• The Journal of the Korea Contents Association
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• v.16 no.11
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• pp.38-52
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• 2016

This study analyzed effects of Action Learning approach on enhancing learning motivation and improving problem-solving capacity in NCS vocational competency classes of Polytechnic College. Targeted group is B Polytechnic College located in Chungnam, and 53 students in experimental group and 64 students in control group. analysis of data is descriptive statistic analysis and the multivariate analysis of variance (MANOVA) method to study sub factors of learning motivation and problem-solving ability. As a result, Action Learning approach has a great influence on connection, confidence, and satisfaction, among the sub factors of learning motivation. also figured that the approach has positive effects on problem clarifying, cause analysis, alternative developing, planning/practicing, and performance assessment, among the sub factors of problem-solving capacity. Moreover, Polytechnic College's NCS vocational competency classes are desirably required to adopt the approach of Action Learning for their educational method, as it fosters basic competencies, such as understanding of diverse perspectives, communicating, leadership, interpersonal relationship, self-development, coping with conflicts, operating meetings, to be learned while students are doing problem-solving activities under a team-working atmosphere.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.982-994
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• 2014

The purpose of this study was to find a way to improve the basic learning ability of vocational college students and to develop the examination of learning attitude. This examination can be used at Center for Teaching and Learning as a previous step to find the strategy and effectiveness of learning. The examination of learning attitude which consisted of 33 questions was surveyed by 984 college freshmen. The survey revealed that five factors; effective content arrangement, priority and self-management, Check and improve of study habits, goal setting and implementation, learning plans have high interrelation(.53~.72). Especially, the more positive aptitude for their majors students had, the higher score they achieved in those five factors. According to general characteristics, there was significant difference among five factors. Therefore, if it is considered to run a differentiated Teaching and Learning method individually, it is expected to be more effective learning strategies.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.4 no.1
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• pp.8-24
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• 1979

Including the Qualfication of Staffer required for Commuinication, the National Law of Professional qualification is a basic law for supply with manpower of high growth industry, and it is aiming at perfect the national Policy Concerned improvement for education and training of staff, carrying out of state examination for qualification and getting an occupation or application for special qualification. This law has established a management committee for qualification system in The Ministry of Science and Technique ROK, and authorized competence Minister according to kind of special qualification aiming at getting employment, practical use and courteous treatment in society and economy for national qualification, and also regulated their each official duty. A qualification of staffer required for communication is an administrative measure giving as occupational certificate after some examination for knowledge, technique and faculty in vocational ability to adapt to intrinsic of telecommunication. This certificate has the cause of an attribution of over the sphere of telecommunication, and so it has been originated in international situation, and then some of them is forced by international law, otherwise it be in common use between the nations. The Characteristic and orthodox of communication certificate has been succeded continually in company with development of telecommunication and the appliable field of them is specified, but the sovereign power of nation is approved by ITU that she can extent the applicable position for communication certificate and coordinate the utility of qualification for telecommunication value. Korean telecommunication law excepted the application of communication certificate in public communication field. It is unreasonable and even disobeyed against the theory of communication science and intrinsic of telecommuncation. Therefore it should be corrected immediately and then communication certificate have to accept in the public communication field at all, if so, the application field of communication certificate can have more than useful extenxion such as administration measure should be achieved by the management committee for qualification system in Ministry of Science and Technique and competemce Minister appointed according to special kind of certificate and the administration have to manage by the method and proccess caused by communication science or cooperative system between administration, industry, education and science. And, then, every acquisitor of qualification also has to try to perfect his vocational duty sincerely and to promote each self-realization.

• 대한공업교육학회지
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• v.38 no.1
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• pp.1-27
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• 2013

