• 디지털융복합연구
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• 제18권5호
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• pp.55-63
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• 2020

최근 대학의 비전공자 소프트웨어(SW) 기초교육에 대한 관심이 높지만 SW 비전공자에겐 학습의 어려움이 크다. 본 논문은 비전공 학생들의 학습 동기를 높여 SW교육 효과를 향상시키기 위해 기존 SW 전공자 대상의 학습 콘텐츠를 그대로 사용하기보다 비전공자들의 흥미를 반영한 전공맞춤형 콘텐츠를 활용한 수업 방안을 제안한다. 본 논문에서는 5년 이상 비전공자 SW기초교육을 운영 중인 A 대학의 사례 연구를 통해 동일한 교과과정에 대해 교육 대상의 전공에 맞춤된 학습 콘텐츠로 수업한 전, 후 학생들의 강의 만족도 변화를 비교 분석하였다. 그 결과 사회과학계열에선 국가의 사회, 문화 현상을 살펴볼 수 있는 공공 데이터를 이용한 콘텐츠에 학습 흥미를 느끼고, 인문계열에겐 소설, 역사서, SNS 글의 텍스트 콘텐츠가 학습 동기를 상승시켜 어렵게 느끼던 학습 내용에 대한 이해와 함께 강의 만족도도 크게 향상시키는 효과를 가져왔으며 전공맞춤형 콘텐츠가 비전공자 SW기초교육에 유용함을 보여준다.

• 디지털융복합연구
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• 제13권9호
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• pp.39-47
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• 2015

본 연구는 D대학 아동영어교육학과 재학생 88명을 대상으로 자아존중감, 전공만족도, 진로정체감 및 대학생 활적응과의 관계를 조사하였으며, 수집된 자료는 IBM SPSS Statistics 22를 이용하여 신뢰도분석, 요인분석, 빈도분석, 기술통계량, t-검정과 분산분석, 상관분석, 다중회귀분석을 실시하였다. 자아존중감, 진로정체감, 전공만족도 및 대학생활 적응 간에는 모두 유의한 정적인 상관관계를 보였으며, 대학생활과 가장 상관관계가 높은 것은 자아존중감, 전공만족도, 진로정체감 순이었다. 대학생활적응에 영향을 미치는 것은 자아존중감(${\beta}=.664$, p=.000)과 전공만족도(${\beta}=.349$, p=.000)이었다. 아동영어교육학과 재학생의 대학생활 적응력을 높이기 위해서는 자아존중감, 전공만족도를 증진하기 위한 아동영어교육학과 특성에 맞는 체계적이고 구체적인 프로그램이 필요할 것으로 사료된다.

• 대한치위생과학회지
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• 제2권1호
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• pp.41-50
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• 2019

Education should consider the social consensus that changes according to the times and the social environment, and it is also necessary to consider the technically useful subjects. We collected and reported the 4-year course curriculum of dental hygiene when Korean dental hygiene education has continued over 50 years. Each 4-year course curriculum was collected by searching each university website, or requested by email. The curriculum of 23 among 27 schools was collected. According to the classification of dental hygiene in the dental hygienist national examination classification or the Korean society of dental hygiene science, the subjects of the course were divided into clinical dental hygiene, clinical dental treatment support, basic dental hygiene, social and educational dental hygiene, and collected 23 curriculum courses. The average major curriculum was 104.9 credits and the average number of subjects in major courses was 34.3. The average subjects' number of clinical dental hygienic courses was 33.9 (37.5% of the total major credits), clinical dental treatment support was 30.6 (30.2% of the total major credits), basic dental hygiene was 21.8 (20.8% of the total major credits), and social and educational dental hygiene courses was 13.6 (13.0% of total major credits). Integrated subjects' name in clinical dental hygiene was used in all schools of the survey, such as clinical dental hygiene education (and practice), comprehensive dental hygiene education, and integrated dental hygiene. There were 13 schools (56.5%) that use the integrated name in clinical dental treatment support, such as clinical dentistry. There were 14 schools (60.9%) to open dental clinic management, and 22 schools (95.7%) to open national health insurance claims. The basic dental hygiene curriculum maintained the title of each subject and social and educational dental hygiene education was established in most schools, such as community dental health, oral health statistics, and oral health education. Other subjects were English conversation in dental clinic (8 schools) education, clinical dental treatment support, basic science in dental hygiene, social and educational dental hygiene. We knew the clinical dental hygiene and clinical dental treatment support were changing into the integrated subjects, and most schools run dental hygiene research.

• 디지털융복합연구
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• 제12권1호
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• pp.599-605
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• 2014

본 논문에서는 국내대학의 정보보호 전공 교육과정을 분석하였고, 교육내용을 중심으로 대학별 교육 차별화 방향을 살펴보았다. 또한 국내 정보보호 산업체를 중심으로 정보보호 분야별 인력채용 수요현황과 대학별 양성인력을 비교 분석하여 정보보호 인력의 충족정도를 분석하였다. 아울러 정보보호 전공 교육과정 측면에서 향후 융합 분야의 정보보호 인력 요구와 방향성을 검토하였다.

• 공학교육연구
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• 제20권2호
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• pp.31-38
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• 2017

In this study, specific teaching methods of lecturing and improved discussion methods (combining discussion and problem-based learning) were selected and applied for each major subject and learning content area in the fields of engineering, language, and social sciences. Then, the selected teaching methods were examined to determine the most effective learning contents. Finally, in order to determine the most effective teaching methods, a survey on student satisfaction was analyzed statistically. The results showed that students preferred teaching methods that combine lectures and improved discussion methods to the traditional method of only lectures. Therefore, this research proposes the combined teaching method for each major subject and learning content area.

