• 수산해양교육연구
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• 제20권2호
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• pp.297-308
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• 2008

This study developed career education program applying cooperative learning structures (Kagan, 1993, 1995, 1997), and tested its effect on elementary school children's career development. Sixth grade students of 2 classes were divided into experimental and control group, and 14 sessions of the program were applied to the experimental group for 8 weeks. Career development test(Lee, 2005) were performed before and after the program. Students in both groups were retested 3 months after the post-test to test continuing effects of the program. Score tendencies and their differences between experimental group and control group of children in 3 career development areas - self-awareness, educational and occupational exploration, and career planing - were tested and the results are as follows: development of 3 areas of self-awareness, educational and occupational exploration, and career planing were consistently increasing along the experimental sequence in experimental group, while the development of 3 areas showed no changes or declining tendencies in control group. Self-awareness and educational and occupational exploration did not show the statistically significant differences between the groups. Meanwhile, the career plaining showed statistically significant difference between the groups in post-test, meaning that the career education program with cooperative structure has positive effects on the career planing in 6th grade students.

• 공학교육연구
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• 제14권2호
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• pp.13-20
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• 2011

본 연구의 목적은 한국과 미국의 프로그램 학습성과 평가체계 사례를 비교 분석함으로써 프로그램 학습성과 평가체계 개선을 위한 시사점을 제공하는 것이다. 연구의 목적을 달성하기 위해 사례연구방법이 적용되었다. 미국에서 공학교육인증을 우수하게 수행하고 있는 5개 대학 프로그램과 한국에서 공학교육혁신센터를 주축으로 연구를 수행하여 프로그램 학습성과 평가체계를 개선한 3개 대학을 선정하여 각각의 프로그램 학습성과 평가체계 사례를 분석하였다. 분석 결과 각 프로그램에서 설정한 학습성과, 학습성과를 평가하는 수준, 학생의 학습성과 달성도 평가 방법, 분석 및 개선 실적 측면에서 차이가 있는 것으로 나타났다. 연구 결과에 기반하여 프로그램 학습성과 평가체계 개선을 위해서는 학생의 학습성과 달성도 평가방법에 대한 관심보다는 프로그램의 특성이 반영된 학습성과 설정, 학습성과 평가결과 분석 및 개선에 대한 보다 구체적인 계획 수립, 수집된 자료에 근거하여 교육과정을 지속적으로 개선하는 데 보다 노력을 기울일 것을 제안하였다.

• 의학교육논단
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• 제19권2호
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• pp.70-75
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• 2017

In order to adapt to the rapidly changing medical environment, it is important to advance not only the basic medical education in medical schools but also that of residents. The quality of the training environment and educational goals for residency must also be improved for specialists. Although each institute including internal medicine, general surgery, family medicine, etc., strives to standardize, sets educational goals, and develops content to train capable specialists, the education programs focus on special techniques and competency of medical care for patients. The training environment of each residency program is different in each trainee hospital, and hospitals are making an effort to set education goals for the residents and improve their education programs. In Korea, there is no common core education program for residents, while in the United States, the Accreditation Council for Graduate Medical Education is responsible for the development and evaluation of a standardized curriculum for residents, and in Canada, CanMEDs presents a basic curriculum to help residents develop competency. Fully capable specialists have more than just clinical competency; they also need a wide range of abilities including professionalism, leadership, communication, cooperation, in addition to taking part in continuous professional development/continuing medical education activities. We need to provide a core curriculum for residency to demonstrate attention to and knowledge about health problems of the community.

