• Journal of Science Education
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• v.47 no.2
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• pp.192-210
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• 2023

This study was intended to develop the plant molecular biology experimental program using Rapid-cycling Brassica rapa (RcBr) based on the teaching steps and teaching methods of the cognitive apprenticeship model and to determine its application effects. In order to improve a subject's cognitive function and expertise on molecular biology experiments, two themes composed of a total 8 class sessions were selected: 'Identification of DFR gene in purple RcBr and non-purple RcBr' and 'Identification of RcBr's genetic polymorphism site using the DNA profiling method'. Research subjects were 18 pre-service teaching majors in biology education of H University in Chungbuk, Korea. The effectiveness of the developed program was verified by analyzing the enhancement of 'cognitive function' related to the use of molecular biology knowledge and technology, and the enhancement of 'domain-general metacognitive abilities.' The effect of the developed program was also determined by analyzing the task flow diagram provided. The developed program was effective in improving the cognitive functions of the pre-service teachers on the use of knowledge and technology of molecular biology experiments. It was especially effective to improve the higher cognitive function of pre-service teachers who did not have the previous experience. The developed program also showed a significant improvement in the task of metacognitive knowledge and in the planning, checking, and evaluation of metacognitive regulation, which are sub-elements of domain-general metacognitive abilities. It was found that the developed program's self-test activity could help the pre-service teachers to improve their metacognitive regulation. Therefore, this developed program turned out to be helpful for pre-service teachers to develop core competencies needed for molecular biology experimental classes. If the teaching and learning materials of the developed program could be reconstructed and applied to in-service teachers or high school students, it would be expected to improve their metacognitive abilities.

• Journal of Navigation and Port Research
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• v.46 no.1
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• pp.1-10
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• 2022

This study aims to investigate changes in the demand for ship officers in response to changes in the shipping industry environment in which Maritime Autonomous Surface Ships (MASS) emerge according to the application of the fourth industrial revolution technology to ships, and it looks into changes in the skill of ship officer. It also analyzes and proposes a plan for nurturing ship officers accordingly. As a result of the degree of recognition and AHP analysis, this study suggests that a new training system is required because the current training and education system may cover the job competencies of emergency response, caution and danger navigation, general sailing, cargo handling, seaworthiness maintenance, emergency response, and ship maintenance and management, but tasks such as remote control, monitoring diagnosis, device management capability, and big data analysis require competency for unmanned and shore-based control. By evaluating the importance of change factors in the duties of ship officers in Maritime Autonomous Surface Ships, this study provides information on ship officer educational institutions' response strategies for nurturing ship officers and prioritization of resource allocation, etc. The importance of these factors was compared and evaluated to suggest changes in the duties of ship officers and methods of nurturing ship officers according to the introduction of Maritime Autonomous Surface Ships. It is expected that the findings of this study will be meaningful as it systematically derives the duties and competency factors of ship officers of Maritime Autonomous Surface Ships from a practical point of view and analyzed the perception level of each relevant expert to diagnose expert-level responses to the introduction of Maritime Autonomous Surface Ships.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.531-538
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• 2023

Recently, many university classes have been changing from instructor-centered classes to learner-centered classes, and universities are trying to establish a new direction for university education, especially to foster talented people suitable for the Fourth Industrial Revolution. To this end, universities are presenting various competencies necessary for students and focusing on research on efficient education plans for each competency. Among them, creativity is considered the most important competency that students should obtain in universities. Developing a creative problem-solving-based subject where various majors gather to produce results while conducting creative team activities away from desk classes is considered a meaningful subject to cultivate capacities suitable for the requirements of the times. Therefore, this study purpose to develop creative problem-solving-based subjects and analyze the results of class progress. This creative problem-solving-based class is an Action Learning class for step-by-step idea development, which starts with a theoretical lecture for creative idea development and then consists of five stages of Action Learning. The tasks of action learning used in this class consisted of ceramic expression to increase the intimacy of the formed group and the group's collective expression, ideas in life to combine and compress individual ideas into one, environmental improvement programs around schools, and finally UCC on various topics. In the theoretical lecture conducted throughout the class, a class was conducted on Scientific Thinking for creative problem solving, and then a group-type action learning class was conducted sequentially. This Action Learnin process gradually increased the difficulty level and led to in-depth learning by increasing the level of difficulty step by step.

