• Title/Summary/Keyword: 실천적 역량

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The Effect and Disturbance Factors of Practical-Based Teacher Education Program for the Development of TPACK in Pre-service Chemistry Teachers (예비화학교사의 TPACK 발달을 위한 실천기반 교사교육 프로그램의 효과 및 방해 요인 분석)

  • Jung, Mi Sun;Paik, Seoung-Hey
    • Journal of the Korean Chemical Society
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    • v.66 no.4
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    • pp.305-322
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    • 2022
  • In this study, a practice-based teacher education program was developed and applied to improve the TPACK of pre-service chemistry teachers. Also the program effect and obstacles were confirmed by measuring the development of TPACK. The participants of this study were 20 pre-service chemistry teachers of 3rd grade and 2 pre-service chemistry teachers of 4th grade who took chemistry education courses at K University located in Chungcheongbuk Province. The developed teacher education program consisted of four stages: preparation, rehearsal, practice, and reflection. The feedbacks from researchers and colleagues pre-service teachers were provided in preparation, rehearsal, and reflection stages. As a result of the study, the program of this study did not show an educational effect in the "constructive learning activities" of preservice teachers, but it was found to have an educational effect in "problem solving". In other words, in "constructive learning activity", most pre-service teachers were at 0 level before and after the program. The pre-service teachers designed the class to unilaterally provide technology to simply use it as a tool to explain subject content or revise misconceptions, and learners can passively acquire knowledge. However, in the case of "problem solving", the pre-service teachers who were at level 0 before the educational program changed to level 1. Before the program, the pre-service teachers designed classes to solve problems by memory without using technology, but after the program they planned classes that provides opportunities to approach and solve various problems through the technology presented by the teacher. However, there were not many pre-service teachers corresponding to level 2, which constitutes voluntary learning in which learners use technology to solve various problems while selecting and variously manipulating technology. In addition, as obstacles to the TPACK development of pre-service chemistry teachers, there were external factors such as lack of classroom support environment for TPACK implementation, lack of time for education planning, and inadequate technology competency. And there were internal factors such as perspectives of traditional education and negative attitude toward technology. In particular, the proportion of pre-service teachers who preceived inappropriate technical competency as an external obstacles of TPACK development was high. Therefore, it was necessary to develop an education program corresponding to type 2 or type 3 that enables TPACK development through TK for pre-service teachers.

The differences of dietary behaviors, dietary life consumer education related current situations·competencies and dietary lifestyles between baby-boom and echo generations (베이비붐세대와 에코세대의 식행동, 식생활관련 소비자교육 현황·역량, 식생활 라이프스타일 차이)

  • Park, Jong Ok
    • Journal of Nutrition and Health
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    • v.51 no.2
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    • pp.153-167
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    • 2018
  • Purpose: This study was conducted to identify differences in dietary behaviors, dietary life consumer education related situation competencies, and dietary lifestyles between baby-boom and echo generations by gender. Methods: Data were drawn from the 2016 Food Consumption Behavior Survey, and 2,474 subjects (baby-boom generation 1,304; echo generation 1,170) were selected. Results: The baby-boom generation more frequently ate meals at home with family than the echo generation, whereas the echo generation had meals more frequently at cafeterias, cafes, bakeries, convenience stores and with friends or colleagues than the baby-boom generation. However, no significant differences in dietary life related consumer education were observed between generations, and experience with food related consumer education and food related promotional/events was very low in general. Baby-boomers received their primary dietary information from surrounding people, whereas the echo generation received it from broadcasting. The information use competence was lower for the baby-boom generation (3.29) than echo generation (3.35), although this difference was not significant. Healthy dietary life competence did not differ significantly, whereas the baby-boom generation showed a higher level of practice competence than the echo generation. Additionally, the baby-boom generation was more likely to pursuit health and less likely to be concerned with convenience and taste quality than the echo generation. Conclusion: The frequencies of meal eating places, drinking, and eating-out differed significantly between the two generations, while the participation ratios of food related consumer education/events, attitudes toward education, and information use competence did not. Additionally, knowledge regarding healthy dietary life competencies did not differ, whereas practice level showed significant differences between generations. Among dietary lifestyles, the baby-boom generation showed higher pursuit of health and lower pursuit of convenience and taste quality than the echo generation.

