• Journal of Family Resource Management and Policy Review
• /
• v.14 no.3
• /
• pp.1-14
• /
• 2010

The purpose of this study was (1) to investigate the changes in consumer competencies according to the types of shopping value, (2) to reveal the effects of shopping value on consumer competencies. The subjects of this study were 266 university students dwelling in Seoul. A questionnaire was used as the survey method. The data was analyzed by Cronbach's alpha, frequencies, percentile, mean, factor analysis, K-mean cluster analysis, t-test, ANOVA and Duncan's multiple range tests, multiple linear regressions. Computations were conducted by SPSS WIN 12.0. The study produced the following results. First, college students can be categorized into 3 shopping values by K-means Cluster analysis of 13 items: the hedonic shopper (shopping value), the utilitarian shopper (shopping value) and the balanced shopper (shopping value). Second, there were significant differences in grades, satisfaction with life and shopping value. That is, grade 3and utilitarian shopping value group had a higher level of consumer competency. Third, the variable that influenced consumer competency was the utilitarian shopping value, influencing consumer attitude and consumer skill. These results imply that consumers should be constantly educated and that there needs to be a campaign to promote utilitarian shopping value.

• Korean Journal of Health Education and Promotion
• /
• v.29 no.5
• /
• pp.49-59
• /
• 2012

Objectives: Physical activity provides economic benefits and contributes in improving health and quality of life. Opportunities for physical activity continue to decrease with the increasing prevalence of sedentary lifestyles. In various settings, there have been many efforts to enhance physical activity to prevent chronic disease for people of all ages. This study was performed to define competencies of physical activity specialists in health promotion and compare with those of health education specialists. Methods: The study employed official data and manuals of health promotion programs that have been published and uploaded on public websites. Results: Competencies for physical activity in health promotion included needs assessment, analysis of data and scientific information, planning and evaluation, developing strategies and materials, management, building healthy environment, research. To compare with the competency of health education specialists, competencies of physical activity were almost similar to that except the developing individual-based physical activity program in exercise science. Conclusions: Physical activity programs for health promotion should be planned and implemented throughout various health topics and in coordination with multiple sectors. To increase efficiency of the utilization of human resources in health promotion, health education specialists needs to participate in physical activity programs and would require empowerment in exercise science.

• Journal of Korean Elementary Science Education
• /
• v.38 no.1
• /
• pp.149-162
• /
• 2019

The purpose of this study was to develop an education for sustainable development(ESD) program using community resources in Paju and to investigate the influences on ESD competencies of 6th graders. The community resources used were Unjeong lake park, environmental circulation center, environmental management center, currency museum, butterfly museum, experience center for peaceful unification, Yulgok arboretum, and Jangsan observatory. The newly developed program was related to creative-experience activity and composed of 15 sessions for 6th-grade class in elementary school, including all of the environmental, economic, and social aspects of ESD. Two classes of the 6th grade were divided into the experimental group and the control group. The results to examine the effects of the program were as follows. First, it was proven that ESD program using community resources did not help improving the perception and function competencies of learners except for the thinking abilities. Second, it contributed to the improvement of learners' attitude competencies, especially in self-reflective attitude and other-oriented attitude. Also, according to in-depth interview, the students were constantly developing their values for sustainable development, reflecting their thoughts and behaviors in a reflective way and improving their attitude toward life.

• Journal of Korean Home Economics Education Association
• /
• v.30 no.1
• /
• pp.79-97
• /
• 2018

The purpose of this study was to analyze the democratic civic competencies of the activity tasks in 'the Family Life' part in Middle School Technology Home Economics textbooks according to the 2015 revised national curriculum. In order to achieve the purpose of this study, the activity tasks of six types of middle school Home Economics textbooks (for a total 12 of volumes) were analyzed. As a result, the use of the citizenship competency group was the most often recorded out of the three democratic civic competency groups and the subset of trust and value competencies also were frequently observed. Additionally, democratic civic competency was the seen most within the 'human development and family' area by the national curriculum, and showed the highest frequency in big idea, 'the relationship'. Activity tasks in the 'KH' textbooks were dealing with democratic civic competency the most. Based on the relationship between Home Economics education and democratic civic competencies, it is necessary to study the practice of classroom instruction so that students can develop democratic civic competence in 'the Family Life' by means of a Home Economics curriculum.

