• 공학교육연구
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• 제23권6호
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• pp.40-50
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• 2020

This paper proposes learning modules as a kind of integrated instruction model for soft skills program outcomes to enable CEA. Learning modules consist of course learning objectives(outcomes) described in detail, learning content(elements), learning activities(teaching learning methods), evaluation methods, evaluation rubrics so that they can be evaluated based on the performance criteria of the program learning outcomes. The unit of time for the learning module is 50 minutes. If this learning module is applied, it is expected that the soft skill program outcomes can be evaluated in the technical course. As a result of the expert feasibility study, the positive answers were much higher than the negative answers in most of the questions about the composition of the learning module or the method of managing the class.

• 한국환경교육학회지:환경교육
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• 제19권3호
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• pp.1-19
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• 2006

The purpose of the study was to develop an environmental cyber inservice education program for middle school teacher. The blended environmental cyber inservice education program was developed, through reviewing literatures, analyzing domestic and foreign's environmental inservice education programs and e-Learning contents, and experts conference. And, Pragram validity was evaluated by environmental education experts. Program development stage was confirmed five stage: (1) foundational analysis, (2) planning, (3) design, (4) production, and (5) evaluation. The developed contents for middle school teachers were consisted of 3 domains: (1) Foundation of Environmental Education, (2) Understanding about Environment, (3) Strategy for School Environmental Education. The contents of each sessions were selected considering synthetically objectives, themes and components of environmental education and structured of 62 hours Course totally. Developed program evaluated by 8 environmental education experts according to 10 evaluation item of total contents and contents development structure. In result, it evaluated comparatively high score. Based on the results, some recommendations were suggested.

• Journal of Community Nutrition
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• 제8권4호
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• pp.165-170
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• 2006

This study was conducted to develop and apply a computer-based multimedia nutrition education program for preschoolers based on the Dick and Carey model of instructional design. The Dick and Carey model included 4 phases: analysis, design, development, and evaluation. The program's instructional goals, objectives, assessment instruments, content, examples, and practice questions with feedback were written in the design phase. To be familiar with the 5 food groups, 'Nutrition exploration' were programmed using Hyperstudio. 'Nutrition exploration' was designed as a five-session, interactive multimedia game, with each session taking about 5 minutes to complete. Nineteen preschoolers, aged 6, volunteered to participate formative evaluation. The effectiveness of the program was examined using a pre-post test design. Participants were recruited by personal contact at the individual preschool education center. The application was carried out during 4 weeks. The results showed that intervention participants significantly increased knowledge between pre-test and post-test. The results support using IMM (interactive multimedia) to disseminate nutrition education to the target population. This research provides the basis for continuing development of computer-based nutrition education materials.

• 수산해양교육연구
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• 제28권2호
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• pp.336-349
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• 2016

The evaluation of the after-school program depends on whether it achieves its objectives or not so far which makes that it is not easy to figure out which mechanism is attributed to the consequences of the program. This study aims at developing the logic model of the after-school program and follows the processes such as literature review, opinion survey by specialists and in-depth interview with stakeholders. The target program of the study was focused on the special ability aptitude education in the elementary schools. The initial developed theory model was validated and finalized through being reviewed by specialists and teachers in charge of target schools. Based on the framework of logic model, the models are composed of context, components, activities, output/short term outcomes, and long term outcomes. As the key factors of the after-school program, amicable communication between the stakeholders, quality of the program in itself, follow-up management, counseling and guidance for students, instructors' expertise, and quality management of the program were drawn.

• 한국산학기술학회논문지
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• 제19권7호
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• pp.183-191
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• 2018

본 논문에서는 공학교육인증제를 운영하는 정보보호학 프로그램에서 교과 기반의 학습성과 평가 체계를 활용하여 프로그램의 재학생들이 졸업 시점에 갖추어야 하는 핵심 성과인 프로그램 학습 성과에 대한 달성도를 평가하는 방안을 제안한다. 본 논문의 교과 기반 학습 성과 평가 사례에서는 프로그램의 교육 목표에 부합하는 프로그램 학습 성과를 설정하고, 교과 기반 평가 자료를 포함한 직간접 평가 도구를 이용하여 프로그램 학습 성과 평가 체계를 기술한다. 그리고 교과기반 프로그램 학습 성과 평가를 위한 루브릭 및 평가 절차, 수행 준거의 설정, 이수 체계에 따른 프로그램 학습 성과에 대한 기여도가 높은 탐침(Probe) 교과목의 선정, 탐침 교과목에 대한 교과목 학습 목표의 설정 및 성취 수준을 측정하기 위한 평가 도구별 루브릭을 설명한다. 이어 탐침 교과목의 학습목표별 필기시험 및 프로젝트 평가 도구의 문항을 기초로 교과기반 학습 성과 평가를 수행하고, 평가 결과로부터 성취도 수준의 분석과 개선 사항 도출하는 과정을 보임으로써 제안하는 교과 기반 학습 성과 평가 방안의 효용성을 입증한다.

• 공학교육연구
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• 제12권2호
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• pp.71-82
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• 2009

우리나라에 공학교육인증제도가 도입된 지 불과 10년 정도임에도 불구하고 확산 속도가 급속하다. 이에 따라 공학교육인증체계의 운영주체인 교수들이 많은 노력을 기울이고 있지만 현실적으로는 많은 어려움을 겪고 있다. 본 논문에서는, 공학교육인증제도에 대한 이해도를 제고하여 공학교육인증제도를 위한 체계의 구축과 운영에 도움을 주고자 한다. 인증기준의 바탕에 있는 기본적인 철학을 설명하고, 인증기준설명서에서는 찾을 수 없는 구체적인 실천 방안 등에 대한 상세한 정보를 제공한다. 특히 평가방법론을 소개하여 평가체계의 개념을 정리하고자 한다. 본 논문은 인증기준 KEC2005를 중심으로 하고 인증기준 1과 2만을 다룬다.