• 복식
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• 제64권2호
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• pp.50-69
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• 2014

Sustainability has been a big issue over the whole global industry lately and is an important fashion trend that reflects the modern phase of the time. The concept of sustainable fashion includes physical fashion products made from eco-friendly or recycle materials as well as ethical value such as corporate social responsibility for environment, labor or working condition. Fashion companies of advanced countries who are aware of the geo-environmental and ethical issues found that generating profits by setting trends and pursuing external beauty can no longer be the ultimate goal of fashion companies, and started to recognize the importance of sustainable fashion as a future-oriented trend. Not only fashion industry but also governments of advanced countries have been playing a leading role to educate the people regarding the importance of sustainable fashion and making large investments to foster industry specialists in educational institution. The aim of this study is to propose sustainable fashion design education program that fits the domestic university curriculum and government-leading education program in order to set the foundation for sustainable fashion industry. Thus, this study investigates successful cases of foreign government-led sustainable fashion education that can be introduced to improve domestic sustainable fashion education. The empirical study of the research is developing 12-15 week university level education program to foster specialists in sustainable fashion. The survey carried out by the students who participated in the program shows the change of perception on sustainable fashion. Developed university level program can be spread to municipal corporation, school of continuing education, and etc. in order to derive participation and problem perception of the citizens on sustainability. Developing systemized sustainable fashion design education program would be the first step of sustainable fashion by educating students who will take the leading role in the future fashion industry. Moreover, it can strongly influence future customer education as well as a special education inducing interest on sustainability in everyday life. A follow-up study is expected to serve as a foundation for sustainable fashion to take root successfully in the fashion industry.

• 한국환경교육학회지:환경교육
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• 제19권3호
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• pp.102-113
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• 2006

The purpose of this study is to devise proper plans for sustainable energy management in schools through applying school eco-audit to energy field. This study is performed by literature review and the analysis of case study. This study analyzes the energy-saving model school according to the three cores of eco-audit such as school administration system, teaching-learning method, and ecological policy, and the result of the study is as followings. First, according to the analysis of school administration system for energy education programs, the participation of all the school staff is very low, and the democratic decision-making system is unsatisfactory. Second, according to the analysis of teaching-learning method, the program is mainly managed by teacher-oriented method not by learner-oriented one. The effect on the education of energy-saving program is a little improved in cognitive area, but is insufficient in affective area. Third, in the aspect of the ecological policy, the practical energy-saving effect in schools is unsatisfactory, and shows the difficulty of continuing application of the program. Consequently, it is desirable to integrate the energy-saving program with the eco-audit for sustainable energy management in schools. Implementation of the energy eco-audit in schools for the sustainable development education as teaching-learning method could achieve extended effect for the earth environmental conservation.

• 가족자원경영과 정책
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• 제15권3호
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• pp.23-42
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• 2011

This study proposes a plan for the residents to have a capacity to build a family-friendly community on their own. As there is not a family-friendly community related program developed for "Resident's Capacity Reinforcement", three programs closely related with family-friendly community program were analyzed instead. Analysis showed that first, the community spirit must be emphasized to maintain the characteristics of family care with social support. Second, educational contents must reflect resident's capacity elements that are necessary for participating in the family friendly community building stages. Third, there is a necessity for systematization of education courses into beginner, intermediate, and specialty course given education is continued. Fourth, there is a necessity for the curriculum that may be used for the family friendly community building to foster human and material resource management ability. Therefore, framework for the educational contents suggests X-axis and Y-axis presented by person-business and morphogenic-morphostatic as referred to Ulrich(1997),s human resource model. However, this study has limitations because educational program of 'livable community building' are analyzed for the plan to reinforce capacity to build family-friendly community. There is a necessity for continuing to improve the program by in depth interview or social survey with residents and leader in community.

• 보건교육건강증진학회지
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• 제22권2호
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• pp.141-153
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• 2005

Objectives: The purpose of this study was to examine the effects of a death education program on attitude to death and meaning in life for university students. Methods: The design of this study was quasi-experimental and non-synchronized with a non-equivalent control group. The study subjects were 28 students at a college in Busan. The experimental group (n=14) participated in a death education program. While the control group (n=14) didn't. The program consisted of lectures and discussions for 6 hours a day over 5 days. The 30-hr course examined the meaning of death, modern society and death, hospice movements and desirable life and death. Data were collected using a structured questionnaire consisting of general characteristics, attitude to death and meaning in life. Collected data were analyzed as frequency, percentage, $x^2$-test, t-test using SPSS 11.0 WIN Program. Results: The attitude to death scores in the experimental group were significantly lower than in the control group (p=.000). The meaning in life scores in the experimental group were significantly higher than in the control group (p=.039). Conclusions: These findings showed that the death education program was effective to enhance the attitude to death and meaning in life among in college students. Therefore, a continuing death education program can be applied as an effective nursing intervention for other subjects.

