• 대한공업교육학회지
• /
• v.34 no.2
• /
• pp.20-41
• /
• 2009

The purpose of this study was to propose conceptual Structure of the study of industrial education based on the concepts and characteristics of industrial education. Therefore, the study was conducted through literature research. 1) The characteristic of industrial education in the study was proposed as 'subject for occupational competence in the industrial technology' on the educational purpose. 2) The characteristic of industrial education in the study was proposed as 'subject for practical knowledge in the industrial/engineering technology' on the structure of knowledge. 3) The characteristic of industrial education in the study as was proposed as 'subject for technological problem solving in the system design and engineering context' on the educational methodology 4) The characteristic of industrial education in the study was proposed as 'design, building, testing and troubleshooting' on the educational process.

• 대한공업교육학회지
• /
• v.36 no.2
• /
• pp.219-238
• /
• 2011

The purpose of this study was to analyze the industrial education items in the teacher recruitment examination for secondary school and make a better proposal. To achieve the purpose, all the industrial education items, which had taken an examination for ten times from the school year 2002 to the most recent year 2011, were analyzed. The results of this study were as follows; First, the number and score ratio of industrial education items had been increased quarterly from the school year 2002 to 2011, but had same sharing in all subjects and fixed since the school year 2010. Second, as the industrial education items had been increased quarterly, they were taken from more various subcategory of industrial education. Recently, the industrial education items on "complex domain" including two more subcategory of industrial education were increased. Third, the industrial education items with science education items was compared from the school year 2009 to 2011. The items on PCK(Pedagogical Content Knowledge) had been increased in the industrial education but the proportion of PCK was lower than science education.

• School Mathematics
• /
• v.15 no.4
• /
• pp.801-818
• /
• 2013

The purpose of this study is to investigate the relation between major subjects of industrial circle high school and mathematics matched with present 2007 revision curriculum. We compare and analyze learning contents in industrial circle's math education via various aspects including methods of explanations, contents domains, and contents levels. The analysis followed by the research study performed with literature study of curriculums and text books. Our research indicates that school curriculum should be reflected relation between industrial high school's each major course and mathematics, so each major course curriculum should be different. Many contents beyond high school mathematics were founded. Hence suitable mathematical maturity and levels within standard high school math curriculum should be considered when one make text books of major course in industrial circle high school.

• 대한공업교육학회지
• /
• v.31 no.2
• /
• pp.233-256
• /
• 2006

The purpose of this study was to analyse between foreign curriculum and our high school industrial technology subject-matter curriculum, to review trend and stream of curriculum revision, and purpose and content system of subject-matter. This study was conducted through reviewing literature; research reference, journal, book, and Web materials. in this study, comparative target country was restricted to Japan, U. S. A., U. K., and N. Z., Australia that administer to similar subject with our industrial technology subject-matter. The major finding of this study were as follows: 1. A similar subject-matter with our industrial technology subject0matter was Japan' 'foundation of industrial technology' and 'project research', U. S. A.' 'technology' and etc, U. K.' 'design and technology', and N. Z.' 'technology', 'New South Wales in Australia' design and technology'. 2. The result of analysis to purpose and strength of subject-matter, our' industrial technology subject-matter was oriented to knowledge, understanding and career search in industrial area. but, the other was emphasized technological problem solving by process-based method with thinking and action. 3. In the curriculum content, our country was treat to content area of a broad industrial world. on the other hand, Japan; relationship between human and technology, environment, process technology and product technology, project research. U. S. A.; technology content standards by knowledge, process and context, U. K., N. Z., and Australia were focused 'design process'. Based on above results, the recommendation can be established as follows: 1. A study on the implementation of industrial technology curriculum. 2. A study on the perception and need assessment of expert and stakeholder about purpose and content system. of industrial technology subject-matter.

• 대한공업교육학회지
• /
• v.34 no.2
• /
• pp.87-102
• /
• 2009

The aim of this study is to select lesson contents of "Manufacturing Processes" textbook and to provide means to improve the compilation strategy based on the 2007 revised national curriculum. For accomplishing this purpose of the study, reviews of "Manufacturing Processes" textbook by 7th national curriculum and questionaries are conducted. Contents organization of lessons is done by specialists. The results are as followed: first, Changing in contents organization of units and chapters in "Manufacturing Processes" textbook based on the 2007 Revised National Curriculum is confirmed. Second, learning subjects of lessons are reformed and complemented. Third, contents organization of units, chapters, lessons are indicated.

