• The Journal of the Korea Contents Association
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• v.15 no.6
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• pp.547-564
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• 2015

These days, corporations which are eager to improve employees' performance and focus on consistent management highlight core values and core value education. The purpose of this research is to present a case study on the core value education administered by large corporations, to analyze and compare them, and finally present implications for the core value education. For this purpose, 5 large corporations in Korea have been selected. The data was collected from secondary sources and through interviews with the present and former educators in charge of core value education of those corporations. This study found that 5 large corporations commonly considered their core value as a main source of competitiveness and focused on the systematic core value education. But at the same time, each of them chose its own way to educate employees. Their strategies, management methods, and connection to the personnel policy differed in details. 5 large corporations were shown that they reached the level of understanding and empathy, but only 2 large corporations were interviewed as to reach the level of practice. To make core value internalized in the employees' thoughts and acts, it is required to strengthen alliance between core values and work which encourages worker's real practice in their daily lives, to have a diverse curriculum according to the work categories and regions, and to emphasize the connection with other policies especially evaluation policy.

• Proceedings of the Korea Information Processing Society Conference
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• 2012.11a
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• pp.1281-1283
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• 2012

향후 도래할 융합시대의 국가적 발전을 위하여 6T 첨단기술 간의 융합기술을 예측하고 지원하기 위한 거버넌스 체계의 구축이 필요하며, 전략 산업 발굴 및 R&D 지원을 위해서 새로이 발생할 융합기술의 분류체계 분석이 필요하다. 본 연구에서는 6T중 문화(Culture)와 기술이 상호적으로 융합하여 만들어지는 CT(Culture Technology)를 기준으로 연구를 진행하며, 구체적으로 CT를 통해 생성되는 융합형 콘텐츠의 분류체계의 핵심요소 도출에 관하여 연구를 진행한다. ICT 관점에서 융합형콘텐츠의 핵심요소로서 시장성, 응용성, 독창성, 핵심성을 도출하였으며, 생태계적 가치사슬 관점에서 창작성, 가공성, 창출성을 핵심요소로 도출하였다. 또한 융합형콘텐츠의 융합 단계를 창의 혁신 단계로 바라보았으며, 이러한 단계에 따라 ICT 및 생태계적 가치사슬 관점에서 가지는 핵심요소가 다름을 볼 수 있었다. 본 논문은 융합형콘텐츠의 발전 단계로 구분하여 다양한 관점에서 융합형콘텐츠의 발전방향을 바라보아야 하는 시사점을 제시하는데 의의를 가진다.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.16 no.1
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• pp.99-111
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• 2021

The purpose of this study is to examine the experiences and attitudes of elementary pre-service teachers, the level of entrepreneurship core competencies, and to analyze differences in entrepreneurship core competencies by grade, gender, and attitude. To this end, 208 elementary pre-service teachers who responded to the online questionnaire surveyed their experience, attitudes, perceptions, entrepreneurship attempts, and entrepreneurship core competency levels. As a result, pre-service teachers had a low level of understanding and direct participation in entrepreneurship education, the need for entrepreneurship education for elementary school students and teachers was high. The average of the value-creation competency group consisting of innovation, social value orientation, and change agility was relatively lower than the challenge, group creativity, and self-directed competency group. The difference of the entrepreneurship core competency level between the grades was not significant, and female students' competency levels were statistically significantly higher than male students. In addition, the average of the four core competencies of entrepreneurship in the group that recognizes the importance of entrepreneurship as essential competencies was statistically higher than that of their counterparts. Based on the results of this study, the implications for the design and development of a program for enhancing entrepreneurship competency for elementary school pre-service teachers were presented.