• Journal of The Korean Association For Science Education
• /
• v.38 no.5
• /
• pp.649-665
• /
• 2018

In this study, we extracted the core competencies of makers through the analysis of critical incident technique and behavioral event interview to explore the nature and attributes of maker education, and then we developed a maker competency model based on these core competencies. As a result, six competency groups and 23 sub-competencies were extracted. In other words, we were able to confirm the existence of integrated thinking competency group consisting of four competencies made up of 'analytic thinking', 'intuitive thinking', 'visual thinking', and 'empirical thinking' and that of collaborative competency group with four competencies of 'sharing', 'communication', 'conflict management', and 'scrupulosity'. In addition, we could also confirm the existence of making mind competency group, which is composed of four competencies namely 'interest in various areas', 'challenge consciousness', 'failure management', and 'pleasure of the making process'. We could also confirm that human-centered competence group consisting of two competencies of 'humanity' and 'user-oriented' and the problem-finding competence group consisting of two competencies of 'observation' and 'recognition of discomfort in daily life'. Lastly, the making practice competency group is composed of seven competencies: 'understanding making tool', 'understanding electricity', 'understanding programming', 'planning', 'hand knowledge', 'information search', and 'direct execution'. We discussed educational implications of these findings.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.28 no.4
• /
• pp.400-410
• /
• 2022

Purpose: This study aimed to understand the keywords and major topics of the educational goals and objectives of nursing educational institutions in South Korea. Methods: From May 10 to May 20, 2022, the educational goals and objectives of all 201 nursing educational institutions in South Korea were collected. Using the NetMiner program, degree and degree centrality, semantic structure, and topic modeling were analyzed. Results: The top keywords and semantic structures of educational goals included 'respect for human (life)-spirit-science-based on, global-competency-professional nurse-nursing personnel-training, professional-science-knowledge-skills, and patients-therapeutic care-relationship.' The educational goals' major topics were clients well-being based on science and respect for human life, a practicing nurse with capabilities and spirit, fostering a nursing personnel with creativity and professionalism, and training of global nurses. The top keywords and semantic structures of the educational objectives included 'holistic care-nursing-research-action-capability, critical thinking-health-problem solving-capability, and efficiency-communication-collaboration-capability.' The educational objectives' major topics were 'nursing professionalism, communication and problem-solving capability; a change of healthcare environments and a progress of nursing practices; fostering professional nurses with creativity and global capability; and clients' health and nursing practice.' Conclusion: Educational goals in nursing presented specific nursing values and concepts, such as respect for human life, therapeutic care relationships, and the promotion of well-being. Educational objectives in nursing presented the competencies of nurses as defined by the Korean Accreditation Board of Nursing Education (KABONE). Recently, the KABONE announced new program outcomes and competencies, which will require the revision of educational goals. To achieve those educational objectives, it is suggested that the expected level of competencies be clearly defined for nursing graduates.

• Journal of Korean Home Economics Education Association
• /
• v.35 no.1
• /
• pp.15-34
• /
• 2023

This study focuses on Social and Emotional Learning (SEL) as a theoretical perspective to provide education that enables adolescent students to understand themselves, establish healthy relationships with others, and form a healthy community. The meaning of learning and core competencies were analyzed. Results showed that the core competencies of SEL were all included in the nature, goals, subject competencies, core concepts, generalized knowledge, and achievement standards of the 2015 revised Home Economics Education (HEE) Curriculum. The implications for this are: First, the core competencies of SEL can be sufficiently cultivated through explicit education in HE classes without introducing a separate SEL program in the school field. Second, since HEE is a subject that emphasizes practice, the competencies of SEL can be applied in connection with actual life outside of school. Lastly, the effectiveness of SEL can be increased through HEE because the goals of SEL, which emphasize the connection between parents and the creation of healthy and safe community, are similar to the goals of HEE.