• 대한공업교육학회지
• /
• v.31 no.2
• /
• pp.128-154
• /
• 2006

In the knowledge-based society, the quality of education is the core factor of national development. Above all, for improving educational quality, it is important to advance teacher's quality. Therefore, in order to maintaining high-level quality of education, it is required to select and appoint competent teacher. It deserves emphasis on importance of teacher recruitment test for maintaining high-level quality of education in this changes of age. Specially, Secondary School Teacher Recruitment Test of Electricity Electronics Communication Subject is declined qualitatively as each Subject of Electricity Electronics Communication is integrated and criterion of examination is obscured. This research analyzed The seventh curriculum and curriculum of Institution of Teacher Education of Electricity Electronics Communication Subject and already known examination of it On the basis of analyzing result, A field, proportion and points of examination decided through a expert conference are as follow: first, Teacher Recruitment Test of Electricity Electronics Communication Subject consists of subject pedagogics and contents. a proportion of subject pedagogics is 20% and subject contents is 80%. second, a subfield of subject contents consists of industrial education, industrial curriculum, industrial instruction method, practical guidance method, management of practical field organization, assesment of industrial education, industrial-educational cooperation and vocation and career education. third, subject contents consists of a common special, foundation special and application special field. a common a proportion of special field is 7.4%, foundation special is 20% and application special field which consists of electric field(21.3%), electronic field(21.3%) and communication field(10%) is 52.6%. fourth, Teacher Recruitment Test of Electricity Electronics Communication Subject execute practical technique test after finishing writing test.

• Journal of Engineering Education Research
• /
• v.13 no.6
• /
• pp.72-79
• /
• 2010

The purpose of this study was to explore good college instructional practice in the industrial teacher education in order to improve the quality of instruction. The study that what is the good instructional practice have been relatively more researched on elementary and middle school than colleges. Research methods used in this study were an individual interview and focus group interview. Research results and analyses were three directions in good instructional practice to be in teacher's college, engineering college and teacher's graduate school. Based on the result of the study, some recommendations for future researches were made as follows: First, good instructional practice in teacher's college were to be interested in students and be enthusiastic class and practical training. Second, good instructional practice in engineering colleges were class to be a faithful college program for teaching profession orientation and practical training. Third, good instructional practice in teacher's graduate school were class to allow for an academic standard and subjects of special study of each students.

• 대한공업교육학회지
• /
• v.38 no.2
• /
• pp.68-88
• /
• 2013

This study is to analyze teacher's recognition and needs of STEAM education in specialized high schools for technical fields. For this study, survey using questionnaire was applied to teachers in specialized high schools for technical fields. This study includes the recognition and the needs on STEAM education of general and industrial subject teachers in specialized high schools for technical fields. In order to carry on this study, 655 questionnaires were collected from teachers of 16 specialized high schools for technical fields in the whole country. Practically, 611 questionnaires (257 of normal subject teachers and 398 of industrial subject teachers) were used for this study. As a result, it is known that the needs of STEAM education is larger to industrial subject teachers than general subject teachers. But it is disclosed that STEAM education is more difficult to general subject teachers than industrial subject teachers. In requirements of teaching-learning, general subject teachers only required reference materials, but industrial subject teachers needed STEAM lesson under the same subjects and data sharing system as a priority. General and industrial subject teachers also considered education program development for creative thinking skills and problem solving abilities as a priority. Finally, in the administrative and financial requirement, both of them demand to reduce administrative tasks as a priority.

• Journal of the KSME
• /
• v.26 no.1
• /
• pp.3-3
• /
• 1986

과학기술은 체계화된 공학을 가지고 그 전공방향으로하여 공업전문대학, 4년제공과대학 및 대 학원에서 이수, 연구토록 제도적으로 시행되고 있는 것이 실태임은 주지의 사실이며, 현금의 이 제도에서 공업전문대학 출신의 취업문제가 널리 거론되고 있는 마당에 과학기술교육 즉 공학교 육을 주 목표로하는 4년제대학에서의 교과내용을 축소한 듯한(반드시 모든 전문대학에서 그렇치 않으나) 교과종류 및 내용에서 탈피하여, 예를 들면 기계기술교육에서는 전문분야를 세분화하여 열기관전공, 공작기계전공, 유체기계전공 등으로 초년도부터 직시 원리, 기법을 교육하면서 최 소한의 필요불가결한 과학(수학. 물리학등)을 병행교육하므로써 단시일내에 기법을 익히고 또한 과학과 기술이 혼연한 일체라는 기본개념도 터득할 수 있으면서 산업전선의 중간기술지도자를 양성함에도 효율적이라 생각한다.

• 대한공업교육학회지
• /
• v.31 no.1
• /
• pp.46-62
• /
• 2006

The purpose of this study is to propose the new direction in the curriculum and framework of information & communication department in technical high schools through analyzing the propriety of curriculum contents, the relationship among the subjects and the time difference in major subjects and mathematics, respectively. The main results of this study are as follows: (1) The common curriculum to include the number of selective and major subjects were different according to the curriculum and studying hours in each school. The differences were caused by the results of managing the curriculum by which was considered characteristics of schools, department and so on. (2) Mathematical contents are evenly found in 3 units in general communication subjects. The mathematical factors are shown similarly in every item in mathematics10-A, mathematics10-B, and mathematics I. The mathematical contents are found most frequently by 41.2% in the communication basis unit, also there were four items which do not exist in the technical high school mathematics. (3) Mathematical contents are evenly found in every unit of electron circuit subject. The mathematical factors in mathematics10-A are shown more than in mathematics I by 8 items. Mathematical contents are found most frequently in the amplification circuit unit by 22.2% of the electron circuit subject.