• Title, Summary, Keyword: University Education

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Development a Standard Curriculum Model of Next-generation Software Education (차세대 소프트웨어(SW)교육 표준 모델 개발)

  • Kim, Kapsu;Koo, Dukhoi;Kim, Seongbaeg;Kim, Soohwan;Kim, Yungsik;Kim, Jamee;Kim, Jaehyoun;Kim, Changsuk;Kim, Chul;Kim, Hanil;Kim, Hyeoncheol;Park, Namje;Park, Jungho;Park, Phanwoo;Seo, Insoon;Seo, Jungyun;Sung, Younghoon;Song, Taeok;Lee, Youngjun;Lee, Jaeho;Lee, Jungseo;Lee, Hyeonah;Lee, Hyeongok;Jun, Soojin;Jeon, Yongju;Jeong, Youngsik;Jeong, Inkee;Choi, Sookyoung;Choi, Jeongwon;Han, Sungwan
    • Journal of The Korean Association of Information Education
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    • v.24 no.4
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    • pp.337-367
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    • 2020
  • In this study, the standard model of next-generation software(SW) education was developed to expand SW education for fostering future talents and to prepare a consistent SW education application system for elementary, middle and high schools in the next revised curriculum. To this end, based on the study of the standard model for elementary and secondary SW education conducted in 2017~2018 academics, basic research and analysis on domestic and foreign SW education, public forums of related organizations and experts, global SW education workshops, and public hearings are held. Through this process, a consistent application system for SW education in elementary, middle, and high schools was established, and the next generation SW education standard curriculum model that can be connected to higher education and industry was developed.

A Survey of University Professors' as well as Pre-service and In-service Teachers' Perceptions of the Specialized Science Education Courses in the National Universities of Education in Korea (교육대학교 과학교육과 심화 과정 운영에 대한 대학 교수, 예비 교사, 현장 교사의 인식 조사)

  • Kwon, Chi-Soon;Kim, Jae-Young;Kim, Nam-Il;Yeo, Sang-Ihn;Lim, Chae-Seong;Lim, Cheong-Hwan;Jhun, Young-Seok;Shin, Myeong-Kyeong;Jang, Shin-Ho
    • Journal of Korean Elementary Science Education
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    • v.26 no.1
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    • pp.117-130
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    • 2007
  • This study investigated the university proffssors', pre-service teachers' and in-service teachers' perceptions of the specialized science education courses in the 11 national universities of education in Korea, analyzed their perception differences, and made suggestions the future directions for the specialized courses. For this study, 46 university professors, 402 in-service teachers, and 336 pre-service teachers were participated nationwide. The results show that there were significant differences in their perceptions between the three groups. For university professors, for example, the acquisition of science content knowledge appeared to be the most important objective of the courses, whereas the other groups preferred the acquisition of more practical knowledge and skills that they could easily use and apply in their classroom teaching later. The university professors tended to think that the science specialized courses would be very useful to the teachers' teaching and contribute to developing their professionality. On the contrary, the in-service and pre-service teachers tended to think that the courses would be not so useful because science theories construct the courses rather than practical knowledge. The implications of these findings are discussed in relation to the future science teacher education.

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University lifelong education for the fashion company employees (패션기업 재직자를 위한 평생교육으로서의 패션교육)

  • Park, Hye-Jung
    • The Research Journal of the Costume Culture
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    • v.22 no.1
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    • pp.55-72
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    • 2014
  • The purpose of this study is to identify the key decision-making variables that lead fashion company employees to participate in the fashion education programs offered by university lifelong education centers. This study also examined the education satisfaction level and preferred education method and evaluated a university lifelong education program by surveying a fashion company employees who completed a fashion education program. As decision making variables, this study included participation purposes, obstacles, and evaluation criteria. While questionnaires were used to identify the decision making variables, education satisfaction level, and preferred education method, focus group interviews were used to evaluate the university lifelong education program. The findings showed that the respondents enrolled in the program mostly because of personal motivations and considered the workload and time limitation as participating obstacles. They considered educational content as the most important evaluation criteria for participating in the program and were highly satisfied with the program they completed. This study suggests how university lifelong education centers may structure their fashion education programs to better appeal to the employees of fashion companies.