• Journal of the Korean Society for Aviation and Aeronautics
• /
• v.17 no.3
• /
• pp.14-21
• /
• 2009

Advanced nations such as US and Europe have recognized the importance of the aircraft airworthiness and have been operating airworthiness certification system by their government since long time ago. In Korea, airworthiness certification personnel education program has been proceeding, since certification system of military aircraft airworthiness has been legislated. On this study, education course, education content for each course, education operating method and license management related to airworthiness certification personnel education and drew out adequate plan for domestic circumstance through studying aviation advanced nations cases. The proposed education course is divided into basic course, professional course and retraining course, considering its level of education and operation of education course has been recommended to a professional education institute designated by korea government and proposed to acquire authorized certificate for those who completed the education course. We hope to improve the method proposed as a result of the study such as education content, operating program, license management systematically and efficiently as years go by to develop into leading nation for airworthiness certification education and increase the benefit and confidence of nation.

• Journal of Agricultural Extension & Community Development
• /
• v.17 no.3
• /
• pp.419-446
• /
• 2010

This study is the purpose to analyze the satisfaction of training course for the village lifelong education leader who will act as the village lifelong education leaders in the future. The data were collected from 197 the participants who have learned the training course for village lifelong education leaders among 7 local governments. The collected questionnaires were statistically treated by using SPSS (Version 17.0) program and frequency, T-test, and ANOVA. The major findings of this study were as follow; 1) the satisfaction of women's learners to the training course of village lifelong education leaders is high. 2) the satisfaction of low ages to training course for village lifelong education leaders is high. 3) the satisfaction of high educational background learners to training course for village lifelong education leaders is high. 4) the satisfaction of high income background learners to training course for village lifelong education leaders is high. 5) the satisfaction of much learning experience learners to lifelong education is high. 6) the highest among the satisfaction level of the program participants for village lifelong education is the staff service of lifelong education organization.

• Journal of the Korean Society of School Health
• /
• v.5 no.1
• /
• pp.74-83
• /
• 1992

The purpose of this study is to provide the basic data in developing environmental education curriculum by searching the consciousness junior-high school teachers in Seoul. 28 junior-high schools in Seoul were randomly selected and again selected 547 teachers to answer this questionnaire. The major findings of this study are as follows; 1. Teachers recognized the seriousness of environmental problems in the national level(about 54%) and Seoul level(about 90%) 2. Teachers recognized the need of environmental education at junior and high school(85%). 3. Only 17.5% of respondents marked to be selected Environmental Education at the 6th curriculum revision in their school. 4. If Environmental Education was selected at the 6th curriculum revision, about 58% of respondents recognized that Environmental Education Teacher should be responsible Environmental Education course. 5. If Environmental Education course was not selected at the 6th curriculum revision in their school, about 45% of respondents recognized that Environmental Education course should be done the whole subjects. 6. About 57% of respondents recognized that effective method of Environmental Education should be used audio-visual material. 7. About 25% of respondents recognized that environmental education should be prevented by Enterance-exam oriented education. Several improvements should be made on the following aspects; 1. At the 6th curriculum revision, Environmental Education course should be selected a required course. 2. At the Collage of Education, Environment-related course should be established. 3. Programs of environmental education should be urgently designed and improved so that teachers can proceed it more effectively.

• Journal of Fisheries and Marine Sciences Education
• /
• v.24 no.4
• /
• pp.543-558
• /
• 2012

This is a qualitative study of pre-service teachers' experiences in a teaching practicum course which attempted to identify the characteristics of the course that has been recently revised as professional education course. Data were collected from college students who took the professional education courses including the teaching practicum course by using both a survey on the opinions and suggestions of the students on the teaching practicum and a in-depth interview with 12 students of them. The results are as follows. First, pre-service teachers' perception of a teaching practicum course was divided into two sides : functional side and sociocultural side. The formal is that the professional education courses significantly handed to discipline practical jobs related to educational administration. The latter is that the professional education courses significantly handed to deal for teachers like pay step, extra pay, vacation, and leave of absence. Second, the pre-service teachers had suggestions that were divided into the 'curriculum content' and the 'instructional method'. For instance, regarding the 'curriculum content' they suggested such things needed as 'lessening and differentiation of content, sensitive about the scene, and lesson hands-on', and as for the 'instructional method' they suggested such things needed as actively 'doing, participating, assessing, coursework participating'. Based on these results, I have comprehended the pre-service teachers' positive response. Untill now, we have perceived that the professional education courses is excessively theory-oriented one. But a teaching practicum course is different. Meanwhile, It is not identify what the teaching practicum course as teaching refinement education course is. Due to this cause, I have comprehended that 'curriculum content' and the 'instructional method' is plunged in confusion. As pointed out this, I did concrete proposals in response to such a confusion. This proposals have helped decided on a direction of a teaching practicum course.

