• 공학교육연구
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• 제14권6호
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• pp.60-66
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• 2011

The curriculum system and documentation for advanced general education, MSC (Mathematics, Basic Science, Computer Science), and engineering-design courses have been developed to improve the education of advanced undergraduate students in engineering and technology at Chosun University. In this paper, to obtain improved quality of engineering courses, we systemized the education of engineering and technology, which could be designed as the education satisfying students and provide awards for high-quality performance, through efficient management of education courses and establishment of basic and professional courses. In addition, by applying evaluation to the engineering courses and using the model of continuous quality improvement, we could achieve a high-quality education system for the engineering and technology courses.

• 공학교육연구
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• 제9권1호
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• pp.75-88
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• 2006

본 연구는 현재 공학교육인증을 받거나 준비 중인 대학에서 편성 운영 중인 공학기본소양과목의 현황과 문제점을 살펴보고, 기본소양과목을 이수한 학생들의 학습성과 평가, 강의평가 결과를 분석하여 기본 소양 과목 운영의 문제점과 해결방법을 제시하는 데 그 목적이 있다. 본 연구 결과 다음과 같은 결론을 도출하였다. 첫째, 현재 기본소양과목은 대체로 공학교육인증기준 교육요소에서 요구하는 학점 수에 맞추어 편성 운영되고 있으나 대부분 기존의 교양과목을 공학기본 소양과목으로 활용하고 있다. 향후 21세기 지식기반사회를 이끌어 갈 유능한 엔지니어를 육성하기 위해서는 일반적인 교양과목이 아니라 공학인에게 필요한 교양과목을 이수할 수 있어야 한다. 따라서 요구조사를 통해 새롭게 기본소양과목을 계발하고 교육 내용을 재구성하여야 하며 다양한 수업방법과 평가방법을 개발하여 전공과목에서 얻기 어려운 교육적 효과를 얻을 수 있는 경험이 되어야 한다. 둘째, 사회나 기업에서는 기본소양이나 교양의 중요성을 인식하고 필요성을 강조하고 있는데 반해 아직 공대학생들이나 졸업생들의 경우 이에 대한 인식이 부족하다. 미래의 테크노 리더로서 가져야 할 역량과 기본 소양의 중요성을 학생들이 인식할 수 있도록 지도해야 한다. 마지막으로 공학기본과목을 담당하는 교수자들의 역할의 중요성이다. 강사보다는 전임교수들이 강의를 담당하도록 하며 교수들은 교과내용의 충실도를 높이고 학습자 중심의 수업 방법들을 다양하게 활용하여 의사표현 능력이나 자기주도적 학습능력들을 효과적으로 키워갈 수 있는 기회를 제공하는 것이 필요하다.

• 한국지구과학회지
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• 제41권4호
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• pp.391-404
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• 2020

This study identified and examined earth science education department programs in Korea. Major courses provided by 11 universities and their course requirements were analyzed, and the main research results are as follows. First, many basic courses, other major requisite, and elective courses are provided in geology, astronomy, and atmospheric science. oceanography, geophysics, earth environmental science, and natural disaster and energy resources had fewer major requisite courses provided in addition to basic courses, and few elective courses were offered. Second, many courses in science education focused on earth science, while others focused on general science and there were few courses that covered education theory regarding the specific subject. Third, science course application requirements emphasized the understanding of science in general or of earth science specifically. From the above results, additional studies are proposed to reflect on the current state and supplement these programs.

• 수산해양교육연구
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• 제9권1호
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• pp.1-30
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• 1997