• Journal of the Korean earth science society
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• v.41 no.2
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• pp.155-175
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• 2020

The purpose of this study is to analyze the 2015 revised Science Curriculum and Environment Curriculum, and to provide implications for the correlation and complementarity between the two standards. For the analysis of the curriculum, the contents system of the two standards was reorganized based on the four categories of knowledge, attitude, inquiry, participation and practice, which are common literacy elements of science and environment, based on previous studies. Content Analysis was performed on content elements and detailed performance expectation. As a result of this study, there was a difference in terms of the core competencies and goals. The Environment Curriculum emphasized sustainable development and social participation while the Science Curriculum emphasized scientific inquiry and literacy. The contents system analysis results according to the four literacy factors are as follows. First, in terms of attitude, both standards deal with research ethics in common. However Environment Curriculum values learners' values and views on the environment more than Science Curriculum which emphasizes the science attitude as science investigators. Second, there was a serious problem in the knowledge linkage between two standards. In same grade groups, the level of content knowledge dealt in two standards was not consistent. Third, in the inquiry aspect, the Environment Curriculum deals with interdisciplinary topics in the purposefully designed inquiry unit, whereas the Science Curriculum presents various research activities based on related science concepts in every unit. Fourth, in the participation and practice aspect, the Environment Curriculum focused on participation and practice while the Science Curriculum focused on sustainable science and technology development and improvement, scientific interest and decision-making ability. This study provide implications for education for sustainable development(ESD) by providing the complementary potentials between Science Curriculum and Environment Curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.104-121
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• 2017

The purpose of this study is to identify the status of the science museum reflected in the exhibition, and develop and apply Nature of Science(NOS) education programs based on the science museum exhibition. The analyse tool was developed to understand the NOS in the science museum. The researchers recognized the nature of science reflected in four exhibition halls in Korea. Based on the analysis, we developed the NOS education program. NOS education programs were developed and applied to supplement the NOS that appears to be limited to scientific exhibitions based on the prior analysis of science exhibition. The results of the study were as follows. First, we analyzed the nature of science reflected in the exhibition of two main science museums, and it was mostly implicit and most were to understand the relationship among STS(Science-Technology-Society). And also we analyzed the NOS reflected in the exhibition of two national history museum, and it was also mostly implicit and most were about the way of how to find out the knowledge, inference. Second, in order to supplement the NOS of the science museum, we developed the NOS education program based on the exhibits. After applying it to the science museum, we conducted a qualitative study. As a result, there was a positive change only in the aspects of NOS (science is tentative, science is from creativity and imaginative, science is the produce of social and culture, science is from the scientific method) that reflected explicitly. The conclusions derived from this study are as follows : For the cultivation of science in the scientific museum, various factors are needed depending on the theme of the science museum. Also, it is helpful to actively implement the NOS educational programs that utilize the exhibit. Therefore, the exhibit planners' and developers' competencies are critical to develop explicit NOS education programs in its expertise.

• 대한공업교육학회지
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• v.39 no.1
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• pp.23-46
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• 2014

The purpose of this study was to analyze the textbooks of career counseling which are written or translated in Korean so as to understand the usefulness and limitation on the usage of career counseling textbooks. Research questions are as follows: 1) what contents are included in textbooks of career counseling? 2) what are the differences of content rates among textbooks of career counseling? 10 textbooks of career counseling were analysed(6 textbooks: introduction to career counseling, 4 textbooks: focused on career counseling skills and techniques) based on the competency components for career counseling professionals presented by Yoo(2009). Results indicated that 1) 6 textbooks of introduction to career counseling have the most content of 'category1: theories and concepts related to career counseling'. In comparison, 4 textbooks focused on career counseling skills and techniques have the most content of 'category4: career counseling competency'. 2) Based on the unit of analysis chapter, the highest rates are 'category4: career counseling competency(33.33%)' and 'category1: theories and concepts related to career counseling(28.15%)'. 3) It is hard to find the contents related to the knowledge and skills of individual and group counseling(category 2), the competencies of network, problem solving, peer counselor feedback, administration, ethic(category 8,9,10,11,13), the growth and self-management as professionals(category 12,14).

• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.1
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• pp.57-82
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• 2022

This study aims to investigate and analyze the perception of communication capability which is one of the sub-competencies of NCS vocational substructure basic competence, and then seek the direction of prospective courses. To do this, the researcher conducts a non-face-to-face survey by creating five questions under the following five categories: The importance and necessity of communicative competence, students and educators of communicative competence classes, contents and methods of curriculum and teaching and learning, communicative competence and writing skills and operation of extracurricular programs. This researcher has been teaching basic education even before the communication skills curriculum was created in college, now, in a situation where communication skills have become selective education, it is intended to grasp the perception of college students about communication skills for first graders. This study attempted to analyze the survey area in more depth through group FGI after conducting an online survey by dividing it into several items. As a result, students felt that communication skills became motktkre important through COVID-19. Among the bottom five communication skills, speaking skills were found to be the most important, reading ability was recognized as the least important. On the other hand, there was a strong hope to know about the level of communication ability, type of communication, and method of communication about oneself. In addition, they recognized that communication skills should be learned in their first year of college, and hoped to be operated at all times as a non-disciplinary program. In particular, in the bottom five areas of communication skills, the expectations and actual hopes for speaking skills were the highest compared to the rest, and in terms of teaching and learning methods, they wanted to improve their skills through feedback and practice rather than theory. These research results have great implications for setting the direction of operation of classes, such as the content and method of classes in communication skills, in the future.