A Study on the Objectives of Cultural Property Education for establish of the U.V.E.C.(Understand, Value, Enjoy, Create) Cultural Property Education (U.V.E.C.(Understand, Value, Enjoy, Create) 문화재교육 정립을 위한 문화재교육 목표 연구)

  • PARK Sanghye
    • Korean Journal of Heritage: History & Science
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    • v.55 no.4
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    • pp.278-294
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    • 2022
  • To date, cultural property education has seen rapid quantitative growth due to national and personal needs. However, qualitative growth is lacking. The objectives of cultural property education have not been established, and therefore, even its identity is not clear. The most pressing issue at present in cultural property education is to first set objectives. This study aimed to analyze the objectives of current cultural property education, identify the problems, and set new objectives to meet significant national and personal needs in terms of education. The problems with the objectives of current cultural property education are that the persons interested in the education do not understand the concept of the education objectives clearly and that the objectives do not contain much actual content of the education. Also, the objectives of the education do not take into account the dynamic competencies and interests of the learners and do not satisfy the changes of the times. To solve these problems, new cultural property education, called 'U.V.E.C.,' was offerred. U.V.E.C. education is aimed at understanding cultural properties, recognizing their value, and enjoying them, and at creating culture. The objectives of U.V.E.C. cultural property education were set such that they can be modified flexibly in a learner-centric way with clear and practical format and contents. Based on this direction, stepwise objectives were set including overall objectives, detailed objectives, and practice objectives, and objective cases of each step were proposed. Considering the generality of the education and the distinct characteristics of the cultural properties, the U.V.E.C. education objectives took into account the diversity of behavioral objectives, clearness in statements, the objectives of problem solving, the initiative of learners and openness for expression outcomes. The U.V.E.C. objectives are clear and specific so that teachers can enhance their pedagogical efficiency and learners are able to develop interesting and diversified competencies. In addition, it is expected that the U.V.E.C. objectives will significantly affect objective setting for education on cultural properties which have not been studied widely. Further systemic and specific studies on the contents and methods of the U.V.E.C. education would help to change the overall education on cultural properties and position the field as a new academic area.

Effect of Career Experiential Learning and Parental Support on Career Maturity of High School Students (고등학생의 진로체험 유형과 부모지지가 진로성숙도에 미치는 영향)

  • Jung, Joowon
    • Journal of Korean Home Economics Education Association
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    • v.28 no.4
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    • pp.139-158
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    • 2016
  • The purpose of this study was to explore the effects of career experiential learning and parental support on career maturity of high school students. The number of subjects for this study was 290 high school students. The results are as follows. First, the effects of attitude in career maturity were higher for students with communication, field trip and visiting, and field experience in career experiential learning. However, career planning did not have any correlation with field experience types of attitude in career maturity. The effect of competency in career maturity was positively correlated with student experience with theory, communication, and field trip and visiting in career experiential learning. Second, parental support showed a significant positive correlation with all factors of career maturity. Third, results identify career maturity impacts on career experiential learning. The types of communication as well as field trip and visiting significantly affected all components of career maturity. The type of theory was a factor affecting competency. In addition, the results reveal the impact of parental support on the career maturity. Emotional support had a significant influence on all factors for career maturity, except for career exploration. Informative support was found to have a significant influence on career planning, career independency and career exploration. Financial support had a significant influence on occupational attitude, career independency and career exploration.

The study on factors affecting self-perception of psycho-social aging for older adults: focused on perceived health status, mental health, health literacy, and mental health literacy (노인의 심리사회적 노화인식에 영향을 미치는 요인 : 주관적 건강상태 및 정신건강변수와 건강정보이해력 및 정신건강정보이해력을 중심으로)

  • Chung, Soondool;Lim, Jeungsuk;Lee, Miwoo;Chung, Semi
    • Korean Journal of Social Welfare Studies
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    • v.47 no.1
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    • pp.123-149
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    • 2016
  • Purpose of this study is to find the way to improve older people's life satisfaction from identifying factors, which were derived from exploring several variables (perceived health, mental health, health literacy, and mental health literacy), affecting perception on ageing positively and negatively. This study used data (400 people age 65 and over) from survey on ageism and age integration conducted by 'supporting project of enhancing humanities and social capacity' of National Research Foundation of Korea. The results are as followed; 1) older people negatively perceived psycho-social ageing; 2) older people had high level of depression; 3) showing slightly low level of health literacy and mental health literacy; 4) depression, perceived health and mental health literacy were significant factors influence on perceived psycho-social aging. With these results, the ways were suggested to improve positive psycho-social ageing and quality of life.

