• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.19 no.5
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• pp.45-59
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• 2024

Based on the OECD learning compass 2030, which presented the competencies required for students to live in an uncertain future, this study developed an entrepreneurship teaching and learning model for secondary career education by applying design-based research. Due to the limitations of the paper, this study did not cover the entire research procedure of design-based research in detail, mainly dealt with the model's expert validation and career teacher usability evaluation, and developed the final entrepreneurship teaching and learning model by reflecting the opinions of experts and career teachers. To validate the redesigned teaching and learning model, a review was conducted with eight experts, and it was confirmed that the model was valid in all areas of validity, explanatory power, usefulness, universality, and understanding. In addition, in the usability evaluation conducted on 10 career teachers, the CVR value was 1.00 in all areas corresponding to usability, detailed procedure, and intention to use, confirming that the teaching and learning model was helpful in the progress of entrepreneurship classes. The final teaching and learning model was developed by reflecting the improvements that appeared in the expert validation and usability evaluation, and the name of the model was expressed as 'DIA' using the preceding letters of the entrepreneurial method consisting of steps such as Discover, Imagine, and Act. In addition, the name DIA simultaneously contains the meaning of education for students to learn how to discover their own diamonds in life. This study is meaningful in that it presented a specific entrepreneurship teaching and learning model applicable to career education and systematic model development and verification at the pedagogical level by incorporating model development research methods in the field of education into entrepreneurship education research.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.49-59
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• 2024

In this study, we investigated the philosophical background and progress of the 2022 revised curriculum development in the high school earth science field. Research that was not covered in the research report includes the relevance of the transformative competency of OECD Education 2030, and that core ideas and achievement standards are organized around knowledge understanding, process functions, and value attitudes that constitute the learning compass needle. In addition, the composition of core ideas and Earth science electives in light of the understanding-centered curriculum, and IB type inquiry-based teaching and learning. Main research results include that the 2022 revised Earth science curriculum emphasized the student agency to foster the transformative competency and scientific literacy, and the curriculum document system in the field of earth science uses a learning compass needle. In addition, based on the understanding-centered curriculum, core ideas of Earth science were derived, and elective courses were organized to help students reach these core ideas. Also, IB-type inquiry-based teaching and learning was emphasized to foster student agency with knowledge construction competency. Based on the research results, slimming of the national and general level curriculum, the need to develop process-centered assessment methods for value and attitudes, the need for curriculum backward design, and ways to develop student agency through inquiry-based teaching and learning were suggested.