• 베이커리
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• no.10 s.351
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• pp.104-105
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• 1997

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.471-477
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• 2022

In this study, an educational program was developed that allows students who take data science courses in the high school credit system to explore related fields after learning data science education. Accordingly, the existing research and requirements for data science education were analyzed, a learning plan was designed, and an educational program was developed in accordance with a step-by-step educational program. In addition, since there is no research on data science education for the high school credit system in existing studies, the research was conducted in the stages of problem definition, data collection, data preprocessing, data analysis, data visualization, and simulation, and referred to studies on data science education that have been conducted in existing schools. Through this study, it is expected that research on data science education in the high school credit system will become more active.

• The Journal of Sustainable Design and Educational Environment Research
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• v.21 no.3
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• pp.1-13
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• 2022

This study is a case study to identify the spatial composition and structural problems of existing schools for spatial innovation as a future school that can operate a credit system for old high schools and establish a mid-to-long-term arrangement plan as a credit system operating school capable of various teaching and learning in the future. The study results are as follows: First, most of the problems of the old high schools entailed that there was very poor connectivity between buildings as most of them were arranged in a single, standard design-type unit building and distributed in multiple buildings. In addition, the floor plan of each building is suggested to be a structure in which student exchange and rest functions cannot be achieved during the break period due to the spatial composition of the classroom and hallway concepts. Second, in the direction of the high school space configuration for future school space innovation, the arrangement plan should be established by reflecting the collective arrangement in consideration of the shortening of the movement route and the expansion of subject areas due to the movement of students on the premise of the subject classroom system. Moreover, it is desirable to provide a square-type space for rest and exchange in the central area where communication and exchange are possible according to the moving class. Third, as the evaluation criteria for relocating old high schools, a space program is prepared based on the number of classes in the future, and legal analysis of school land use and land use efficiency analysis considering regional characteristics are conducted. Based on such analysis data, mid-to-long-term land use plans and space arrangement plans for the entire school space such as the school facility complex are established.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.179-192
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• 2020

High school credit system refers to a system in which a student selects the desired content according to his/her subject and completes accumulated credits to reach graduation when a certain standard is reached. The purpose of this study is to identify the advantages and disadvantages to the technology and home economics education after the introduction of the high school credit system by analyzing the status of high school elective subjects in technology and home economics areas, and the perceptions and needs of teachers and experts as the introduction of the high school credit system approaches. A survey was conducted to all professors in the Department of Home Economics Education or Technology Education, along with a national sample of the secondary school teachers of Home Economics and Technology, and responses of 282 teachers and 36 experts were analyzed. Results are as follows: First, in general high schools, the formation and operation of elective courses in technical and home economics were very insufficient. Second, there was a large number of requests for the expansion of elective courses in technology and home economics among the high school teachers. Third, in order to take advantage of the high school credit system, it was recognized that elective courses in technology and home economics should be established not only in consideration of secondary school education, but in relation to their connections with majors in universities. Improving the structure of electives in this direction is expected to play a positive role in allowing elective courses in technology and home economics to contribute to ensuring students' free choice.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.404-406
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• 2022

In this study, a data science class plan was designed for the high school credit system in general high schools. Since it is difficult to secure class hours in elementary and middle schools or general high schools, learners cannot freely take new subjects such as data science. Therefore, a lesson plan was designed based on the ADDIE model for 15 students who applied for data science at general high schools in A city. Through this study, it was possible to design the data science class according to the learning method.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.271-281
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• 2021

This study aimed to investigate the perception of education consumers about the vocational high school credit system. The researcher analyzed the survey data collected from students, parents, and teachers of vocational high schools located in the A metropolitan city, and a total of 981 responses were analyzed: 541 students, 261 parents, and 179 teachers. One-way ANOVA and χ² test were performed using IBM SPSS 21. The results are as follows. First, in all responses of perception of the vocational high school credit system, the mean difference between groups was statistically significant, and differences between teachers-students, and teachers-parents were found. Second, the mean difference between groups in the need for early graduation in curriculum implementation was statistically significant, and the mean of students was higher than that of parents and teachers. Third, the mean difference between groups in teachers' use of multiple teaching methods under class management and evaluation was statistically significant, and the means of parents and teachers were higher than that of students.

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.15-34
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• 2020

The purpose of this study was to examine the secondary school technology and home economics teachers' perception of the school curriculum organization and high school credit system. For this purpose, the questionnaire data of 345 secondary technology and home economics teachers nationwide were analyzed through descriptive statistics, t-test, and F-test with SPSS 24. The research results were as follows. First, technology and home economics teachers recognized that current schools lacked the time to organize technology and home economics curriculum (61.1%) and the number of teachers (53%). Most of them have participated (62.0%) and were very willing to participate in the school curriculum organization (4.47, 89.9%). Second, technology and home economics teachers were aware of the high school credit system more than the average (3.34), and more negative (52.8%) than positive (37.7%). As a positive influence, students recognized career choices (3.88) and deepened professional content in their major fields (3.81). On the other hand, the negative impact was the decrease in choice due to non-entry subjects (3.90) and the difficulty in moving teachers to school (3.57). Third, in order to stably respond to the introduction of high school credit system, technology and home economics teachers recognized the importance of coordinating career elective courses (4.51), developing and disseminating teaching and learning materials for elective courses (4.46), separating technology and home economics (4.45), and providing training on evaluation methods and applications (4.44). This study would be useful to provide the basic information and data for the future development of technology and home economics curriculum at the national level based on high school credit system.

• KLA journal
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• v.49 no.2 s.392
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• pp.88-88
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• 2008

• 베이커리
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• no.12 s.353
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• pp.138-148
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• 1997

• The Journal of the Korea Contents Association
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• v.21 no.8
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• pp.236-246
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• 2021

The purpose of this study was to help solve the problems of the high school credit system by exploring its operation plans for both career guidance and the effective and efficient operation of the high school credit system. The study's research method was literature research; it examined prior research, public hearings, press releases, the 2015 revised curriculum, and plans to promote the high school credit system by the Ministry of Education. To solve the problems facing the high school credit system, the curriculum should be organized as follows. First, it should be organized around general subjects. Second, students need to be able to study subjects related to their desired fields in depth. Third, it is necessary to confirm the basis for organizing the curriculum. Meanwhile, the following steps should be taken to improve the operation of the high school credit system for career guidance. First, a career curriculum committee for career learning and coaching should be formed and operationalized. Second, the teachers' work system should be restructured. Third, career aspirations should be identified, and directions for further study should be researched. Fourth, career and academic design guidance coaching books should be provided. Fifth, it is the role of the career and academic design guidance teacher. Sixth, emphasis should be placed on responsibility for subject selection and preparation for re-taking program.