• 대한공업교육학회지
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• v.38 no.1
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• pp.145-161
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• 2013

The purpose of this study is to provide the basic data necessary to improve the planning and operations for an effective on-the-job training (OJT) by analyzing educational effects and deciding on a career for employment (DCE) effects of OJT based on the perceptions of employees from the specialized high school (SHS). The survey was performed with 301 employees who are working in the industrial institutions including the OJT, among the nation's specialized technical high school graduates. 240 questionnaires were analyzed. The major results of this study are as following. First, the effects of OJT are as following. The OJT have educational effects such as the improvement of job ability and adaptability to workplace, refinement of working life, and career guidance. However, the OJT almost don't have educational effects for contents in relation to the majors in SHS. The OJT had basic DCE effects on graduates, and consistently have had them since they graduated from SHS. Second, the difference of OJT effects by employees' background variables is as following. By the gender, the OJT have more educational effects and DCE effects on male than female. By the types of career decision before taking part in the OJT, the OJT has more educational effects and DCE effects on employees with a high degree of career decision. By the working life satisfaction, the higher working life satisfaction, the higher OJT effects. Therefore, the OJT should be operated to make students feel satisfied with the OJT in order to correspond with the purpose of specialized high school - cultivating talent in specific areas.

• 대한공업교육학회지
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• v.39 no.1
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• pp.247-261
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• 2014

Education about invention in elementary schools has thus far be conducted mostly through special activities and talented activities rather than through normal curricula. However, with the implementation of the 2007 amended curricula, invention education was reflected as a normal subject unit in the practical subject (technology and home economics) curricula, thereby laying groundwork for invention education being able to be provided through normal subject classes. Thus, at the time when invention education has been reflected as a normal subject unit, it is meaningful to research the effects of elementary school students' experience in invention education on their invention attitudes. This study sought to research the effects of elementary school students' experience or non-experience in invention education on their invention attitudes, targeting those in regional talent private schools who did not take invention talent classes, those who received invention education, and those who did not receive invention education at all. The conclusion of this study is outlined as follows. First, students' experience in invention education proved to be positive in boosting their invention attitude, and continued invention education experience like with students in regional talent invention schools significantly boosted their invention attitudes. Second, considering that students' actual experience in invention education had positive effects on their invention attitudes, the reflection of invention education in the amended curricula was found to be very desirable in improving elementary students' attitudes about invention. Third, according to gender, male students' invention attitude level was found to be higher than that of female students, suggesting that male students more worked on computers, electronic (smart) devices and machines in daily life, leading them to further develop invention attitudes.

• 대한공업교육학회지
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• v.36 no.2
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• pp.181-199
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• 2011

The purpose of this study is to determine the level of key competencies and teacher efficacy of pre-service industrial teachers as related to their personal backgrounds, and to analyze the correlation between personal variables, key competencies and teaching efficacy. This will be provided as basic resources for pre-service teacher training program to improve the understanding of key competencies and teaching efficacy of pre-service industrial teachers. The results of this study are as follows. First, the teacher efficacy of pre-service industrial teachers was found to be above average (M=3.0), and teaching efficacy (M=3.41) was found to be a bit higher than personal teacher efficacy (M=3.28). Upon analyzing the significant differences of teacher efficacy resulting from background variables, it was found that gender and major had no difference while the effect of school year on teaching efficacy of teacher efficacy showed statistically significant differences. Second, the lower regions of key competencies of pre-service industrial teachers all were above the average 3.0. Gender and school year were exhibited no significant difference, and only the global competence of key competencies showed significant difference. Third, it was found that the gender and major of pre-service industrial teachers had no correlation with teacher efficacy and key competencies. On the other hand, school year variable showed significant positive correlation with teacher efficacy (r=.274) and key competencies (r=.168). Lastly, it was found that key competencies and teacher efficacy had positive correlation of r=.475.

• 대한공업교육학회지
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• v.32 no.1
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• pp.73-92
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• 2007

The purpose of this study was to develop ICT(Information and Communication Technology) teaching-learning materials for motorcycle safety education. Physical subjects which are relevant with motorcycle dynamics were introduced to increase the safety awareness through integrated learning such as the combination of technology and science. The results of this study were as follows : (1) Utilizing the physics basic theories which are relevant to motorcycle dynamics, the lesson plan of motorcycle ICT teaching-learning materials, which were included to plan and instruction action plan, was developed. (2) Flash animation or movie was developed to apply physics knowledge to technology in driving motorcycle. This is able to improve the attitude of driving motorcycle of students. (3) Through the contents of appendix of motorcycle safety driving section in this web-site developed here, junior and senior high school students would be able to strengthen their cognitive domain of motorcycle by themselves. (4) Using the web-site of this study, both teachers and students would be able to freely interact through an online bulletin board.

