• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.339-358
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• 2015

This study was to examine perceptions of information technology(IT) competencies among gifted and non-gifted students(i.e., information science high school students and technical high school students). Of the 370 high school students surveyed from 3 high schools(i.e., gifted academy, information science high school, and technical high school) in three metropolitan cities, Korea, 351 students completed and returned the questionnaires yielding a total response rate of 94.86%. High school students recognized the IT professional competence as being most important when recruiting IT employees. And they considered that practice-oriented education was the most importantly needed to improve their IT skills. In addition, the most important sub-factors of IT core competencies among gifted academy students and information science high school students were basic software skills. Also Technical high school students responded that the main network and security capabilities were the most importantly needed to do so. Finally, the most appropriate training courses for enhancing IT competencies were recognized differently among gifted and non-gifted students. Gifted academy students responded that the 'algorithm' was the mostly needed for enhancing IT competencies, whereas information science high school students responded that 'data structures' and 'computer architecture' were mostly needed to do. For technical high school students, they responded that a 'programming language' course was the most needed to do so. Results are discussed in relations to IT corporate and school settings.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.693-703
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• 2018

One of the important competencies in knowledge and information society is the competency of Knowledge information processing. This is closely related to science education and described as one of the core competencies in the 2015 national curriculum revision. Even with a general agreement of the educational necessity of this competency, its practice in class depends mostly on teachers' will. Therefore, we surveyed science teachers' perceptions and classroom condition about the competency of Knowledge information processing, and we analyzed the questionnaires of 64 middle and high school teachers in Seoul and interviewed three teachers. As a result, all teachers shared the importance of Knowledge information processing competency and explained it in terms of social paradigm and goal of the subject. However, there were not many cases of actual practice in class. The teachers answered that time for Knowledge information processing competency is not enough in class and they also lack of PCK on this competency. About half of the teachers had experiences in teacher training about Knowledge information processing competency but most of their experiences are related to information utilization literacy. The importance of Knowledge information processing competency was very high in three factors (collection, analyzation, and utilization), among which information analysis was the highest. Middle school teachers showed higher scores in most questions even though the differences were not significant, and high school teachers showed higher scores in the importance of information sources at a significant level. In order to cultivate competencies, it is necessary to expand the meaning of science inquiry so as to cover this competency and to consider ways of linking with other subjects and develop methods of teaching and learning.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.319-328
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• 2021

The purpose of this study is to develop core competencies for gifted education by utilizing Delphi survey methods and to present behavioral element selection and scale questions based on the definition of competencies. First, the core competence for gifted education was selected through literature analysis, and the first Delphi survey was conducted to verify that the definition of each competency is suitable for the competency name. Subsequently, through a second Delphi survey, detailed questions were developed and verified by expressing the capabilities required to develop core competencies as behavior elements. Through two rounds of Delphi surveys, eight key competencies were finally selected: attitude and practice willingness, communication and collaboration, information processing and tool utilization, creative problem solving, convergence and application, higher-order inference, community spirit, and learning achievement orientation. This study is meaningful in that it selects core competencies and behavior elements for gifted education that are necessary to pursue goals that meet social needs and it presents tools to measure the degree of competency improvement for gifted education.

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.351-374
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• 2018

The purpose of this study is to support the understandings of teachers about the instructional strategies of collaborative problem solving and mathematical modeling as presented in the 2015 revised mathematics curriculum. For this, tasks of the Cubes unit from six grader's and lesson plans were developed. The specific problem solving processes of students and the practices of teachers which appeared in the classes were analyzed. In the course of solving a series of problems, students have formed a mathematical model of their own, modifying and complementing models in the process of sharing solutions. In particular, it was more effective when teachers explicitly taught students how to share and discuss problem-solving. Based on these results this study is expected to suggest implications on how to foster students' problem solving ability as mathematical subject competency in elementary classrooms.

• Journal of Christian Education in Korea
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• v.64
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• pp.289-321
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• 2020

Without overcoming the fragmented characteristics of the postmodern era and solving many difficulties as it is, our society is passing through a time of crisis more than ever because of Corona 19, a more rapid social disaster. As the crisis caused by the pandemic is prolonged, our society is becoming more diverse than before the coronavirus, and efforts in various fields of society are required to cultivate new capabilities to overcome social conflicts. This study started with an awareness of the necessity of reinforcing Christian civic education to fulfill the public responsibilities of Christians by recognizing the social and situational problems of this era as a public task amid in the crisis and change of the pendemic. Therefore, a meaningful work was undertaken to find an educational ministry practice frame for essential core competencies and transformative transformation competencies responding to changes in the times as education to cultivate and reinforce competencies as Christian citizens. First, the theoretical basis for competency education for Christian citizens was reviewed through the theological and Christian education theories that were studied in the situation of public theology about the public perception and social responsibility of Christians on the issues of the times. Furthermore, through this study, education to establish and cultivate the public identity of disciples-citizens as a Introductory education is explored in a multifaceted method of educational ministry, and educational methods were searched for cultivating communication competencies of Christian citizens with practical capacity of public faith. In conclusion, through this study, an educational ministry frame of identity cultivation, the core competency of recognizing the position of the public mission as a Christian citizen while living as a disciple of God's kingdom in the world and an educational frame to cultivate the ability to communicate as a transformative Christian citizen's transformative competency to carry out public tasks was systematically established, and an educational ministry convergence frame was proposed for cultivating core competencies and transformation competencies for Christian citizenship education.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.471-478
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• 2023