• Journal of Engineering Education Research
• /
• v.10 no.1
• /
• pp.5-19
• /
• 2007

A general education course is different from a major course in an engineering college. Therefore, they influence a learning outcomes according to their forms and contents. In particular, an engineering college in korea is open to argument against a general education course. Because a general education course has to observe the criterion of ABEEK. Consequently, the purpose of this study is to compare general education courses of engineering colleges in USA. For it, this study analyzes the completion method and academic area of a general education course. In result, this study suggests the property and implication of a general education course in an engineering college.

• Journal of Engineering Education Research
• /
• v.19 no.2
• /
• pp.70-75
• /
• 2016

This paper deals with a result of case study for the development of CEA(Course-Embedded Assessment) design tool for engineering education accreditation implementing programs. Many programs have been devoting efforts to apply CEA to their engineering education. In order to effectively apply the CEA to educational program, it is required to develop the standardized form or scheme for CEA application. As a preliminary approach, we propose the design tool and the result of a case study for CEA application in engineering education.

• Journal of Engineering Education Research
• /
• v.12 no.3
• /
• pp.96-106
• /
• 2009

The purpose of this study was to suggest possibility of adaptation of course-embedded assessment for program outcome in engineering education through literature review on concept, benefits, adaptation process, case study in higher education of course-embedded assessment. The model of course-embedded assessment was given with consideration for each step, that is, set up of program outcomes, check of related courses, selection of assessment tools, set up of performance criteria, implementation of course-embedded assessment, and analysis of results. Some prerequisites were given to set up course-embedded assessment successfully in engineering education field of Korea.

• The Journal of Korean Academy of Orthopedic Manual Physical Therapy
• /
• v.22 no.2
• /
• pp.21-27
• /
• 2016

Purpose: The system of clinical education program of Korean academic of orthopedic manual physical therapy (KAOMPT) was changed in 2014. The purpose of this study was to compare the level of satisfaction of clinical education program in KAOMPT before and after the new program. Methods: The subjects of this study were consisted of the physical therapist who participated the education program of KAOMPT from 2013 to 2015. 7687 structured questionnaires were divided in the courses and analysed. Results: There were significant differences of level of satisfaction of introduction course (p<.05), cervico-thoracic course (p<.001), lumbo-sacral course (p<.001), upper extremity course (p<.001), lower extremity course (p<.001), and advance course (p<.001) for three years. The satisfaction of introduction course was decreased in 2014 than 2013, but it was restored in 2015. The satisfaction of cervico-thoracic course was decreased in 2014 than 2013, but it was increased in 2015 than in 2013. The satisfaction of lumbo-sacral course in 2014 was decreased than in 2013, but it was restored in 2015. The satisfaction of upper extremity course in 2014 was increased than in 2013, but it became same level with 2013 in 2015. The satisfaction of lower extremity course in 2014 was increased than in 2013, and it was maintained same level in 2015. The satisfaction of advance course in 2014 was decreased than in 2013, and it is maintained same level in 2015. Conclusions: The level of satisfaction of clinical education program was decreased in 2014, but it became same or higher level with 2013 in 2015. It is assumed that the new clinical education program of KAOMPT was established completely in 2015.

• Journal of Korean Home Economics Education Association
• /
• v.1 no.1
• /
• pp.87-99
• /
• 1989

This paper is aimed to improve the current curriculum in the Korean elementary school’s practical course, which covers both industrial fields and Home Economics. Specially inveotigated here are teacher’s attitude toward the practical course and the degree of difficulty in teaching each content of the practical course in the 4th and 5th grade in the elementary school in term’s of teacher’s sex and localing. Since two heterogeneous subjects, industrial fie인 and Home Economics, are integrated into one subject named the practical course, the teaching of the practical course is not specialized. Besides, the teaching is implemented inefficiently, owing to the teacher’s misunderstanding of the practical course. In this respect, as a way of maximizing the effectiveness of practical course in elementary school, the authors suggest some proposals. (1) The curriculum of practical course should be divided into two course, industrial fields and Home Economics (2) All students should be completed Home Economics as a required course (3) A system of full-time teacher for Home Economics subject should be introduced. Concurrently, the curriculum of the practical course in Teacher’s College be modified.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.23 no.2
• /
• pp.135-145
• /
• 2017

Purpose: The purpose of this study was to develop a program outcomes assessment system based on Course Embedded Assessment for nursing education. Methods: This study was conducted in accordance with the procedures of the developmental research method. Results: The major results are as follows. 1) The program outcomes were measured according to the Analytic Hierarchy Process. 2) The Course Embedded Assessment matrix was made according to program outcomes' weight, the curriculum-organizing principle, and achievement levels. 3) The Course Embedded Assessment rubric was developed in logical process, and consisted of a performance criterion, and rating scale. The content validity index of the Course Embedded Assessment rubric was 0.85. 4) An evaluation guideline and 12 documents were developed to facilitate the performance of the assessment system. 5) The average content validity index of the Course Embedded Assessment-based program outcomes assessment system was as high as 0.89. Conclusion: A Course Embedded Assessment-based program outcomes assessment system is more suitable for accreditation of nursing education than previous studies. Because this system evaluates the process of achievement as well as program outcomes, the results can also serve as immediate feedback to improve the educational process. Above all, this system facilitates that students check their achievements and strive to acquire core competencies in nursing.