• 대한공업교육학회지
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• v.30 no.2
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• pp.45-59
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• 2005

The purpose of this study is to develop and operate a curriculum which is able to connect a vocational high school to a general high school. That curriculum makes it possible to meet the necessity of accepting the learning rights for the students of a small scale school located in a rural community. And also, it is able to broaden the implementation of the elective-centered curriculum in the $7^{th}$ curriculum. So, We developed a connected curriculum model which fulfills to the utmost the requirement of a few students who want to go to a collage after finishing vocational high school and who want to get a job after finishing general high school in a electing their subjects and then operated it with student's moving to the connected schools on a Saturday. In this study, we got the results as follows: First, we prepared the curriculum environments which can accept the learning-demands of students in a small scale school located in a rural community. To do so, we publicized the curriculum of a vocational high school connected to that of a general high school, made questions, and organized the committee of students, parents and teachers and so on. Second, we organized and implemented the connected curriculum so that a small number of students could learn the subjects they demands. So, a small number of the vocational high school students could have learned the 'Math I' and 'English Conversation' which were not allowed in their school. And also, a small number of the general high school students who hope to have an occupation after graduation could have learned 'Web Design' subject. Third, we examined the problems and presented the solving methods according to organizing and implementing the connected curriculum. So we could have served as an aid on building up the foundation of the generation of the elective-centered curriculum.

• 대한공업교육학회지
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• v.33 no.2
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• pp.137-153
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• 2008

This study has 4 purposes which are as the followings. First, it is to lay out the project based learning method which enables students to improve their creative skills. Second, it explains the appropriate way to apply the project based learning method to real learning situations. Third, it identifies how the students recognize the effectiveness of learning after the learning method has been applied. Finally, it discusses how learners recognized the effectiveness of project based learning method and how it enhanced their creative skills. During this study, research was conducted on students at J Industrial technical high school in a real learning situation. The study included 60 participants from 2 classes selected from 9 classes in third grade at the high school. Data was collected using surveys. Results indicated participants recognized the project based learning method allowed them to solve problems creatively. It enabled them to improve their creative skills and apply them to learning situation. Also, they recognized that this method provided them with varying creative thinking opportunities. The most effective technique to improve their creative skills was the brainstorming(42%), followed by creative problem solving(17%), and then the checklist method(15%). The content creation(32%), topic selection(32%), and project implementation(18%) for presentations best illustrated student originality.

• 대한공업교육학회지
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• v.31 no.2
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• pp.1-40
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• 2006

The purpose of this study was to development a model of the practical skill instruction of the special subject using the problem-based learning in the technical high schools For the study, various literature researches were reviewed intensively about problem solving process, problem -based learning, and learning principals. The process of the practical skill instruction using the problem-based learning was composed with planning, executing, testing and evaluating. In this practical skill instruction using the problem-based learning, the teacher serves as a coach or guide for students' learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. In this process, students represent problem by thinking aloud, assuming responsibility for their own learning, having self-directed study as well as doing cooperative study, and as a result, education changes move from teacher-centered to student-centered.

• 대한공업교육학회지
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• v.43 no.2
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• pp.114-131
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• 2018

This study is to develop a competence model for school principals that provides effective career and vocational education (CVE) at middle schools. This model can be used as an indicator for identifying the expertise levels of principals in CVE and to help them develop the necessary skills. Research methods included literature review, basic research, the Delphi technique, analytic hierarchy process (AHP), and surveying. The results were as follows. The competence model for CVE for middle school principals consisted of three competence groups, nine competence elements, and 67-item behavior indicators. First, the three competence groups included the competence to build a school system for CVE, the competence to support CVE at school, and the competence to create a school environment for CVE. Competence to support CVE at school turned out to be most important in the AHP analysis. Second, competence elements included goal management, performance management, the creation of educational culture, support for educational activities, support for school curriculum, support for students, human resources management, resource management and community management. According to the AHP analysis, support for school curriculum was the most significant among the nine competence elements. Third, the behavior indicators were identified items in three areas: 18 items for individual propensity, 18 items for knowledge, and 31 items for performance.

• 대한공업교육학회지
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• v.38 no.2
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• pp.136-155
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• 2013

The purpose of this study is to analysis the recognition of engineering professionals in Primary and middle school education. For the study, survey was proceeded through experts in engineering. The result of research follows. First, experts in engineering recognized that engineering has a significant impact in the national economic development and competitiveness. Experts in engineering, had a recognition consistent to some extent for engineering. and we have found engineering's own characteristics that emphasize "problem solving and design, innovation and creativity, economy optimization". Second, experts in engineering recognized that engineering education in Primary and middle school rarely take place, and also does not provide enough information for students. Third, experts in engineering recognized that engineering education is very needed in Primary and middle school. Through this, students can understand creative design problem-solving process. In addition, Experts of engineering, have a variety of educational demands for School level to the level of engineering education should start, level educational purposes, how to apply effective and so on.

• 대한공업교육학회지
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• v.32 no.1
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• pp.33-54
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• 2007

The purpose of this study was to verify the effects of cooperative learning on academic achievement of the maintenance of intake and exhaust stroke education in the technical high school. The following null hypotheses were stated and utilized for the purpose of the study. (1) Taxonomy of educational objectives(cognitive, affective and psychomotor domain) and (2) the level of entering behavior To verify the hypotheses of the study, 2 parts(17 students in each part) of the second grades from technical high school were selected. The data were collected and interpreted statistically by t-test using SPSS(ver. 10) at the .05 level of significance. The result of this study were as follows; First, learning together cooperative learning had little effect on the academic achievement in the cognitive domain but the affective and psychomotor domain were more effective than the traditional teaching method on the taxonomy of educational objectives. Second, learning together cooperative learning was effective on the academic achievements of lower and higher ability group of students, while wasn't effective on middle ability group in the level of entering behavior.