• The Journal of Korean Academy of Sensory Integration
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• v.20 no.1
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• pp.26-38
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• 2022

Objective : The aim of this study was to determine the priority competency by analyzing the importance, performance, and educational requirements of occupational therapists to develop a competency in performing sensory integration intervention. Methods : Occupational therapists were surveyed by gender, age, educational background, work location, occupational therapy experience, and sensory integration therapy experience. The difference was investigated through the importance-performance analysis of competency, and the priority of the competency was investigated using the Borich demand analysis method. Results : The therapists recognized professional competency as the most important, whereas performance was the least important. In all sub-competencies, the importance was high, but the performance was low. As a result, the education requirement was highest for professional competency. The importance-performance analysis revealed that professional competency was the area requiring the most urgent improvement. As a result of the Borich demand analysis, statistically significant differences between the importance of all competencies and the actual performance. The most significant difference was found in the professional competency group. Conclusion : The occupational therapists in this study who performed sensory integration interventions recognized professional competency as the most important but most lacking in actual clinical practice. The results of this study will be used as guidelines for developing competency-based sensory integrated intervention curricula.

• 대학교육
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• s.181
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• pp.95-100
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• 2013

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.618-620
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• 2021

The core competence is further growing in importance as a concept that must be continuously developed by individuals and should be reflected in the school curriculum. In this study, we analyze the relationship between core competence and graduation credits (learning ability) of students who have completed a core competence-centered curriculum for graduates of D-University, and reflect it in the curriculum of D-University and university education policy. The purpose is to improve. We plan to utilize the results of future analysis as materials for human resource development that matches the human resources image of D-University.

• Journal of Digital Convergence
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• v.20 no.5
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• pp.149-155
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• 2022

This study checks how the managerial competency of a single beauty company affects management performance, and the managerial competency of a single beauty company has a moderating effect of a beauty education institution between management performance and presents related implications. As for the survey for the study, direct surveys and online surveys were conducted from May 1 to May 31, 2021, and a total of 218 copies were used for empirical analysis. As a result of the analysis, the managerial competence of a single beauty company was divided into three factors: psychological characteristics, technical characteristics, and management ability, and all factors influenced management performance. In addition, it was analyzed that the managerial competency of a single beauty company in beauty education institutions has a moderating effect in the relationship between management performance. Therefore, managers of single-person beauty companies should make various efforts to improve managerial capabilities that affect management performance, and above all, it is important to select educational institutions necessary for each reverse direction.

• Journal of Digital Convergence
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• v.20 no.5
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• pp.867-875
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• 2022

This study was to identify the cultural competence and educational needs for cultural nursing competence according to the cultural contact experience. The survey participants were 125 nursing students in S university of Gyeonggi-do. The data were collected through self-report questionnaires from October 1 to 31 in 2021. Data were analyzed using independent t-test, one-way ANOVA of the SPSS WIN 21.0 program. The cultural competence was 3.49±0.55 points, and the educational needs for cultural nursing competence was 8.25±0.10 points. The cultural competence showed significant differences according to academic score(F=7.465, p=.001), multicultural friend(t=-2.477, p=.016), foreign language communication ability(t=-3.113, p=.002), and suburban multicultural education (t=-2.030, p=.045), and there was no difference in educational needs for cultural nursing competence according to cultural contact experience. It is necessary to provide an educational program that enhances foreign language communication and strengthens qualitative contact experience with multicultural subjects in order to increase the cultural competency of nursing students.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.271-280
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• 2023

The purpose of this study is to investigate the effect of chemistry program based on metacognitive learning strategies using realistic contents on prospective teachers' creative thinking skills and science core competencies, and their perception. In particular, it was intended to further improve the effectiveness of the program by introducing a strategy to strengthen metacognition. Participants were classified into the experimental group subject to the newly developed chemistry curriculum and traditional group subject to general programs that exclude realistic contents and metacognitive strategies. Both groups were surveyed before and after the application of the program to measure the degree of change in metacognitive competencies, creative thinking competencies, and science core competencies. It also analyzed the impact of metacognitive competencies and science core competencies on creativity thinking competencies. As a result of the study, relevance and rationality among sub-factors of metacognitive competencies and creative thinking competencies of the experimental group were improved, and all sub-factors except for scientific participation and lifelong learning ability among science core competencies were significantly improved. In addition, it was found that metacognitive knowledge among metacognitive competencies, scientific inquiry ability and scientific thinking ability among science core competencies affect creative thinking competencies. Through the results, it was suggested that realistic content that incorporates metacognitive learning strategies is needed to improve creative thinking competencies, and learning models and programs that can utilize them are needed.