The results of this study were summarized as follows : 1. In the field of general subjects, the compulsory courses are composed of 10 courses(14.3%) in 9 subjects and show only one course in one subject in Korea, while those in Japan are composed of 11-12 courses(18.3-20.0%) in 8 subjects and present each level course of primary and deepening in course. 2. In the field of general subjects, the elective courses are composed of 60 courses(85.7%) in 12 subjects in Korea, while those in Japan are composed of 48-49 courses in 8 subjects. 3. In the field of specialized subjects, the compulsory courses for streams have 3 courses(10.7%) in Korea, while those in Japan have 4 courses (16.7%) 4. In the field of specialized subjects, the compulsory courses for departments are composed of 2-4 courses in Korea, while specialized courses for departments are composed of 4 courses in Japan. 5. In the field of general subjects, unit allotment of the compulsory courses requires the completion of 70 units (37.2%) out of total 188 units(excluding extracurricular activites) in Korea, while that in Japan requires the completion of 70-90 units(38.9-50.0%) out of total 180 units (excluding extracurricular activites). 6. In the field of general subjects, unit allotment of the elective courses requires the completion of 12-36 units(6.4-19.2%) out of total 188 units in Korea, while that in Japan requires the completion of30-50 units(16.7-27.8%) out of total 180 units. 7. In the field of specialized subjects, unit allotment of the major courses requires the completion of more thar 82 units in Korea, while that in Japan requires the completion of more than 60 units, so that the units of the complusory courses for stresms of both of the countries tend to show many differences and diversity in both zone and school. Based on these results, the research concluded that the Fisheries High Schools in the two countries make up nearly similar curricula, while in Japan general subjects carry more extensive choice of courses and higher unit allotment is provided for general subjects than in Korea. It was also concluded that the curriculum for vocational education in Japan intends to develop spontaneous, creative, and soft personalities for job. This study suggests that Fisheries High School curriculum in Korea needs to be improved to give students more opportunities for course selection and to help students adapt themselves to various kinds of job groups.

• 공학교육연구
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• 제17권2호
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• pp.42-49
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• 2014

This study analyzed and compared the curriculum of 12 arbitrarily selected Colleges of Engineering for their professional general education. Since the Korean Accreditation of Engineering Education has existed for the last 10 years a growing need for improvements was identified and thus this study shall provide a basis for future curriculum developments of the professional general education. For this purpose the educational objectives, the syllabus, the self-assessment reports and catalogues of the 12 Colleges were reviewed and the relevance between the educational objectives of each engineering school and the learning outcomes in the professional general education were analyzed. Furthermore, by analyzing the area of subject that each College of Engineering's mechanical engineering program's professional general education focuses on, the current trend can be examined. Finally, the credit requirements and their allocation and the distribution of the professional general education over the semesters were analyzed. The results of this study were as followed; these capabilities such as creativity, professionalism, globalization, ethics, humanism, design ability, management ability, responsibility and communication are suggested as educational objectives of 12 engineering schools. But courses related to globalization, ethics & responsibility and communication skills were much more often taught. Not only do the allocated credits for the courses of professional general education differ from university to university but the distribution over the semesters vary as well.

• 공학교육연구
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• 제18권4호
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• pp.57-65
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• 2015

The purpose of this study is to analyze the performance of ABEEK accredited engineering program in D University. Based on engineering students' perceptions, this study explores how well the students are aware of the accredited engineering program, what change has been made to the courses, to what extent they have been participating in class and interacting with teachers and other students, to what extent they have been actively participating in extra-curricular activities, and to what extent they have achieved program outcomes. The survey was conducted in Fall 2014. The results are as follows: First, the students are well aware of the accredited engineering program; however, they are rarely aware of program outcomes. Second, the students were more satisfied with the major and design courses compared to the MSC and general education courses. Third, the students were more actively participated in the major and design courses compared to the MSC and general education courses. Fourth, the students were passively engaged in extra-curricular activities. Finally, the program outcomes related to soft skills showed low-achievement.

• 한국산학기술학회논문지
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• 제11권9호
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• pp.3380-3389
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• 2010

본 연구의 목적은 대학생들의 교양체육 수업만족도가 운동지속의사에 미치는 영향을 규명하여 대학교 교양체육 수업을 더욱 활성화시키고 확대할 수 있는 방안을 모색하여 학생들이 지속적으로 체육활동에 참여할 수 있는 기초 자료를 제시하고자 하였다. 따라서 본 연구에서는 2009년 현재 대전시 및 충남에 소재한 4년제 대학에 재학 중인 남 여를 대상으로 486명을 표집하여 설문지를 실시하였다. 수집된 자료는SPSS 14.0을 사용하여 빈도분석, 신뢰도 분석, 기술통계분석, t-test와 일원변량분석(one-way ANOVA) 및 상관분석을 실시하였고, 다음과 같은 결론을 얻었다. 대상자의 일반적 특성에 따른 수업만족의 하위요인 및 운동지속의사 차이에서 성별, 전공별, 학년에서 부분적으로 유의한 차이가 나타났으며, 상관관계에서 수업만족도의 하위요인과 운동지속의사 간의 모두 정적(+) 상관을 나타내었다. 또한 교양체육의 수업만족도는 운동지속의사에 높은 영향을 미치는 것으로 나타났다. 이는 수업만족도가 높을수록 운동지속의사가 높음을 의미하며, 차후 평생체육에 참여를 유도하기 위해 대학 교양체육의 역할을 제시하고 있다.