• 정보보호학회논문지
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• 제26권3호
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• pp.777-785
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• 2016

공학교육인증제는 공학 교육의 질적 향상을 통해 국제 경쟁력을 갖는 공학기술 인력의 양성을 목적으로, 공학교육인증 프로그램의 학생들이 졸업할 시점에 달성해야 하는 학습 성과를 프로그램의 교육목표에 맞게 설정하고 적합한 절차에 따라 성취도를 평가하도록 하고 있다. 본 논문에서는 호서대학교 정보보호학 프로그램에서 설정한 프로그램 학습성과를 달성하기 위해 수행 준거, 평가 체계, 문서 체계 및 순환형 자율개선 체계 등을 포함하는 성취도 평가 시스템과 이러한 평가체계에 따라 성취도를 측정한 사례에 대해 연구한다.

• Journal of Forest and Environmental Science
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• 제36권3호
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• pp.243-254
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• 2020

This study was conducted to develop a forest education program through middle school curriculum linkage. We used the ADDIE model, comprising the five phases of Analysis, Design, Development, Implementation and Evaluation, to secure the objectivity of the program. In the Analysis phase, middle school textbooks were analyzed while considering middle school students' needs for curriculum linkage and the developmental stages of adolescents. The Design phase focused on promoting an understanding of curriculum subjects based on what was reviewed in the Analysis phase and concretized and organized a program that can be implemented in the forest, with a focus on science and physical education, based on the results of middle school students' needs. We also established the objectives and goals of curriculum linkage forest education, established the concept of the program, and selected the educational contents, teaching-learning methods, and evaluation methods. In the Development phase, we developed a 2-night, 3-day program linkage with the middle school curriculum and created a manual for instructors and a workbook for students. In the Implementation phase, we revised and supplemented the program through the first test operation with 24 students in their second year of middle school, after which, we carried out a six-session program for the 2-night, 3-day as the second test operation with 17 students in their second year of middle school. In the Evaluation phase, the program was evaluated by the students who participated in the second test operation using questionnaires on satisfaction and curriculum linkage understanding as well as rating scales for attitudes toward forests and environmental sensitivity. The results showed that middle school students showed positive significance in satisfaction and understanding of the middle school curriculum as well as attitudes toward forests and environmental sensitivity through the forest education program.

• 한국초등수학교육학회지
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• 제18권1호
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• pp.149-168
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• 2014

우리나라 영재교육의 양적 성장과 더불어 영재교육 프로그램에 대한 개선과 질적 향상을 위해 초등학교 수학 영재 교수-학습 프로그램의 내용영역을 영재교육과정에서 제시하는 영역별로 살펴보고 수학 영재 교수-학습 프로그램을 기존의 평가 틀을 수정 보완하여 수정된 평가 틀을 사용하여 서울시 A 교육청에서 운영 중인 영재교육원 프로그램을 평가하였다. 그 결과 수학 영재 교수-학습 프로그램의 목표는 명확하고, 차별화 되어 있었으며, 내용영역의 편성은 심화 영역이 더 많았고, 수와 연산, 도형, 규칙성과 문제해결 영역이 주를 이루고 있었다. 내용은 심화 영역에 해당하는 부분이 많았고, 최신 연구 내용이 고르게 반영되어 있었다. 수학적 사고전략을 고르게 사용하도록 되어 있었고, 문제해결에 대한 평가지표를 만족하였고, 창의적 사고와 수학적 태도는 대부분의 프로그램이 적절하였으며, 참고서적은 명확하게 제시된 프로그램이 없었으나 자료의 제시는 구체적이고 적절한 것으로 평가되었다. 교수-학습 방법은 문제중심학습, 협동학습으로 수업을 하고 있었으며, 평가는 수행평가를 활용하고 있었다.

• 한국환경교육학회지:환경교육
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• 제19권1호
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• pp.30-42
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• 2006

The Ministry of Environment supports environmental education mainly in two ways ; one is by supporting schools engaged in environment conservation model school and the other is by extending grants for experiential environmental education programs. This research aims to evaluate the current status of grant for experiential environmental education programs while proposing possible improvement for constructive and continuing development of the support measures. Grant for experiential environmental education programs is divided into two areas of grant for schools and grant for community-based civil organizations. The diagnosis and evaluation were conducted in terms of 7 areas, such as time, facilities, programs, manpower (professional expertise), operation, administrative and financial support mechanism and others. Research process involved the review of previous studies in 2001 and 2003, comparison of the grant program with other grants in and out of Korea for environment education, and the following areas considered when identifying improvement options: i) Overall review of objectives and operations, ii) expansion supports programs oriented problem solving as well as those focused ecological sensitivity, iii) change from expendable, one-time program to productive, continuous program, iv) link to social changes and issues, v) principles for operation and evaluation, vi) criteria and methods for program selection and evaluation, and vii) improving operation system. Based on review and the overall evaluation on the experiential environmental education program grant, the recommendation for improving operation system were provided, which included stages of passive improvement, active improvement and building infrastructure for environment education, and building capacity of the members related in the initiatives.