• 공학교육연구
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• 제25권4호
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• pp.21-34
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• 2022

This study is conducted with the aim of identify the factors constituting learning competencies for engineering college students, and developing and validating the scale to measure them. To this end, literature and prior research were reviewed and focus group interview was conducted with high-achieving learners of K University in the capital region of Korea. According to previous research, 3 learning competency groups, 12 learning competencies and 41 sub-competencies were derived. Delphi survey was carried out twice, 28 sub-competencies were derived among the 41 sub-competencies through this process. 166 initial items were developed through literature review and FGI. Then, 130 items were confirmed by verifying content validity in the second Delphi survey. Based on this, pilot test were performed with 110 students in K university, and an interview was conducted with 50 students who participated in the pilot test. Reflecting the pilot test results, 1 sub-competency and 22 items were deleted. After the confirmed pilot test results, the main test were performed with all current students in K University. According to the main test result, the validity of the scale and the model fit was verified for the response data of 823 students, and the scale consisting of a total of 105 items was confirmed. The final learning competencies scale included three competency groups and 10 learning competencies. The scale developed in this study can be used as an independent scale for each competency group as needed. It is expected that this scale can be contributed to support the development their learning competencies for academic success of engineering college students, who are future learners.

• 직업교육연구
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• 제37권2호
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• pp.101-127
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• 2018

이 연구는 NCS 기반 교육과정을 편성 운영하는데 교원에게 요구되는 역량을 구명하고 이 역량들의 상대적 중요도를 분석하여 직업계고에서의 NCS 기반 교육과정 운영에 시사점을 제공하고자 한다. 연구의 결과는 다음과 같다. 첫째, NCS 기반 교육과정 편성 운영 역량은 4개의 대영역, 11개의 중영역, 35개의 요소로 구명되었다. 요구 및 환경 분석(대영역 1)은 2개의 중영역인 요구 분석, 학습 환경 분석으로, 교육과정 편성(대영역 2)은 4개의 중영역인 교육과정 협의회 조직 및 운영, 교육목표 및 인력양성 유형 설정, NCS 능력단위 및 학습모듈의 분석 선정, 교과목 편성 및 교육내용 결정으로, 교육과정 운영(대영역 3)은 3개의 중영역인 교수 학습 준비, 교수 학습 실행, 교수 학습 평가로, 교육과정 평가 및 피드백(대영역 4)은 2개의 중영역인 교육과정 평가, 교육과정 피드백으로 구성된다. 둘째, NCS 기반 교육과정 편성 운영 역량의 상대적 중요도는 교수 학습 실행(19.6%), 교수 학습 평가(14.2%), 교육과정 평가(12.5%), 교육과정 피드백(11.2%), 교수 학습 준비(9.2%), 교과목 편성 및 교육내용 결정(8.6%), NCS 능력단위 및 학습모듈의 분석 선정(7.5%), 교육목표 및 인력양성유형 설정(6.6%), 학습 환경 분석(5.4%), 요구 분석(3.9%), 교육과정 협의회 조직 및 운영(1.5%) 순으로 나타났다.

• International Journal of Knowledge Content Development & Technology
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• 제14권1호
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• pp.111-136
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• 2024

In this study, we collaborated with the National Library of Korea's Library Education Institute to pilot the operation of a librarian learning community and aimed to measure its effectiveness based on the improvement of librarian competencies. A total of 28 participants attended four programs, and the research results are as follows: First, when analyzing competencies in terms of community capacity, attitude competency was the highest, followed by knowledge and skills competencies in that order. The correlation analysis among competencies showed that there were mutual correlations among the three competencies. Second, in the pre-post analysis of the three competencies and their sub-competencies, it was found that all competencies, including sub-competencies, improved. Based on the research results, it was confirmed that through the operation of the librarian learning community, the average competencies of librarians can be improved, which can directly impact the enhancement of the library's service capabilities. Therefore, it is believed that there is a need to activate the operation of librarian learning communities and explore nationwide dissemination strategies for the operating model.