• 한국도서관정보학회지
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• 제23권
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• pp.253-284
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• 1995

The purpose of this paper is to analyse the current status of reference education and to suggest directions for reference education in America and in Korea. For this purpose, the historical developments of reference services, and the names, problems and changes of reference courses are studied. The findings of the study can be summarized as follows; 1. The names of reference courses are various. In America, On-Line Services or Information Services are used in general, but in Korea, Reference Services are widely used. 2. In America, some library schools have only subject literature courses including business, law, music, etc. instead of basic reference courses. 3. Only one reference course is given by most schools in America and in Korea. However, a few schools which have no graduate courses provide two reference courses in Korea. 4. Analysis of textbooks used in reference courses shows that Reference Research by Joon-Shik Park, Reference Services and Reference Sources by Ock-Soon Noh are used in general. In addition, Introduction to Reference Work by Katz is used. 5. Lecture methods are generally used in teaching reference courses, but reviews of reference materials in library, class presentation, and case study method are also used. It is desirable that role playing and pathfinders' used in U.S. are introduced to our schools. 6. Analysis of library user instruction courses in Korea shows that 7 of 11 universities have the courses,, only one university teaches library user instruction as a part of reference courses, 3 universities don't. 7. Analysis of opinions about the directions for reference education shows that changes of reference courses names, expansion of courses contents, emphasis on communication technique, changes of teaching methods, proper combination of theory vs. practice, an increase in electronic reference education and training of subject specialist are needed.

• 한국과학교육학회지
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• 제33권2호
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• pp.345-358
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• 2013

이 연구에서는 전국 사범대학의 공통과학 교사양성 교육과정 운영 및 공통과학 교사의 임용 실태를 조사하였다. 또한, 과학교육계열 교수들의 공통과학 교사양성 교육과정 및 교사임용의 개선방안에 대한 의견을 조사하였다. 대부분의 학과에서는 공통과학 복수 전공이 필수가 아니었고, 학과별로 공통과학 교육과정 이수인원 비율에 큰 차이가 있었다. 심화과학 전공 교사자격증만 취득할 때 다른 전공의 과학 과목의 이수가 필수인 학과는 없었으며, 일부 학과만이 과학사와 융합교육, 과학창의성과 융합교육, 통합과학교육의 실제 등과 같은 통합과학적 성격의 과목을 개설하고 있었다. 공통과학 교사양성 교육과정과 관련하여 교수들은 공통과학 복수전공 의무화에 대해 부정적으로 인식하고 있었다. 또한, 통합과학 관련 과목을 선택과목으로 개설할 필요가 있다고 생각하는 경우가 많았다. 공통과학 전공 교사임용과 관련하여 교수들은 공통과학 교사자격증의 필요성은 공감하지만, 공통과학 전공의 임용이 따로 필요하지는 않다고 생각하는 것으로 나타났다. 심화전공 교사자격증만 취득하는 경우에는 다른 전공의 과학 과목을 이수할 필요가 있다는 인식이 높았다. 이러한 연구 결과를 바탕으로 공통과학 교사양성 교육과정 및 교사임용의 개선방안을 제안하였다.

• 수산해양교육연구
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• 제24권2호
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• pp.346-354
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• 2012

In this paper, we argue that for general education in engineering, humanistic education is important, thus we propose an illustration of course outline. Recent general education for engineering is focused on only more practical, socially oriented courses, for example, business, law, economics, and entrepreneurship. While these courses are helpful for engineering students, humanistic education is more fundamental for improving the students' capacity for insight, originality and constructing the holistic view. We propose a course "Philosophy of Time and Space" as an example which fit this purpose.