Teaching and learning research is essential to prepare for the era of the 4th industrial revolution. We must strengthen the creative educational capabilities of prospective teachers by improving the curriculum and teaching-learning model of teacher training colleges. Future education should foster creative thinking based on communication and collaboration. In this study, we improved the future teaching and learning model and applied it to actual classes. In addition, we verified the effectiveness by conducting pre- and post-surveys on the capabilities of future creative teachers. The survey consists of common satisfaction questions and questions about future creative teacher capabilities. As a result of the analysis, we confirmed that the capacity of future creative teachers increased.

• (The) Research of the performance art and culture
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• no.41
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• pp.69-92
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• 2020

This study describes the impact of early childhood teacher's artistic competence on art education pedagogy and improved curriculum design. Furthermore, the effect of drama as a way of improving early childhood teacher's artistic competence is explained. Many researchers have mentioned that early childhood is a period of sensitivity and potential. Therefore, it will be helpful if children meet a teacher who understands them and inspires their innate artistic sense at a level of their eyes. It explained which aspect of artistic competence should be focused for the teacher training education. There are many approaches to develop early childhood teachers' artistic competence. Adopting drama is one of them. The strong points of drama to improve their artistic competence are as follows. Firstly, human's movement and voice are the main artistic channel in drama. What we are doing in daily life is found are drama world. It means if early childhood teachers experience drama activity, they will feel more comfortable and intimate with it. In addition, early childhood teachers tend to be familiar with dramatic play, so they can more easily access to drama world. Secondly, drama will be helpful to understand different feelings and to broaden and deepen understandings of others' standpoints. For early childhood teachers, drama activity will be helpful to understand how dramatic art form works and to lead children's play in diversified and sincere way. In addition, drama activity will be useful to build horizontal and democratic relationships between children and the teacher. It is one of the main emphases of 2019 revised Nori national curriculum. To sum up, drama will be a excellent method to develop artistic competence for early childhood teachers. Thus, it is expected that They have more opportunities to experience drama as an art form.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.59-69
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• 2022

The purpose of this study is to suggest improvement directions by analyzing the meaning of the 2022 revised curriculum. Research methods include literature research, surveys, and interviews. The conclusion is as follows. First, The background of the promotion has been revised to cultivate the competencies necessary for the future society and to strengthen the learner-tailored education. Second, what characterizes the 2022 revised curriculum is that it is being created in collaboration with people as a future-oriented curriculum for the first time in history. Third, the implementation of the 2022 revised curriculum is being directed towards individuality and diversity, decentralization and autonomy, digitally based education, and public performance and accountability. Fourth, the principal contents are curriculum innovation in response to future changes, cultivating community values and capacity building for learners, strengthening education for elementary, middle, and high school students to develop digital and AI literacy, and strengthening the curriculum for all.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.65-77
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• 2018

The purpose of this study is to investigate how to strengthen the formation of relationship competence through the lesson in the housing of the 2015 revised Technology Home Economics curriculum. In order to achieve this goal, we analyzed curriculum documents, achievement standards of curriculum, achievement standards of assessment, and assessment standards of the 2015 revised Technology Home Economics curriculum. Then, we analyzed whether or not the curriculum could be truly reflected in the school site by comparing and analyzing verbs of the assessment standards and curriculum content system. In addition, we suggested the plan to ensure that 2015 revised curriculum can be implemented well by proposing a method of teaching-learning and assessment standards to cultivate the formation of relationship competence among the housing lessons. The results of the study are as follows. First, the 2015 revised Technology Home Economics curriculum are categorized into three subject competences according to the content, but eventually show the content is not mutually exclusive with the three subject competences. It can be said to demonstrate the characteristics of human ability development, that is, one learning can't be related only to one competency. Second, it is difficult to reflect the assessing subject competencies system in school education, where evaluation is carried out based on the assessment standards. This is because the skills of the 2015 revised curriculum documents are partially reflected in the assessment standards. Therefore, this study shows that teachers need to cultivate various subject competencies. In order to overcome the fundamental limitations of the competency-centered curriculum, it is necessary to retrain the teachers as well as to improve teaching and learning methods for operating the curriculum.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.2
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• pp.117-137
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• 2019

The purpose of this study is to guide the design and operation of maker education programs in school library and to spread them by sharing the maker education program case. For this purpose, we explained the case of maker education of Daegu S high school library and analyzed its significance in terms of users in quantitative and qualitative way. In order to analyze the user's perception of the image and self-efficacy of capacity building of school library maker education, we compared it with the perception of existing school library education programs. In addition, we analyzed whether there is a statistically significant difference in the perception of the maker education according to the grade of the student and the experience of the maker education. The perception of school library maker education was not more positive than the existing school library education program. However, it is noteworthy that students who experienced school library maker education showed a positive image and high level of perception of the self-efficacy of capacity building in both existing school library education and manufacturing education compared to those who did not. These results suggest that school library maker education can improve the overall image of school library education and raise perception of the self-efficacy of capacity building. We hope that this study will contribute to activate school library maker education.