• Journal of the Korean Society for information Management
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• v.37 no.2
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• pp.119-144
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• 2020

The purpose of this study is to obtain basic information and implications for developing media information literacy curriculum by comparing and analyzing UNESCO's media and information literacy competencies and AASL's key competencies with the 2015 Revised Curriculum and the Library and Information Life curriculum. As a result of the analysis, First, UNESCO's MIL and AASL's key competencies in media information literacy were related to the competencies of the 2015 Revised Curriculum. Second, UNESCO's MIL included more aspects of the composition and competencies of information literacy than media literacy. For this reason, it could be said that media information literacy more appropriately reflects the content pursued by media literacy education than media literacy. Third, UNESCO's MIL included more training content for media literacy than information literacy. Fourth, the contents of media literacy were found to be insufficient in the Library and Information Life curriculum compared to the education contents of library and information literacy. Fifth, the competency standards related to media information literacy and Libraries and Information Life did not present cultural sensitivity competency. Based on the results of the study, It is necessary to develop a media information literacy curriculum that fuses the contents of media literacy beyond the information literacy that use library resources.

• Journal of Digital Convergence
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• v.13 no.10
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• pp.19-32
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• 2015

This research was performed to provide a basic data for reforming University and Hotel & Tourism Management Curriculum Framework based on competency-based education, especially through identifying university students' competency categories of that reflect on the specialization and major of university. For the purpose of this research first, based on the literature review and empirical study, this paper grouped competencies into four areas: Generic Competencies, Specific Competencies, Personality Competencies, and University Specialization Competencies. Second, this paper examined empirical test through a survey of university students by Importance-Performance Analysis on four main categories. As a result of empirical test, four main categories were statistically verified, and the differences among majors about importance, performance and educational needs of each four competencies were analyzed significantly. There were proved that hospitality major is higher than other majors in importance of Generic and Personality Competency and performance of Generic Competency as well.

• 대한공업교육학회지
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• v.40 no.2
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• pp.239-258
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• 2015

The purpose of this study is to provide basic data that can be used in a reasonable assessment of the learning outcomes of STEAM. It presented a learning outcome evaluation method, relative weights of key competencies standard that a learner should cultivate. For this study, a pairwise comparison questionnaire about the key competencies was conducted on the STEAM professionals, and AHP was applied to analyze the priority of main factors of key competencies. The results of this study are as follows. First, the importance of capabilities of convergence accomplishment and capabilities of convergent cognition, in the first layer of key competencies, were 39.4% and 36.8%, respectively. In the education evaluation of the STEAM, capabilities of convergence accomplishment and capabilities of convergent cognition showed similar level of importance, and were considered more important factor than capabilities of convergence attitude (23.8%). Second, the relative importance of capabilities of problem solving (20.0%) was highest in the second layer of key competencies, and followed by capabilities of creative thinking (18.3%), responsibility (15.3%), and understanding convergence knowledge (11.0%). Third, it will be a foundation of a competency evaluation, which reasonably evaluates, based on the relative weights, whether to accomplish educational objectives of the STEAM program In addition, this results is expected to become a guide to develop an education program that can improve the teaching and learning process and raise the learning outcome, as well as an education evaluation of the STEAM.

• Proceedings of The KACE
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• 2018.08a
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• pp.163-166
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• 2018

최근 들어 각국에서는 21세기 핵심역량을 규명하고, 이러한 핵심역량을 학교 교육을 통해 배양하게 하는 것이 교육 정책의 한 축을 이루고 있다. 이는 교과 중심의 전통적인 학교 교육으로는 급격하게 변화하고 있는 21세기 사회에서 성공적인 삶을 살아가는데 필요한 것들을 교육시키는 데 한계가 있다는 반성에서 기인한다. 이러한 노력에도 최근의 연구와 설문조사에 따르면 가장 부족한 핵심역량이 의사소통 및 협업 능력이라고 나타났다. 이에 본 연구에서는 의사소통 및 협업 능력 신장을 위해 최근 정보 교육이 이러한 핵심역량을 키우기 위해 초점을 맞추고 있는 컴퓨팅 사고력 교육 수업에 어떻게 적용할 수 있을지 사례를 제시하고자 한다.