• Journal of Christian Education in Korea
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• v.65
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• pp.29-54
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• 2021

In Europe, the diversity in religions, cultures, languages and historical backgrounds is enormous. World War II and the Soviet Regime have played a large part in this and the flow of refugees from other continents increases the pluralism. How can religious education add to bridging between differences? The language across European countries is different, literally between countries, but also figuratively speaking and even inside individual countries. These differences occur in cultural sense and across age groups as well. Secondary education has the task to form young people to become firmly rooted people who can hold their own in society. It is essential that they learn to examine their own core values and their roots. Recognising their values should be a main focus of religious education. However, schools are currently accommodating increasing numbers of non-religious pupils. What role do religious values still play in this situation? How do pupils feel about active involvement in religious institutions, and about basing life choices on religious beliefs? Can other, non-religious values be detected which could form the basis for value-oriented personal formation? Research of these subjects has been ongoing in the Netherlands for more than twenty years and is currently being expanded to the Czech Republic and(former East) Germany. These are also secularized countries but have a very different history. Does the history and context of these countries play a role, and does this show in the values that are important to pupils? A comparative pilot study is being conducted as start of this broadening perspective geared towards greater insight into the values of pupils in these three European countries. This information helps to design appropriate new forms of religious value-oriented worldview education.

• Journal of Korean Library and Information Science Society
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• v.40 no.3
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• pp.225-247
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• 2009

The values of a organization generate belief and activate participation of community members. Accordingly, it is necessary to find new core values of the school library in addition to access and assistance which are the library's traditional values. This study analyzed the central keywords in the contents of mission and vision appeared in the International School Library Standards and acquired core values being composed of 5 fields such as education, collaboration, access, cultural awareness and sensitivity, and democratic citizenship. As a result of analyses of missions and visions in America, Australia, UK, and Canada School Library Standards, it seems that life-long learning skills, physical access and social responsibility are common core values. America and UK School Library Standards which were revised recently are underlining technology skills, multiple literacies and integrated information literacy curriculum particularly. Ultimately, these core values will be utilized as the directions and basic materials for the establishment of missions and visions for the school library in Korea.

• Journal of Christian Education in Korea
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• v.63
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• pp.221-253
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• 2020

The purpose of this study is to define the key competency as Christian(in another word: Christian key competency) and to interpret the six key competencies of the 2015 revised curriculum in a Christian educational way. Also as an alternative to the key competencies model of the 2015 revised curriculum, this study aims to materialize the formation of a Christian key competencies model based on Christian faith. This study derived 'faith' from the key competencies as Christian throughout preceding research analysis. The 'faith' of the key competencies as Christian means the ability to know oneself, and to know the world and God within the knowledge of the Bible (knowledge of God) in the personal relationship with God, and also it is the ability to think, judge, and act with biblical values, Christian world view, and Christian self-identity. The key competency 'faith' could be the basis (standard) of motivation, attitude and the value of all competencies in cultivation and exercise. The model of Christian key competencies has the structure in which each six key competencies become to be cultivated based on the Christian key competency called "faith." Based on the structure, the six key competencies of the 2015 revised curriculum were interpreted and explained from the perspective of Christian education. In the self-management competency, self-identity can be correctly formed in relations with transcendent God. In aesthetic emotional competency, the empathic understanding of human beings comes from the understanding of the image of God, the supreme beauty, the source of beauty. About the community competency, human community is the source of God who created the universe, human and all of things. It is because a Christian community is a community within the relationship of Trinity God, Nature and others. Therefore regions, countries, and the world become one community. Communication competency first stem from good attitudes toward yourself and others with respectful mind. It comes from an understanding of Christian human beings. Also, there is a need of having a common language for communications. The common language is the Bible that given to us for our communicative companionship. Through the language of the Bible, God made us to know about God, human being and the creative world, and also made us to continue to communicate with God, others and the world. For having the knowledge-information processing competency, a standard of value for the processing and utilization of knowledge and information is required. The standard should be the basis of moral and ethical values for human respect. About creative thinking competency, the source of creativity is God who created the world. Human beings who have the image of God own creative potential. As well as, creativity has different expression forms depending on individual preferences and interests, and different approaches will be made depending on each individual's importance and achievement. Individual creativity can be found through education, and it can be embodied by converging knowledge, skills and experience.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.215-223
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• 2017