The purpose of this study was to find out the areas and their constitute elements of new apprenticeship through the expert of vocational education to improve the growth potential in the field of industry. Through the three times Delphi research process final composing areas and elements(total 6 areas and 41 sub-elements) of new apprenticeship were extracted. Followings are specific study results of 41 sub-elements for the 6 areas. In area A(Technology Skill aspect) total nine sub-elements were deducted as follows. Technology skill's field appling ability, new technology skill's acquisition, quality assurance ability, research development ability, material management using ability, problem solving ability, core technology skill understanding ability, idea's imagery expressing ability, creative design ability. In area B(Institutional aspect) total five sub-elements were deducted as follows. Flexible human material support, precise division of works, objective result assessment, institutionalization of responsibilities and liabilities between teacher and student, institutionalization of duty invention reward. In area C(Affective aspect) total eight sub-elements were deducted as follows. Manners and cooperation between teacher & student and peer, values for job, basic attitude for technology, job ethic sense, respect of other organization, active action to organization change, attitude of technology successor, service mind. In area D(Self-improvement aspect) total nine sub-elements were deducted as follows. Self evaluation and reflection, cultivate of organization understanding, career planning and developing ability, sound philosophy of life, communication ability, decision making ability, prepare of individual competence enhance system, self-control ability improvement, reaction of unexpected situation. In area E(Knowledge aspect) total four sub-elements were deducted as follows. Basic knowledge of relevant area, knowledge of new technology & preceding technology, fusion and relocation of knowledge, practical knowledge. In area F(Environmental aspect) total six sub-elements were deducted as follows. Awareness of business environment, understanding of education and practice environment, understanding of apprenticeship's business demand, connectivity of region community, adapt ability of labor market's change, awareness of society environment change.

• Journal of The Korean Digital Architecture Interior Association
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• v.10 no.2
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• pp.21-30
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• 2010

Students in the field of architectural design, form and design of the new learning process, and in the design of a very premiere. Perhaps one way of theoretical training and strict discipline academy will probably already be familiar with. In addition to academic activities rather passive liberal arts students, learning basic academic skills than students, vocational students lag is most. However, these have been popular with young sensibility popular consensus here and he has the potential to move actively. This is very sporadic but does not control the many, it's even the potential fragmentation of consciousness, because they themselves do not know a lot of parts. Therefore, the power embodied in the design process and disclose the outside, it fits in the design field to produce results. And designed to improve learning ability and motivation to want to promote. Accordingly, this research through the following four methods to test the methodology on the basis of the results and try to find solutions to problems. (1) Outside the student's latent ability to express emotion should be. (2) Students' interests are actively utilized in the design classes. (3) Analysis of individual interests and ideas, and how to take advantage of the design process that is induced. (4) The final work should express your own personality into the design. Through this, students' academic motivation and a positive vision of the direction of design is proposed.

• Journal of the Korea Convergence Society
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• v.6 no.4
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• pp.89-97
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• 2015

This study aims to identify parents' recognition of school-enterprise convergence by type of disability. To this end, it analyzes 150 parents with children attending special school in region D, K, and S. As a result, first, parents preferred their children's vocational ability development, employment rate improvement, and manufacturing and supplying method of goods requested by industrial bodies in the community the most and hoped to complete educational courses for the professional education of a job that they wanted to learn and learn the basic ability education for the job. Second, they preferred participation in practical hours and after-school activities and hoped all 2nd and 3rd high school graders to be selected if they wanted, and as compensation for them, wanted appropriate adjustment of class hours or tasks. This suggests that active participation in classes and selection of various types of business seem to be necessary.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.6
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• pp.414-426
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• 2018

The purpose of this study is to conceptualize reading capital in the career context and to provide basic data for further study by exploring the components of reading capital. For this purpose, previous studies and literature were reviewed. In addition, we conducted big data analysis regarding 209 papers concerning various activities related to reading, and explored the components of reading capital. Through this study, reading capital can express personal, intangible ability such as literacy, experience, and attitude embodied through reading, and enable understanding persons, looking at the world positively, and creating personal, social and economic values. The components of reading capital are reading competency and humanistic knowledge; the former was conceptualized to be reading literacy, reading activity, reading attitude, reading ability, and the latter was conceptualized to be emotional intelligence, relationship, self-identity, creativity, adaptability, self-directedness and values. The definitions and components researched of the reading capital derived through this study are thought to be highly useful as basic data for the expansion of research between related studies.

• 대한공업교육학회지
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• v.38 no.2
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• pp.48-67
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• 2013