• Journal of dental hygiene science
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• v.17 no.6
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• pp.523-532
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• 2017

The purpose of this study was to provide basic data to standardize the clinical dental hygiene curriculum, based on analysis of current clinical dental hygiene curricula in Korea. We emailed questionnaires to 12 schools to investigate clinical dental hygiene curricula, from February to March, 2017. We analyzed the clinical dental hygiene curricula in 5 schools with a 3-year program and in 7 schools with a 4-year program. The questionnaire comprised nine items on topics relating to clinical dental hygiene, and four items relating to the dental hygiene process and oral prophylaxis. The questionnaire included details regarding the subject name, the grade/semester/credit system, course content and class hours, the number of senior professors, and the number of patients available for dental hygiene clinical training purposes. In total, there were 96 topics listed in the curricula relating to clinical dental hygiene training, and topics varied between the schools. There was an average of 20.4 topic credits, and more credits and hours were allocated to the 4-year program than to the 3-year program. On average, the ratio of students to professors was 21.4:1. Course content included infection control, concepts for dental hygiene processes, dental hygiene assessment, intervention and evaluation, case studies, and periodontal instrumentation. An average of 2 hours per patient was spent on dental hygiene practice, with an average of 1.9 visits. On average, student clinical training involved 19 patients and 26.6 patients in the 3-year and 4-year programs, respectively. The average participation time per student per topic was 38.0 hours and 53.1 hours, in the 3-year and 4-year programs, respectively. Standardizing the clinical dental hygiene curricula in Korea will require consensus guidelines on topics, the number of classes required to achieve core competencies as a dental hygienist, and theory and practice time.

• Journal of Intelligence and Information Systems
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• v.27 no.3
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• pp.231-252
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• 2021

Artificial intelligence (AI) is a key technology that will change the future the most. It affects the industry as a whole and daily life in various ways. As data availability increases, artificial intelligence finds an optimal solution and infers/predicts through self-learning. Research and investment related to automation that discovers and solves problems on its own are ongoing continuously. Automation of artificial intelligence has benefits such as cost reduction, minimization of human intervention and the difference of human capability. However, there are side effects, such as limiting the artificial intelligence's autonomy and erroneous results due to algorithmic bias. In the labor market, it raises the fear of job replacement. Prior studies on the utilization of artificial intelligence have shown that individuals do not necessarily use the information (or advice) it provides. Algorithm error is more sensitive than human error; so, people avoid algorithms after seeing errors, which is called "algorithm aversion." Recently, artificial intelligence has begun to be understood from the perspective of the augmentation of human intelligence. We have started to be interested in Human-AI collaboration rather than AI alone without human. A study of 1500 companies in various industries found that human-AI collaboration outperformed AI alone. In the medicine area, pathologist-deep learning collaboration dropped the pathologist cancer diagnosis error rate by 85%. Leading AI companies, such as IBM and Microsoft, are starting to adopt the direction of AI as augmented intelligence. Human-AI collaboration is emphasized in the decision-making process, because artificial intelligence is superior in analysis ability based on information. Intuition is a unique human capability so that human-AI collaboration can make optimal decisions. In an environment where change is getting faster and uncertainty increases, the need for artificial intelligence in decision-making will increase. In addition, active discussions are expected on approaches that utilize artificial intelligence for rational decision-making. This study investigates the impact of artificial intelligence on decision-making focuses on human-AI collaboration and the interaction between the decision maker personal traits and advisor type. The advisors were classified into three types: human, artificial intelligence, and human-AI collaboration. We investigated perceived usefulness of advice and the utilization of advice in decision making and whether the decision-maker's personal traits are influencing factors. Three hundred and eleven adult male and female experimenters conducted a task that predicts the age of faces in photos and the results showed that the advisor type does not directly affect the utilization of advice. The decision-maker utilizes it only when they believed advice can improve prediction performance. In the case of human-AI collaboration, decision-makers higher evaluated the perceived usefulness of advice, regardless of the decision maker's personal traits and the advice was more actively utilized. If the type of advisor was artificial intelligence alone, decision-makers who scored high in conscientiousness, high in extroversion, or low in neuroticism, high evaluated the perceived usefulness of the advice so they utilized advice actively. This study has academic significance in that it focuses on human-AI collaboration that the recent growing interest in artificial intelligence roles. It has expanded the relevant research area by considering the role of artificial intelligence as an advisor of decision-making and judgment research, and in aspects of practical significance, suggested views that companies should consider in order to enhance AI capability. To improve the effectiveness of AI-based systems, companies not only must introduce high-performance systems, but also need employees who properly understand digital information presented by AI, and can add non-digital information to make decisions. Moreover, to increase utilization in AI-based systems, task-oriented competencies, such as analytical skills and information technology capabilities, are important. in addition, it is expected that greater performance will be achieved if employee's personal traits are considered.