• Title/Summary/Keyword: 디플로마 과정

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Comparison of Characteristic and Implementation of Engineers Associate Qualifications(Associate degree and Advanced diploma) in Australia (호주의 공학기사 양성과정(전문학사, 고급 디플로마)의 성격과 운영 비교)

  • Shin, Dong Eun
    • Journal of Engineering Education Research
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    • v.20 no.2
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    • pp.9-18
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    • 2017
  • This paper investigates the characteristics and implementation of associate degree and advanced diploma in Australia, which belong to level 6 in AQF, to gain meaningful implications for engineering associate education in Korea. In Australian Qualification Framework and Engineers Australia's national generic competency standards are regarded as common benchmark for both qualifications. Training packages for advanced diploma were changed according to the subject/and national benchmark. and were developed to meet the needs of technical workers and para-professionals in the engineering field. The author recommends three suggestions from the findings - leadership of ABEEK for making benchmark for associate degree program in engineering in Korea, in which competency-based curriculum is currently being adopted by policy. development of outcomes descriptor of qualification and educational responsibilities.

Information Literacy Instructions in the Context of IB Extended Essay: Focusing on the application of I-LEARN Model (IB 확장 에세이 맥락에서의 정보활용교육 - I-LEARN 모형 적용을 중심으로 -)

  • Chung, Jin Soo
    • Journal of the Korean Society for Library and Information Science
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    • v.56 no.1
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    • pp.201-220
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    • 2022
  • This study suggests a theoretical model of information literacy instructions in the context of the Extended Essay included in IB(International Baccalaureate) Diploma Program Core. The study particularly analyzed I-LEARN model as a model to teach and learn with information for inquiry-based learning since the model was developed for the purpose of learning with information. Some school districts in Korea adapted IB programs to address the need for better education. Findings indicate the followings. First, students can achieve deep understanding by applying a model of information literacy instructions that provides scaffolding. Second, the expected roles of school librarians in information literacy instructions for Extended Essay are process specialists, teachers, and instructional partners. Third, I-LEARN model is appropriate as a framework to teach information literacy skills for inquiry needed for Extended Essay. Fourth, I-LEARN assessment rubric is useful in assessing the process and outcomes of students' information seeking and use. Implications include that school librarians should develop themselves as experts in information literacy instructions for inquiry-based learning such as Extended Essay, and that Korean schools recognize the crucial role of school librarians in teaching information literacy skills for inquiry-based learinng.

A Comparative Study of Physics Textbooks based on 2015 Revised National Curriculum and IB DP: Focused on the 'Relativity' Unit (2015 개정 교육과정과 IB DP에 따른 물리학 교과서 비교 연구: '상대성 이론' 단원을 중심으로)

  • Kwon, Munho
    • Journal of Science Education
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    • v.44 no.1
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    • pp.15-37
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    • 2020
  • Unlike Korean science curriculum's continued push for "relevance of contents" to reduce the burden of learning on students, IB DP (International Baccalaureate Diploma Programme) is chosen in many countries and the number of IB world schools continues to grow, although it contains not only a large amount of learning but a substantial amount of content that requires quantitative calculations. Through this study, we suggest implications for Korean science curriculum and textbook, by comparing the constructions of chapters, the achievement standards, the learning contents, and the formulas of physics textbook, focusing on the 'relativity' unit of the 2015 revised national curriculum and IB DP, and by analyzing the questions of college scholastic ability test (CSAT) and external assessment (EA).

Exploration of Contents Composition of High School Earth Science for the 2022 Revised Curriculum: Focus on the Area of Astronomy (2022 개정 교육과정 고등학교 지구과학 내용 구성 방안 탐색 -천문 영역을 중심으로-)

  • Kim, Hyunjong
    • Journal of The Korean Association For Science Education
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    • v.41 no.6
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    • pp.441-454
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    • 2021
  • In this study, we propose the composition of contents on the area of astronomy for high school Earth Science elective courses for the 2022 revised curriculum based on high school students' perceptions of changes in Earth Science core concepts over the curriculum revisions, and analysis of learning elements in the area of astronomy for domestic and foreign Earth Science curriculum. Four Earth Science education experts compared and analyzed the astronomy contents presented in Korea, the US, British Columbia (BC) in Canada, Japan, and the International Baccalaureate Diploma Program (IBDP) curriculum. According to the survey results, high school students who answered that they were most interested in the core concepts of astronomy expressed a lot of regret that the contents related to astronomical observation were eliminated from the 2015 revised curriculum. As a result of comparing domestic and foreign curriculum, Korea and IBDP curriculum dealt with the largest amount of learning elements in astronomy. In the case of BC in Canada and IBDP, astronomy was offered as an independent subject, and the curriculums of Japan and Korea dealt with astronomy in the Earth Science subject. According to the results, it is necessary to develop general elective courses in Earth Science with astronomy-related contents with high discriminating power in order to strengthen astronomy education. Since astronomy requires background knowledge from various disciplines and inter-disciplinary learning was required, it is necessary to organize the career-related elective courses in Earth Science so that astronomy can be dealt with according to the knowledge structure of general Astronomy. Based on the research results, ways to organize astronomy contents for Earth Science elective courses were suggested.