• Journal of the Korean Society for Library and Information Science
• /
• v.56 no.2
• /
• pp.5-33
• /
• 2022

In this study, the direction and contents of public education to develop competencies that are in line with the 2022 revised curriculum and the paradigm of future education were sought, and a plan for reading education was prepared. A creative and cooperative problem-solving method and process as not only information literacy ability to read, select, and reconstruct information but also transformative competency to respond to uncertain future and diversified situations are important amid the complex, pluralistic and rapid development of information and communication technology It was intended to give an experience of exploring and communicating through reading in order to explore and derive it. Analyze the general outline and syllabus of the curriculum, international education project definitions and indicators, and organize academic theories and research to set the direction and goal of high school reading education, and organize creative and convergence class strategies and reading activities A library reading class model was developed. Accordingly, the class model was revised by applying the development research method, and the final model was developed by supplementing it through field application evaluation. In order to achieve the research purpose end, a two-round Delphi survey was conducted on 10 reading education and curriculum experts. The model modified through the Delphi survey was developed in the final school library convergence reading class model by demonstrating the class in the educational field and supplementing it through application evaluation.

• Journal of Gifted/Talented Education
• /
• v.26 no.1
• /
• pp.77-99
• /
• 2016

The purpose of this study was to examine the effect of GI-STEAM program on leadership, creative personality, and learning flow of elementary Gifted Students. GI-STEAM program was the convergence model of Group Investigation that belongs to Co-learning and STEAM framework of learning criterion. The participants were 16 gifted students in a Korean elementary school located in Gyeong-gi province. The experimental design was one group pretest-posttest design. After a pretest on leadership, creative personality, and learning flow was conducted, classes were carried out as GI-STEAM program for the gifted student and a post-test was conducted. The study results of the class that was conducted twelve times for two weeks are as follows. First, Individual area of leadership is meaningfully developed in statistics after GI-STEAM program. The sub-domains of leadership, such as the communication, organization management, society commitment and teamwork showed a statistically significant improvement. Second, the domain of creative personality didn't show meaningful difference after GI-STEAM program. However, the aesthetic in the sub-domains of the creative personality showed a statistically significant improvement. Third, learning flow was meaningfully developed in statistics after GI-STEAM program. The sub-domains of the leadership, such as the balance between challenge and ability, integration with behavior and consciousness, concrete feedback and Autotelic experience showed a statistically significant improvement. In conclusion, GI-STEAM is an effective program for improving ability of communication, aesthetic sensibility, which are core competency of 'creative-convergence' gifted students. For this reason, it is highly considered that various programs applying GI-STEAM should be developed.

• Journal of the Korea Convergence Society
• /
• v.12 no.7
• /
• pp.143-151
• /
• 2021

Several researchers in the early days have studied the concept of creativity and its definition, but with the emergence of an unprecedented infectious disease, creativity attracts more attention in the academic world these days. It is because the ability to respond to change and create something that did not exist before has become an essential competency for survival. Therefore, we proposes a creativity textbook that can be used for teacher training based on a creative education practical strategy model for the purpose of enhancing the creativity of teachers in the field through analysis of various prior studies on creative education. And also, we developed the textbook to teach the principles of information security using creative storytelling techniques. In the teacher training using the textbook, the survey was conducted with 40 questions consisting of originality, fluency, elaboration, synthesis and organization factors in order to confirm the change in the teacher's creativity, and all factors were significantly improved. The textbooks developed in this study are meaningful in that it has increased the utilization of teachers' field education. We hope that this thesis will provide implications for the development of creative fusion textbooks, and related research will be actively conducted in the future.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
• /
• v.7 no.1
• /
• pp.743-752
• /
• 2017

This paper analysis the creative convergent person and the analysis of educational purpose system based competence in the 2015 revised curriculum. For this end, first, It discuss the educational purposes of the elementary and secondary school. The educational purposes are specified in the law, the general guideline and subject matters of the national curriculum. Second, It find out the relationship between creative convergence person and educational purposes. The core competencies that emerged from 2015 revised curriculum are an important role for the realization of creative convergence person. Finally, each purpose for the promotion of creative convergence person review how adequately defined. The review divided the three; the stipulation of legislation, general guideline of the national curriculum, subject matters of the national curriculum. As a result, the purpose of the direct role for the realization of creative convergence person is core competence and special competency of a subject matters. These competencies are reflected in achievement standards of the contents system in subject matters of 2015 revised curriculum. The core competence is a kind of educational purposes in terms of learners.

• Journal of Digital Convergence
• /
• v.15 no.11
• /
• pp.271-283
• /
• 2017

The purpose of the study is to verify the effectiveness the preliminary Health Administrators' Social Problem Solving Competency(SPSC) through the application of the learner-centered program Convergence Design Thinking(CDT) conducted by undergraduate school of Intrapreneurship the integrated curriculum, and evaluation of SPSC improvement effect. A pre-post-questionnaire survey was carried out that started March to June 2016 among the forty-five second-year college students from the Health Administration Department who participated in the CDT during the 15 weeks training. The main results are as follows. CDT were positive influenced on the improvement of Negative problem orientation, Impulsive careless style(ICS) and Avoidance coping style of the preliminary Health Administrators' SPSC. Especially, female college student or the absence of working experience, it was effective on the improvement of ICS of the participants. This CDT program identified having positive effects on their participation, SPSC. To further improve SPSC, The development of integrated curriculum and application of creative teaching method like this CDT is highly recommended.