• Human Ecology Research
• /
• v.62 no.2
• /
• pp.351-368
• /
• 2024

The objectives of this study were to develop, implement a home economics education teaching-learning plan and assess its effects to enhance global citizenship competencies among upper elementary school students. The ADDIE model was employed for learner needs analysis, instructional design, development and implementation. This was followed by assessments of global citizenship competencies and class satisfaction. Based on an analysis of the core ideas associated with an area of "Living Environment and Sustainable Choice," four practical problems were designed: What actions should I take for the rational management of living resources? What actions should I take to ensure consciousness of the need to respect diversity in daily life? What actions should I take to maintain a safe and healthy living environment? What actions should I take to make sustainable choices? Based on these four practical problems, four lesson topics were developed in accordance with both the voyeur's and the critical perspectives, resulting in a total of 8 sessions. The subsequent delivery of an 8-session class on global citizenship education in home economics yielded significant improvements in the global citizenship competencies (knowledge, skills, attitudes, and willingness to act) of 37 elementary school students immediately after the sessions. The significance of this study lies in its focus on the core ideas of the revised 2022 curriculum, thereby offering directions for the development of global citizenship education within the curriculum.

• The Journal of Korean Philosophical History
• /
• no.23
• /
• pp.129-154
• /
• 2008

This essay is a landscape of core values and relevant evidences about Creative Leadership in order to make sketches of Korean-style leadership framework. Glancing through this work, you can smell the distinctions of Korea creative leaders, particularly, in the aspects of procommunity pragmatism and ordinary innovation. Most Korea creative leaders were social mentors and masters who had enlarged their influences from the individual domain to social area in all the dimensions of human life. At the individual stage, the Creative Leadership suggests 'Jungki(正己)' as a core value of themselves, which is materialized as such competencies as self-assertiveness, observation and experimentation, and strong inquiry. Because most of them were technical masters dealing with new methodology and new knowledge including alchemy, medicine and weapons, the creative leaders show us very unique core values and competencies in the life sequences of the individuation, relationship, organization and community unlike other Korean-style leaderships and global practices. You can taste and compare these things: 'Kihyulsangtong(氣血相通)' as a core value and respect- for- others, style analysis, persuasion as core competencies in the stage of relationship, nextly, 'Suhshi(授時) & Jungeum(正音)' as a core value and coordination and adjustment, teamwork as core competencies in the stage of organization, finally, 'Hunmin(訓民) & Hwalin(活人)' as a core value and vision-building, social benefiting, ordinary innovation as core competencies in the stage of community. The value of this study is focused on the construction of Korean-style leadership framework based on the Creative Leadership through vivid stories about great leaders in our history.

• 대한공업교육학회지
• /
• v.34 no.1
• /
• pp.196-209
• /
• 2009

The purpose of this study was to analyze engineering basic competencies about the time completed a course and educational needs of engineering college graduates. Survey method using questionnaire was the major research method of this study. A survey of 807 engineering college graduates was carried out. Questionnaire were made of the level of engineering basic competencies of engineering college graduates, its priorities of actual vocation and level of engineering basic competencies of major. Major results of the study, some recommendations for future researches were made as follows: The level of engineering basic competencies of engineering college graduates was 3.3 average(5 full marks). Engineering basic competencies that educational needs were high respectively, were an ability to communicate effectively, an ability to design a system, component, or process to meet desired needs, an ability to function on multi-disciplinary teams, an ability to understand global culture and cooperate internationally, an ability to design and conduct experiment as well as to analyze and interpret data, and an ability to engage in life-long learning.