• The Mathematical Education
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• v.33 no.1
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• pp.1-10
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• 1994

• Proceedings of the Korea Contents Association Conference
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• 2008.05a
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• pp.382-384
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• 2008

Recently, Korean high school students eagerly utilize the educational contents via personal computers and ubiquitous equipments like PMP. We investigated the utilization status while in high school of one class students of M university located in Daejeon area. About 30% of students used PMP and whole students used personal computer to take educational contents. Almost all of the students paid less than 200,000 won for the contents while in their high school. Most popular sites were EBS and Megastudy.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.215-218
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• 2019

누구에게나 질 높은 강의를 무료로 수강할 기회를 제공하겠다는 MOOCs의 야심이 전통적인 교육방식에 변화를 불러일으키고 있다. 현재 대부분의 MOOCs 강의는 고등교육 수요자를 대상으로 하고 있지만 본 연구에서는 그동안 언급된 MOOCs의 장단점을 분석해서 고등학교에서 효과적으로 MOOCs를 활용할 방안을 탐구하였다. 그 결과, 전공 탐색의 기회와 학생부종합전형 활동자료로 활용하거나, 플립러닝 형태의 수업에서 강의자료로 활용하며 고교학점제의 시행에 따른 학생 선택 과목 확대에 대비하는 방안을 제안한다.

• 대한공업교육학회지
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• v.44 no.2
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• pp.65-85
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• 2019

This study is aimed to analyze vocational high school teachers' different perceptions on implementing High School Credit System in relation to their teaching subjects(the vocational high schooland the specialized subjects). The result indicates that the specialized subject teachers perceive the value of the prerequisites for implementation of High School Credit System more strongly than the common subject teachers. Otherwise, the result reveals that no significant difference exists between the common subject teachers' perceptions and the specialized subject teachers' perceptions of the external environment improvement, the operational modes, the characteristics of vocational high schools and the factors related to successful implementation of High School Credit System.

• Journal of Science Education
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• v.48 no.2
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• pp.121-129
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• 2024

There are many expectations and concerns regarding the introduction of the high school credit system as an educational innovation. To address concerns about the management of science courses in the high school credit system, we analyzed the characteristics of Alabama's science curriculum to identify potential implications. By analyzing Alabama's science curriculum, curriculum guide, and high school curriculum catalog of Madison City Schools, we found that, first, the system offers a variety of science subjects and operates on a non-graded basis. Second, the curriculum provides essential college and career preparation for all students in grades 9~12. Third, it consistently covers the same academic core ideas across grade levels in a logical progression. Fourth, it emphasizes interdisciplinary connections to enhance science and engineering literacy. The implications of these findings for managing science courses in Korea's high school credit system are, first, that Korea's system lacks course diversity compared to the U.S., making it is necessary to offer a wider variety of courses. Second, students should be guided to choose science subjects aligned with their career paths. Third, a hierarchy of science subjects should be established to reduce the burden between courses. Fourth, consideration should be given to interdisciplinary connections with other subjects to foster students' scientific literacy. Based on these suggestions, it is necessary to explore the appropriate provision of science courses in the Korean high school credit system.

• The Mathematical Education
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• v.1 no.2
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• pp.7-9
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• 1963

• The Mathematical Education
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• v.8 no.1
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• pp.14-17
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• 1969

• 대한공업교육학회지
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• v.40 no.2
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• pp.1-21
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• 2015

The purpose of this study is to provide base line data to the educational settings so that more improved occupational core competencies could be taught under the formal curriculum of the technical highschool than before through the inquiry into 'the need for the consolidation of education that principals of technical highschool perceive'. Initial occupational key competencies had been prepared through the literature review on the occupational core competencies and the review on the key competencies by the experts in the field of technical industry had been performed to achieve the purpose of this study. The survey instrument consisting of final 9 occupational key competencies had been developed with the careful consideration for the calculation of the need for the consolidation of education using the Borich's model. The results show that principals for the technical highschool perceive the strong need for the educational consolidation regarding the all 9 occupational core competencies in the whole. However, for the specific key competency of understanding the organization and the mathematical competency, the principals of the technical meister highschool perceive somewhat differently from the principals of the specialized technical highschool. The principals in the meister highschool perceive not much need for the consolidation of education regarding the competency of understanding the organization and the mathematical competency.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.471-477
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• 2022

In this study, an educational program was developed that allows students who take data science courses in the high school credit system to explore related fields after learning data science education. Accordingly, the existing research and requirements for data science education were analyzed, a learning plan was designed, and an educational program was developed in accordance with a step-by-step educational program. In addition, since there is no research on data science education for the high school credit system in existing studies, the research was conducted in the stages of problem definition, data collection, data preprocessing, data analysis, data visualization, and simulation, and referred to studies on data science education that have been conducted in existing schools. Through this study, it is expected that research on data science education in the high school credit system will become more active.

• 대한공업교육학회지
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• v.37 no.1
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• pp.1-19
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• 2012

The purpose of this study was to analysis a satisfaction about technical specialized high school supported by Seoul metropolitan office of education. The study was carried out through questionnaire survey method. The population sample for the study constituted 894 completed questionnaires from sample of 1050 technical specialized high school students and parents. A survey questionnaire for students consisted of 20 scales, and it for parents consisted of 16 scales. Both descriptive and inferential statistics were employed for data analysis. Major findings of this study were as follows: First, satisfaction perceived technical specialized high school students supported by Seoul metropolitan office of education was high. In sub-variables of school satisfaction, 'school facilities' was the highest, and 'relation to teacher' was the lowest. Second, three related variables were found to be significant in affecting the satisfaction of technical specialized high school students supported by Seoul metropolitan office of education. They were grade of students, achievement of students, and school type(public school/private school). Third, their parents were satisfied with technical specialized high school supported by Seoul metropolitan office of education. Fourth, gender difference of parents and school type(public school/private school) had no appreciable affect on satisfaction of parents.