• 한국산학기술학회논문지
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• 제16권2호
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• pp.995-1005
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• 2015

본 연구는 6진 분류에 따른 평생교육 프로그램의 상대적 중요도 분석을 위해 AHP 분석을 실시하였다. 연구결과, 평생교육 프로그램의 영역별 상대적 중요도는 '기초문해교육', '직업능력교육', '시민참여교육', '학력보완교육', '문화예술교육' 순으로 나타났고, 평생교육 프로그램 요소별 상대적 중요도는 문자해득, 기초생활기술, 현직직무역량, 시민참여활동, 시민리더역량, 초등학력보완, 문화예술향상, 생활문화예술, 자격인증역량, 중등학력보완 프로그램의 순으로 나타났다. 이러한 연구결과는 평생교육사 양성 및 연수 프로그램과 평생교육 프로그램 설계에 활용될 수 있으며, 평생교육 실천현장의 평생교육 프로그램 개발 및 운영에 현실감 있는 이론적 실천적 함의로서 평생교육 발전에 많은 시사점을 제공한다.

• KIEAE Journal
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• 제8권3호
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• pp.3-11
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• 2008

As arising concerns on environment, the social and institutional efforts have been made to establish green building in Korea. Even though the progress until now could not be underestimated, the education and information system of green architecture needs to be reconsidered. The system and the program of USGBC to cultivate green design and construction in the USA could be a good case to be explored. The results of exploration of USGBC programs are followed. First, USGBC is industry-led and consensus driven coalition and has diverse membership including building owners, architects, engineers, general contractors, government agencies and nonprofits. Second, various education programs are developed and provided not only for building industry practitioners but also for general people. Third, LEED Accredited Professionals who have detailed knowledge of LEED project certification requirements and processes are produced to make rating system go on smoothly and spread out. Forth, there are international conference and expo called "Greenbuild" and chapter events to interchange of information on green building industry. Lastly, there are incentives which are earning continuing education credits for other organizations such as AIA for attending a LEED workshop and earning a project one point towards LEED Certification. In view of above results, USGBC and its education program can be a good reference for developing ours on green building in Korea.

• 한국문헌정보학회지
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• 제44권2호
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• pp.221-239
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• 2010

본 연구는 예비교육사서의 교수역량을 신장시킬 목적으로 프로젝트기반학습환경의 교육프로그램을 개발하여 한학기 동안 프로그램을 경험한 학부생들을 대상으로 교수자적 자기효능감에 어떠한 변화가 있는지를 분석하였다. 이를 위해 해당 강좌에 수강신청한 42명의 수강생을 대상으로 프로그램을 경험한 이전과 이후에 동일한 검사지를 통해 자기효능감을 측정하였다. 분석 결과, 예비교육사서들의 일반 자기효능감과 특수 자기효능감은 프로젝트학 습환경을 경험한 후 의미있게 향상되었다. 프로그램은 예비교육사서들의 교수법과 관련한 지식, 기술적인 측면뿐만 아니라 교수자적 자기효능감과 같은 태도 측면에서도 효과가 있어 교수 역량을 갖춘 교육사서를 양성하는데 주효한 교수학습방법임을 검증하였다. 또한, 프로젝트기반학습프로그램이 교육사서와 사서교사를 위한 계속교육과 직무연수프로그램을 설계하거나 평가시 유용하게 적용될 수 있을 것으로 기대된다.