This study tried to suggest implications about operation direction of specialized high schools (SHS) by researching awareness of middle school students (MSS), school parents (SP), human resources directors in industrial institutions (HRDII) who will be the main users of SHS education, about entering SHS and career after graduating from SHS. Seniors of middle school, SP and HRDII in Asan, Chungnam were the subject of this survey research. The summary of the result of this study is as follow: First, MSS and SP usually hoped to enter general high schools rather than vocational education schools such as SHS, meister high schools, and MSS considered school records and SP considered aptitude and talent for the factors to choose high school. Second, MSS, SP, and HRDII recognized purposes of SHS as improvement of talent and aptitude, and getting a job. As for positive images of SHS, they recognized it as applying talent and aptitude to life early, getting good jobs easily, fast independence after graduation, and learning excellent technologies, and as for negative images of SHS, they recognized it as social prejudices and discrimination, students with bad school records enter them, disadvantages about promotion and wages, and being unfavorable for entering universities. They also recognized education of SHS as being effective for improvement of basic and executive ability and key competency, development of creative human resources, and improvement of right personality and courteous manners. Third, many MSS and SP showed intention to enter SHS if it is established in Asan. They wished to enter SHS because they would like to apply their aptitude and talent to life early, learn excellent skill, and hope for early employment, on the other hand, they did not wish to enter SHS because it was not suited for their aptitude and talent, awareness about SHS is low, it is unfavorable to enter universities, and there were social prejudices and discrimination. They also similarly hoped for getting jobs and entering universities after graduating from SHS. And the reason they wanted to get a job was usually because they want to be successful by advancing into society early, or because it is still hard to get a job even after graduate from the university, on the other hand, the reason they want to enter university is because is usually in-depth education about major and social discrimination about level of education. The ability to perform duties forms the greatest part of the employment standard that MSS, SP, and HRDII aware. MSS and SP usually hoped for industrial, home economics and housework and commercial majors in SHS, and considered aptitude and talent, the promising future, and being favorable for employment for choosing major. The reason HRDII hire SHS student was to develop student into talent of industrial institution, ability of student, and need for manpower with high school graduation level, and there were also partial answer that they can hire SHS student if they have ability to perform duties. The proposals about operation direction of SHS according to the results above are as follow: SHS should diversify major and curriculum to meet various requirements of student and parents, establish SHS admission system based on career guidance, and improve student's ability to perform duties by establishing work-based learning. The Government should organize work-to-school policy to enable practical career development of students from SHS, and promote relevant policy to reinforcing SHS education rather than quantitative evaluation such as employment rate, and cooperative support from each government departments is required to make manpower with skill related to SHS to get proper evaluation and treatment.

• Journal of vocational education research
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• v.36 no.4
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• pp.1-20
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• 2017

The purpose of this study is to identify the cognitive and psychological precedence factors of career preparation behaviors of university students and to clarify the structural relationships between the variables. First, the effects of reflective learning on university students' career preparation behaviors were examined and the mediating effect of grit between reflective learning and career preparation behavior was verified. The research analyzed 307 university students in the 3rd and 4th year. The results of the study have shown that the reflective learning had a significant positive relationship with all variables of grit and career preparation behavior, but non-reflective learning have an insignificance relationship with all the main variables. In addition, reflective learning has a direct positive effect on career preparation behavior, and grit has a mediating effect on the relationship between reflective learning and career preparation behavior. The results of this study indicate that the more original variables are further identified and extended to improve career preparation behaviors of university students. It is significant that they are provided with the basic data for the development of career and job preparation education programs that can be applied in the university education field. In addition, it has been confirmed that it is important for university students to improve their ability to critically reflect on themselves, their surroundings and circumstances in order to keep them engaged and to maintain their interests. Moreover, higher education institutions should provide fundamental and extensible method of practice and educational environment.

• Journal of vocational education research
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• v.29 no.3
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• pp.107-132
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• 2010

The purpose of this study was to investigate the effects of learning achievement by comparing project approach group and the control group on the unit of growing flowers and vegetables in practical arts education. For this purpose, the experimental study on the unit of growing flowers and vegetables was achieved with 63 students(5th grade 2 classes) in S elementary school. The project approach model (Chung, Sung-bong) was applied to the experimental group, and the traditional model to the control group. To verify the effects of each class, nonequivalent control group post test-only design was applied 10 times. The SPSSWIN(ver 12. 0. 1) was used for analyzing the frequency and t-tests. The results of this study were as follows ; First, there was significant effect of learning achievement(cognitive domain) in the project approach groups. In addition, learning achievement of the experimental group has been showed significant difference about intellectual function and ability but not about knowledge. Second, there was significant effect of learning achievement(psychomotor domain) in the project approach groups. In other words, there has been showed significant difference in basic skill and integrated skill for growing flowers and vegetables but not in elemental skill for planting. Third, as the post test, there existed significant effect(affective domain) in the project approach groups. In other words, there was a meaningful difference in acceptance, value, belief, actualization but not in interest. Based on these results, It is believed that the project approach model in the unit of 'growing flowers and vegetables' is more effective than the traditional learning method in learning achievement of learners' cognitive, psychomotor and affective domain.