Development and Application of the Teaching·Learning Process Plan of Senior Cohousing for Independent later Life - Focusing on high school Technology·Home Economics - (자립적인 노후생활을 위한 노인용 코하우징 교수·학습 과정안 개발 및 적용 - 고등학교 기술·가정을 중심으로 -)

  • Na, Jimyeong;Cho, Jaesoon
    • Journal of Korean Home Economics Education Association
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    • v.28 no.3
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    • pp.1-16
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    • 2016
  • The purpose of this study was to develop and evaluate the teaching-learning process plan of senior cohousing to improve understanding of active and independent living in later life through Home Economics subject. The plan consisting of 5 lessons has been developed and implemented according to the ADDIE model. Various activity materials (28 individual activity sheets, 2 working sheets, and 26 teacher's reading texts) and visual materials (4 sets of pictures & photos and 10 moving pictures) as well as questionnaire were developed for the 5-session lessons. The plans were implemented to 6 classes 150 freshmen of P high school in Jeju-do during August 17th to 3rd of September, 2015. Students were highly satisfied regardless of gender with the whole 5-lessons in the aspects such as the level of participation in the lesson, understanding of the contents, adequacy of materials and activities, and usage in their future life. Students also reported that they highly accomplished the goal of each lesson to reinforce the understanding on necessity of preparing later life, senior cohousing, and senior friendly business. It can be concluded that the teaching learning process plan for senior cohousing would improve understanding and practical competency of active and independent living in later life with senior neighbors through the home economics subject.

Comparison of the Science Education Curriculum and the Environmental Education Curriculum for Promoting Environmental Education (환경교육 활성화를 위한 과학과 교육과정과 환경과 교육과정 비교)

  • Yoon, Jin-A;Nam, Younkyeong
    • Journal of the Korean earth science society
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    • v.41 no.2
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    • pp.155-175
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    • 2020
  • The purpose of this study is to analyze the 2015 revised Science Curriculum and Environment Curriculum, and to provide implications for the correlation and complementarity between the two standards. For the analysis of the curriculum, the contents system of the two standards was reorganized based on the four categories of knowledge, attitude, inquiry, participation and practice, which are common literacy elements of science and environment, based on previous studies. Content Analysis was performed on content elements and detailed performance expectation. As a result of this study, there was a difference in terms of the core competencies and goals. The Environment Curriculum emphasized sustainable development and social participation while the Science Curriculum emphasized scientific inquiry and literacy. The contents system analysis results according to the four literacy factors are as follows. First, in terms of attitude, both standards deal with research ethics in common. However Environment Curriculum values learners' values and views on the environment more than Science Curriculum which emphasizes the science attitude as science investigators. Second, there was a serious problem in the knowledge linkage between two standards. In same grade groups, the level of content knowledge dealt in two standards was not consistent. Third, in the inquiry aspect, the Environment Curriculum deals with interdisciplinary topics in the purposefully designed inquiry unit, whereas the Science Curriculum presents various research activities based on related science concepts in every unit. Fourth, in the participation and practice aspect, the Environment Curriculum focused on participation and practice while the Science Curriculum focused on sustainable science and technology development and improvement, scientific interest and decision-making ability. This study provide implications for education for sustainable development(ESD) by providing the complementary potentials between Science Curriculum and Environment Curriculum.

Analysis of the Focal Issues on the Digital Textbook Policy and Exploration for the Improvement of the Policy (디지털교과서 정책의 쟁점 분석 및 개선을 위한 시사점 탐색 연구)

  • Jang, Deok-Ho
    • Journal of Digital Convergence
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    • v.15 no.8
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    • pp.15-23
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    • 2017
  • The purpose of this study is to examine the issues of digital textbook policy in Korea, using the four dimensional model of Cooper, Fusarelli, & Randall(2004). Building upon systematic review of the policy documents, journals, and articles, I found some issues and implications for the betterment of the policy: From normative dimension, it is important to overcome widespread view of textbook based on positivist epistemology. From structural dimension, we need to move to curriculum-based textbook system and stabilize the organization in authority within the Ministry of Education. From constituentive dimension, much more consideration and support within the authority are to be provided to teachers and students. Lastly, it is critical to develop and disseminate an effective instructional model and build capacity of teachers' ICT from technical dimension. Building upon the results, clarification of policy objectives, establishment of priorities for school grades and subjects in the mid- to long-term perspective, and the establishment of communicative venue for the gathering of opinions of teachers and students who are key participants and activation of operations.

