements and criteria of critical thinking, can contribute to the creative problem-solving process in engineering design education, the rational decision-making process in engineering ethics education, and the effective communication process in engineering communication education.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.2
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• pp.368-381
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• 2014

The purpose of this study is to diagnose the lifelong education promotion system in Busan and to establish a desirable promotion system. In the study, we search for the optimal alternative to manage lifelong education exclusive organization(Busan Institute for lifelong Education) and seek ways to vitalize the lifelong education promotion system in Busan. The focus is also placed on completing a network-type governance system by strengthening the connection and cooperation among the parties. In order to make the promotion system function efficiently, the vitalizing methods of lifelong education promotion system can be roughly categorized into some kind as follows : strengthening the network between the interested parties and establishing their roles, restructuring legal as well as administrative and financial support system; enhancing education and public relations; intensifying local infrastructure of lifelong education; and boosting accessibility and expanding exchange and cooperation.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.295-313
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• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• Journal of the Korean Institute of Educational Facilities
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• v.29 no.2
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• pp.3-11
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• 2022

This is a qualitative case study conducted for the purpose of enhancing educational effect of safety education facilities. Recently, the Ministry of Education (MoE) has proclaimed the 7 standards for school safety education, and has established safety education facilities to implement experience-based safety education. This study attempted to explore ways to enhance educational effect of safety education facilities through participatory observation and interview conducted with personnel of several facilities. The findings of the study were as follows: it was necessary to secure and maintain facilities for the implementation of substantial safety education, to develop and distribute standardized curriculum and materials, and to improve quality of professional instructors. The study suggested implications and future tasks to improve the education effect of safety education facilities in various dimensions.