• 디지털융복합연구
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• 제15권6호
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• pp.97-105
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• 2017

본 연구에서는 교수의 핵심역량과 대학생의 인지역량 및 생애역량의 구조적 분석을 위해 전국 7개 대학의 대학생 500명을 대상으로 빈도분석, 기술통계분석, 신뢰도 분석, 상관분석과 확인적 요인분석, 구조방정식모형 분석을 실시하였다. 연구결과, 교수의 핵심역량은 대학생의 생애역량에 유의한 영향을 미치는 것을 알 수 있었으며, 교수의 핵심역량은 대학생의 인지역량에 유의한 영향을 미치는 것을 알 수 있었다. 또한 대학생의 인지역량은 생애역량에 유의한 영향을 미치는 것을 알 수 있었으며, 대학생의 인지역량은 교수의 핵심역량과 대학생의 생애역량 사이에서 유의한 매개효과가 있음을 확인할 수 있었다. 이는 교수의 핵심역량이 대학생의 인지역량을 기반으로 생애역량에 더 많은 영향을 준다고 할 수 있다.

• 수산해양교육연구
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• 제24권6호
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• pp.763-780
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• 2012

The purpose of this study was to develop the teaching & learning model to increase the key competencies in the university. For this, the researcher suggested the draft of teaching & learning model in the university based on literature analysis and survey for key competencies education to professors and students. After that, the draft of the model was revised through the formative test by experts. And then, the revised model was verified through delphi survey and a final model was fixed. As the result of this study, features of the final model are as follows. First, this study identified that a core values of teaching and learning model for the key competencies education in the university is reinforcement of learner's thinking skills and enhancement of field oriented on learning contents and reinforcement of professor's role as a mentor, a facilitator, a motivator, and an informant. Second, The core learning activity's process of the teaching and learning model for the key competencies education in the university consists of the following in order: team-building, exploring problem, gathering and analysing informations, arranging of leaning outcomes, comprehensive arrangement and self-examination.

• 디지털융복합연구
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• 제10권5호
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• pp.89-103
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• 2012

본 연구는 컨설턴트의 학습동기 및 의지가 기업가정신과 역량에 미치는 영향 및 기업가 정신의 매개효과에 대하여 분석하였다. 검증결과 학습동기 및 학습의지는 기업가정신의 혁신성과 진취성에 역량의 능력과 지식에 영향이 있었으나 기업가정신의 위험감수성, 컨설턴트 역량의 자세와는 영향이 없거나 미미했다. 기업가정신중 혁신성과 진취성이 컨설턴트의 역량에 긍정적인 영향이 있었으며 위험감수성은 무의미 했다 한편 기업가정신의 매개효과 검증결과 혁신성과 진취성은 학습동기가 능력에 미치는 영향을 완전매개, 지식에 미치는 영향은 부분매개하였으며 학습의지가 컨설턴트의 능력 또는 지식에 미치는 영향에는 혁신성은 부분매개효과가, 진취성은 매개효과가 없었다. 연구결과 학습동기와 의지관리를 통해 기업가정신과 컨설턴트의 역량 함양이 가능하며 특히 컨설턴트 역량 함양을 위해서는 기업가정신의 혁신성 진취성 교육이 중요한 것으로 나타났다.

• 대한화학회지
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• 제67권4호
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• pp.271-280
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• 2023

본 연구에서는 실감형 콘텐츠를 활용한 메타인지 학습전략 기반 화학 프로그램이 예비 교사의 창의적 사고역량 및 과학과 핵심 역량에 미치는 효과와 이에 대한 인식을 조사하는데 목적이 있다. 특히, 메타인지를 강화시키는 전략을 도입하여 프로그램의 효과를 더욱 향상시키고자 하였다. 참가자는 새로 개발한 화학 프로그램을 적용 받는 실험반과 실감형 콘텐츠와 메타인지 전략을 포함하지 않은 일반적인 수업을 적용 받는 전통반으로 분류하였다. 두 집단 모두에게 프로그램 적용 전과 적용 후 설문을 실시하여 메타인지 역량과 창의적 사고역량 및 과학과 핵심역량의 변화 정도를 측정하였다. 또한 메타인지 역량과 과학과 핵심역량이 창의력 사고역량에 미치는 영향에 대해 분석하였다. 연구 결과, 실험반의 메타인지 역량, 창의적 사고역량 하위요소 중 적절성과 합리성, 과학과 핵심 역량 중 과학적 참여 및 평생 학습 능력을 제외한 모든 하위요소가 유의하게 향상되었다. 또한 메타인지 역량 중 메타인지적 지식, 과학과 핵심역량 중 과학적 탐구능력과 과학적 사고력이 창의적 사고역량에 영향을 미친다는 결과가 도출되었다. 결과를 통해 창의력 사고역량의 향상을 위해 메타인지 학습전략을 접목시킨 실감형 콘텐츠 개발이 필요하며 이를 활용할 수 있는 학습모형 및 프로그램 개발이 필요하다는 시사점을 얻었다.