• 여성건강간호학회지
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• 제13권1호
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• pp.13-20
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• 2007

Purpose: This study was performed to examine the knowledge of HPV in female university students. Methods: Participants consisted of 285 female university students(nursing major;153, others;132). A dichotomy with 20 items of HPV knowledge was developed by a researcher. Results: Reliability of the HPV knowledge tool was Cronbach' alpha .87, and Split-half Guttman coefficient .85. Correction rates of HPV knowledge by item ranged from 19.6 to 76.8%. There were no significant differences in HPV knowledge scores by major group or sex related characteristics. Conclusions: Accurate, university wide education regarding HPV knowledge for female university students should be done regardless of the major; nursing or not. Replication studies with different ages or sex groups and application of HPV education in relation to STI prevention and cervical cancer prevention are recommended.

• 정보교육학회논문지
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• 제18권2호
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• pp.265-274
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• 2014

IT 산업의 비중이 높아지면서 세계 주요 국기들에서는 정보교과의 교육을 강화해 가고 있으며, 최근 소프트웨어의 중요성이 점차 부각되면서 소프트웨어 교육을 확대하려는 정보교과 교육과정이 제시되고 있다. 따라서 한국정보교육학회에서는 정보 교과의 내용 체계에 대한 개정안에 대하여 연구하였으며, 정보 교육 내용을 '컴퓨터 시스템', '소프트웨어 제작' 및 '융합활동'의 세 영역으로 구분하는 내용체계를 제시하였다. 이에 따라 본 논문에서는 한국정보교육학회에서 제시한 정보교과 내용세계의 '소프트웨어 제작' 영역 등 정보에 대한 초등학교 및 중학교의 성취 기준을 학년군별로 마련하였다. 그 결과 초등학교 1-2학년군에서는 정보의 이해를, 3-4학년은 정보의 종류를, 5-6학년은 정보의 표현을, 중학교 1-3학년군은 멀티미디어 정보의 표현을 각각 선정하였다. 그리고 이 성취 기준을 도달하기 위한 교수 학습 방법과 평가 방안을 학년군 별로 세분화하여 제시하였다. 이와 같이 본 연구에서 제시한 '정보'에 대한 성취기준, 교수 학습 방법, 평가 방법은 향후 초 중등학교 정보교과 교육과정을 개발하는데 기여할 것으로 기대된다.

• Journal of Information Technology Applications and Management
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• 제31권3호
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• pp.53-69
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• 2024

This study was attempted to promote changes in traditional design education at a time when non-face-to-face education is necessary, such as digitalization, rapid social structure change, and post-COVID-19 situations, and to meet the demands of the times when user-centered design is more emphasized. Therefore, the goal of this study is to explore the process of developing mobile apps and operating education for deaf learners through design thinking-based interaction design education for design students. Specifically, the curriculum was designed by selecting a design thinking methodology suitable for major students to experience empathy and solutions to user problems. The subject that students majoring in this study want to sympathize with is deaf learners, and the subject of the curriculum is the development of educational support applications for deaf learners. Accordingly, a mobile app prototype that can support online learning for deaf learners was created based on the interaction design education plan designed based on design thinking. In addition, after collecting and analyzing the feedback of deaf learners to evaluate the prototype effectiveness, the final mobile app prototype was presented as an output. Through this process, interactive design education based on design thinking helped to strengthen the ability to empathize with and solve the needs of deaf learners to major students and improve the design learning experience. Based on these findings, if a methodology suitable for various user groups is selectively accepted for design education, the students in the major will have the ability to design by prioritizing the actual needs of users despite changes in the environment of the future design society.

• 공학교육연구
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• 제20권3호
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• pp.3-12
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• 2017

This research points out the necessity of customized communication education for engineering students in the era of the Fourth Industrial Revolution. This paper also points out such problems of current communication education as presentation and discussion-focused 'Public Speech' exercises, absence of interests about social issues, and lack of interactive communication learning. In general, as the characteristics of their major education, engineering students are not aggressive in self-questioning and active communication rather than their sensitive reaction to the changes of the new era. Considering these characteristics of engineering students, this research emphasizes that future communication education should be deployed from the major-focused thinking to the development of convergent thinking, from the problem-solving to the problem-finding, and from the contentious thinking to the cooperative thinking. In addition, as a class design reflecting future trends, this research emphasizes, firstly the development of cooperative communication education model, secondly active utilization of SMART technology, and lastly the importance of customized-coaching for each student considering their own characteristics and requirements.

• 공학교육연구
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• 제24권3호
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• pp.21-31
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• 2021

Flipped learning, which involves listening to lectures at home and performing dynamic group-based problem-solving activities in the classroom, is recently evaluated as a learner-centered teaching method, and interest and applications in engineering education are increasing. Therefore, this study aims to provide practical guidelines for successful application through empirical research analysis on the use of flipped learning in domestic engineering education. Through the selection criteria and keyword search, a systematic review of 36 articles was conducted. As a result of the analysis, flipped learning research in engineering education has increased sharply since 2016, focusing on academic journals and reporting its application cases and effects. Most of the research supported that flipped learning was effective not only for learners' learning activities(e.g., academic achievement, satisfaction, engagement, learning-flow, interaction), but also for individualized learning and securing sufficient practice time. It was often used in major classes with 15 to less than 50 students, especially in computer-related major courses. Most of them consisted of watching lecture videos, active learning activities, and lectures by instructors, and showed differences in management strategies for each class type. Based on the analysis results, suggestions for effective flipped learning management in future engineering education were presented.