• Journal of Korean Library and Information Science Society
• /
• v.49 no.1
• /
• pp.215-232
• /
• 2018

The purpose of this study is to examine the effectiveness of school library services on fostering students' core competencies. In doing the research, web survey has been conducted and the data of 211 high school students were analyzed. First, the high school students' awareness of school library service facilitation is ranked 3.72 out of 5 point. High school student users' self efficacy is examined toward six core competencies of "2015 Revised Curriculum". The point of communication skills turns out to be 4.07 which is relatively high, and that of creative thinking skills is 3.66, which is relatively low. The analysis of correlations between awareness of school library service facilitations and core competency skills and self efficacy shows quantitatively meaningful correlations in all six competency areas. Based on the consequences of the study, the foundation will be established on the orientation of school library service and the acceleration of practice of competency-based education.

• The Journal of Korean Association of Computer Education
• /
• v.18 no.5
• /
• pp.45-54
• /
• 2015

There has been rising demand within the South Korean government and among various industries in recent years on the need for strengthening the competitiveness of the software industry, which they highlight as being a core element for national competitiveness. This strategy would require enhancing the job competency of software developers. This study's results show that computational thinking (CT), which is one of the more creative solutions to the problem, has a positive effect on the enhancement of software developers' job competency. Furthermore, the study finds that the software development tasks of simulation, algorithms and procedures, and parallelization (in that order) serve as influential elements for software developers, which differs from previous studies' findings. The South Korean government thus should emphasize education in these areas in order to enhance the nation's job competence. Because simulation, especially, has the greatest influence among these areas, there is a particular need to strengthen that area.

• Journal of the Korea Convergence Society
• /
• v.12 no.11
• /
• pp.319-328
• /
• 2021

The purpose of this study is to develop core competencies for gifted education by utilizing Delphi survey methods and to present behavioral element selection and scale questions based on the definition of competencies. First, the core competence for gifted education was selected through literature analysis, and the first Delphi survey was conducted to verify that the definition of each competency is suitable for the competency name. Subsequently, through a second Delphi survey, detailed questions were developed and verified by expressing the capabilities required to develop core competencies as behavior elements. Through two rounds of Delphi surveys, eight key competencies were finally selected: attitude and practice willingness, communication and collaboration, information processing and tool utilization, creative problem solving, convergence and application, higher-order inference, community spirit, and learning achievement orientation. This study is meaningful in that it selects core competencies and behavior elements for gifted education that are necessary to pursue goals that meet social needs and it presents tools to measure the degree of competency improvement for gifted education.

• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.113-121
• /
• 2021

This study was intended to present an online survey and analysis of the survey results after the operation of the AI education leading school initiation workshop consulting training and the creative convergence type information education room consulting training. Through this, it was confirmed that there is a perception that support such as AI education leading school consulting training is necessary, and the network should be activated to share best practices and an efficient and flexible operating system in terms of operation of leading schools nationwide. could In addition, while the subjects of the survey recognized the importance of AI education-related competency, it was identified that they had low awareness of their AI education-related competency, and recognized the need for various support for systematic and customized AI education-related competency reinforcement.

• Journal of Korean Home Economics Education Association
• /
• v.31 no.2
• /
• pp.113-135
• /
• 2019

The purpose of this study was to analyze the characteristics reflected in the 2015 revised home economics curriculum for the key competencies presented in the OECD education 2030 project. The results indicate that first, in general, about 46.5% of the competencies could be classified into the skill, attitude and value category; 17% into the learning concept framework category; 24.2% into the competency development cycle category; and 12.5% into the complex competency category. Overall, the competencies of the OECD learning framework are found to be reflected primarily in the achievement standards(59%), followed by characteristics(16.1%), teaching-learning and assessments orientation(9.4%), content system(8%), and goals(7.6%). Second, the key competencies were reflected in the middle school curriculum, more often in the descending order of action, problem-solving, communication, respect, creative thinking, conflict resolution, empathy, critical thinking, self-regulation, and student agency. In the high school curriculum, the competencies were reflected more often in the descending order of action, empathy, problem-solving, anticipation, global competence, self-regulation, student agency, literacy for sustainable development, reflection, and critical thinking. Third, the heat map shows that the competencies corresponding to the third and fourth levels are most frequently reflected in the curriculum. Therefore, it is advisable to develop effective plans to execute and support the reflection of key competencies in the curriculum. Through this study, home economics educators are expected to understand the inter-connectivity between the key competencies emphasized by the OECD learning framework and the competencies of home economics as a practical subject, and to scrutinize how to help individual students develop their overall competencies and be prepared for the future.