• 한국학교보건학회지
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• 제26권2호
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• pp.62-71
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• 2013

Purpose: This study was conducted to examine the level of communication, problem-solving, and self-directed learning competencies, academic and English achievement of healthcare major students in university and to determine the effect of three main competencies on their academic and English achievement. Methods: The participants were college students studying in health care related major at a four-year university in D-city who agreed to participate in this study. Some of their data were intentionally excluded as their answers were incomplete or missing and finally 272 surveys were analyzed. Results: It was found that they have high level of general life competencies of which the subcategories are communication, problem-solving, and self-directed learning competency. GPA and TOEIC score which are the indicators of academic and English achievement were found to be correlated with the level of three competencies. Self-directed learning competency is assumed to be main cause variable of these achievement. Conclusion: As those students who have higher academic and English achievement also show high level of communication, problem-solving and self-directed learning competency. It is argued that a new curriculum that can contribute to improve communication, problem-solving and self-directed learning competency should be developed and implemented.

• Journal of Veterinary Science
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• 제24권3호
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• pp.41.1-41.9
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• 2023

Competencies are defined as an observable and assessable set of knowledge, skills, and attitudes. Graduation competencies, which are more comprehensive, refer to the required abilities of students to perform on-site work immediately after graduation. As graduation competencies set the goal of education, various countries and institutions have introduced them for new veterinary graduates. The Korean Association of Veterinary Medical Colleges has recently established such competencies to standardize veterinary education and enhance quality levels thereof. The purpose of this study is to describe the process of establishing graduation competencies as well as their implication for veterinary education in Korea. Graduation competencies for veterinary education in Korea comprise 5 domains (animal health care and disease management, one health expertise, communication and collaboration, research and learning, and veterinary professionalism). These are further divided into 11 core competencies, and 33 achievement standards, which were carefully chosen from previous case analyses and nation-wide surveys. Currently, graduation competencies are used as a standard for setting clear educational purposes for both instructors and students. Establishing these competencies further initiated the development of detailed learning outcomes, and of a list of basic veterinary clinical performances and skills, which is useful for assessing knowledge and skills. The establishment of graduation competencies is expected to contribute to the continuous development of Korean veterinary education in many ways. These include curriculum standardization and licensing examination reform, which will eventually improve the competencies of new veterinary graduates.

• 기본간호학회지
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• 제14권4호
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• pp.412-419
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• 2007

Purpose: This study was done to analyze core competencies affecting critical thinking ability of student nurses. Core competencies investigated in this study were problem solving ability, communication ability and self-directed learning ability. Method: Data were collected from a convenience sample of 322 student nurses in 2 provinces during the period from May 21 to June 8, 2007. Critical thinking, problem solving ability, communication ability and self-directed learning ability were measured using the Disposition towards Critical Thinking Scale by Park(1999-a) and the Core Competencies Scale by Lee(2003). Descriptive statistics and correlation coefficients with the SPSS WIN 12.0 program were used to analyze the data. Results: There were significant differences in the critical thinking according to grade, type of high school, experience with PBL, preference for lecture-based learning, preference for discussion and perceived logicality. The score for critical thinking showed significantly positive correlations with scores for problem solving ability(r=0.54, p=0.00), communication ability(r=0.56, p=0.00) and self-directed learning ability(r=0.54, p=0.00). Conclusion: The results of this study suggest that problem solving ability, communication ability and self-directed learning ability are significant factors affecting critical thinking in student nurses.