This study aims to find an effective way to present essential science concepts in national science curriculum through international comparisons. Next Generation Science Standard (US), Ontario Science Curriculum (Canada), Australia Science Curriculum, and British/English Science Curriculum were selected for comparison. In science curriculum documents, these countries used terms such as 'Key ideas,' 'Big ideas,' 'Key concepts,' 'Disciplinary core ideas.' and 'Fundamental concepts' to present essential concepts of science. This study reviewed the characteristics of the meaning, the status, and the role of essential concepts country by country. The result shows essential concepts have been used with different meanings and statutes in each case. Furthermore, various roles were performed through essential concepts in order to organize their science curriculum. From these foreign nation's cases, this study proposes several ways to present essential science concepts based on results. First, interdisciplinary integrated concepts were needed to organize an integrated science curriculum. In science curriculum documents of the United States, Canada, Australia and England, two types of terms were used in order to structuralize an integrated science curriculum. Second, essential concepts should include concepts related with function and value as well as scientific knowledge. Third, essential concepts need to be presented in such a way as to show specific contexts. Therefore, selecting appropriate contents and structure are needed to be able to improve the way to present essential concepts in Korea's educational environment.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.113-135
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• 2019

The purpose of this study was to analyze the characteristics reflected in the 2015 revised home economics curriculum for the key competencies presented in the OECD education 2030 project. The results indicate that first, in general, about 46.5% of the competencies could be classified into the skill, attitude and value category; 17% into the learning concept framework category; 24.2% into the competency development cycle category; and 12.5% into the complex competency category. Overall, the competencies of the OECD learning framework are found to be reflected primarily in the achievement standards(59%), followed by characteristics(16.1%), teaching-learning and assessments orientation(9.4%), content system(8%), and goals(7.6%). Second, the key competencies were reflected in the middle school curriculum, more often in the descending order of action, problem-solving, communication, respect, creative thinking, conflict resolution, empathy, critical thinking, self-regulation, and student agency. In the high school curriculum, the competencies were reflected more often in the descending order of action, empathy, problem-solving, anticipation, global competence, self-regulation, student agency, literacy for sustainable development, reflection, and critical thinking. Third, the heat map shows that the competencies corresponding to the third and fourth levels are most frequently reflected in the curriculum. Therefore, it is advisable to develop effective plans to execute and support the reflection of key competencies in the curriculum. Through this study, home economics educators are expected to understand the inter-connectivity between the key competencies emphasized by the OECD learning framework and the competencies of home economics as a practical subject, and to scrutinize how to help individual students develop their overall competencies and be prepared for the future.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.405-435
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• 2019

Despite the recent emphasis on value research in mathematics education along with the significance of values from a new perspective, there has been a lack of research on the values perceived by teachers and students in Korea. This paper analyzes how fifth-grade students would perceive the values of a master teacher with expertise in elementary mathematics education after her teaching of mathematics and whether their values on mathematics learning would change. According to the study, the students recognized that the master teacher valued understanding, preview-review, picture, problem, and reason in mathematics learning. Among these, the value of understanding was perceived as the core value. An analysis of the students' values on general mathematics learning and personal mathematics learning showed that preview and review were the most important before and after the master teachers' teaching. An analysis of the changes in the values of students showed the greatest change in the value of understanding. Instead of accepting the values of the master teacher as it were, students actively reconstructed and maintained them. Based on these results, this paper has drawn implications regarding the consideration of students' values in mathematics learning.

• The Journal of Korean Philosophical History
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• no.25
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• pp.41-70
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• 2009

'Self-awareness' has its core on exactly understanding of your own desire, emotion, value, etc. and then keeping your sense of confidence etc. 'Self-management' has its core on controlling your emotion to overcome stress; suppressing your urge; setting your personal or academic goals and then managing your effort for such goals. This study is to answer the question, "How can we efficiently improve our righteous and good character in the elementary school students?", which is one of the core goals of elementary education. Considering the cultural base of Korea that has the tradition of Confucianism based moral education, Confucian idea that has been verified and accumulated for a long time also shows clearly its own useful value in contemporary moral education. The effort to reorganize such Confucian idea into a character education program and reflect it positively in education, therefore, will be meaningful. Wigijihak (爲己之學: study for yourself) that goes for completeness of moral self, Jungyongjido (中庸之道: positioned in a good balance) that goes for an even life without 'too much and too little' and Hoyeonjigi (浩然之氣: big heart) that encourages moral activeness will contribute largely to realization of 'education for whole person'.