A Study about the Direction and Responsibility of the National Intelligence Agency to the Cyber Security Issues (사이버 안보에 대한 국가정보기구의 책무와 방향성에 대한 고찰)

  • Han, Hee-Won
    • Korean Security Journal
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    • no.39
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    • pp.319-353
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    • 2014
  • Cyber-based technologies are now ubiquitous around the glob and are emerging as an "instrument of power" in societies, and are becoming more available to a country's opponents, who may use it to attack, degrade, and disrupt communications and the flow of information. The globe-spanning range of cyberspace and no national borders will challenge legal systems and complicate a nation's ability to deter threats and respond to contingencies. Through cyberspace, competitive powers will target industry, academia, government, as well as the military in the air, land, maritime, and space domains of our nations. Enemies in cyberspace will include both states and non-states and will range from the unsophisticated amateur to highly trained professional hackers. In much the same way that airpower transformed the battlefield of World War II, cyberspace has fractured the physical barriers that shield a nation from attacks on its commerce and communication. Cyberthreats to the infrastructure and other assets are a growing concern to policymakers. In 2013 Cyberwarfare was, for the first time, considered a larger threat than Al Qaeda or terrorism, by many U.S. intelligence officials. The new United States military strategy makes explicit that a cyberattack is casus belli just as a traditional act of war. The Economist describes cyberspace as "the fifth domain of warfare and writes that China, Russia, Israel and North Korea. Iran are boasting of having the world's second-largest cyber-army. Entities posing a significant threat to the cybersecurity of critical infrastructure assets include cyberterrorists, cyberspies, cyberthieves, cyberwarriors, and cyberhacktivists. These malefactors may access cyber-based technologies in order to deny service, steal or manipulate data, or use a device to launch an attack against itself or another piece of equipment. However because the Internet offers near-total anonymity, it is difficult to discern the identity, the motives, and the location of an intruder. The scope and enormity of the threats are not just focused to private industry but also to the country's heavily networked critical infrastructure. There are many ongoing efforts in government and industry that focus on making computers, the Internet, and related technologies more secure. As the national intelligence institution's effort, cyber counter-intelligence is measures to identify, penetrate, or neutralize foreign operations that use cyber means as the primary tradecraft methodology, as well as foreign intelligence service collection efforts that use traditional methods to gauge cyber capabilities and intentions. However one of the hardest issues in cyber counterintelligence is the problem of "Attribution". Unlike conventional warfare, figuring out who is behind an attack can be very difficult, even though the Defense Secretary Leon Panetta has claimed that the United States has the capability to trace attacks back to their sources and hold the attackers "accountable". Considering all these cyber security problems, this paper examines closely cyber security issues through the lessons from that of U.S experience. For that purpose I review the arising cyber security issues considering changing global security environments in the 21st century and their implications to the reshaping the government system. For that purpose this study mainly deals with and emphasis the cyber security issues as one of the growing national security threats. This article also reviews what our intelligence and security Agencies should do among the transforming cyber space. At any rate, despite of all hot debates about the various legality and human rights issues derived from the cyber space and intelligence service activity, the national security should be secured. Therefore, this paper suggests that one of the most important and immediate step is to understanding the legal ideology of national security and national intelligence.

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The strategy of Co-opetition in accordancd with the rapid changes of the environments of global port competition (글로벌 항만경쟁 환경의 급변에 따른 코피티션(Co-opetition) 전략 활용 방안)

  • Yun, Hee-Sook
    • Journal of Korea Port Economic Association
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    • v.23 no.3
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    • pp.79-101
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    • 2007
  • The purpose of this study is to identify key factors of Co-opetition through examining the environmental and structural changes in the ports industry and suggest a few Co-opetition strategies for enhancing our ports capabilities in the long-term. In recent years, the trend toward market liberalization and globalization in ports industry has made rapid progress and it made the competition fiercer. To survive in this rapid changes, the ports have traditionally pursed a competitive strategy. However, an alternative strategy replacing the traditional strategy was introduced: namely, 'Co-opetition' a buzzword combining competition and co operation. Policy proposals this study suggests are the construction of a database regarding costs and benefits of ports for more effective analysis and improving the competitive power of a shipping company operating national flag carriers for achieving the purpose of Co-opetition and adoption of selection and concentration strategy for increasing the possibility of Co-opetition success.

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