• Journal of the Korea Society of Computer and Information
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• v.19 no.2
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• pp.253-261
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• 2014

Recently as the focal point of interdisciplinary integration of learner's key competencies have been increased, it was the real solution to avoid excessive curriculum and reconfiguration of curriculum to provide actual learning opportunities. The purpose of this paper was to investigate information subject-centered inclusive education strategies for 21st century key competencies extension by Delphi study. As a result by a total 3 round Delphi method, information subject-centered curriculum integration for key competencies extension was to understand why they should be integrated and what can makes it com true. This elicited the consensual agreements of experts about information subject-centered curriculum integration aims, methods, contents, and evaluations ets. As a result, this study offers strategies of information subject-centered curriculum integration applicable to elementary and middle schools.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.1-18
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• 2022

The two most influential rationales for the 21^st century science curriculum reform can be said to be core competence and scientific literacy. However, the relationship between the two has not been scrutinized but remained speculative - and this has made the harmonization of the general guideline and subject-matter curriculum difficult in Korean national curriculum system. This study compares the two discourses to derive implications for future science curriculum development. This study took a literature research approach. In chapter II, national curriculum or standards, position papers, and research articles were reviewed to delineate the historical development of the discourses. In chapter III and IV, the intersections of those two discourses are delineated. In chapter III, the commonalities of the two discourses are explicated with regard to crisis rhetoric, multi-faceted meanings (individual, community, and global aspects), organization of subject-matter content and teaching and learning method, and the role of high-stake exams. In chapter IV, their respective strengths and weaknesses are juxtaposed. In chapter V, it is suggested that understanding scientific literacy and core competence discourses to have a family resemblance as 21^st century science curriculum reform rationale, after Wittgenstein and Kuhn. Finally, the ways to resolve the conflict between the two ideas from the general guideline and subject-matter curriculum over crisis rhetoric were explored.

• Proceedings of The KACE
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• 2018.08a
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• pp.163-166
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• 2018

최근 들어 각국에서는 21세기 핵심역량을 규명하고, 이러한 핵심역량을 학교 교육을 통해 배양하게 하는 것이 교육 정책의 한 축을 이루고 있다. 이는 교과 중심의 전통적인 학교 교육으로는 급격하게 변화하고 있는 21세기 사회에서 성공적인 삶을 살아가는데 필요한 것들을 교육시키는 데 한계가 있다는 반성에서 기인한다. 이러한 노력에도 최근의 연구와 설문조사에 따르면 가장 부족한 핵심역량이 의사소통 및 협업 능력이라고 나타났다. 이에 본 연구에서는 의사소통 및 협업 능력 신장을 위해 최근 정보 교육이 이러한 핵심역량을 키우기 위해 초점을 맞추고 있는 컴퓨팅 사고력 교육 수업에 어떻게 적용할 수 있을지 사례를 제시하고자 한다.

• Journal of Internet Computing and Services
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• v.17 no.5
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• pp.141-150
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• 2016

This study proposed the concept model of ICT-based Creative Talented Persons as the type of persons that gifted education in the ICT area should cultivate for the 21st century. The model of ICT-based Creative Talented Persons is made of three dimensions by 3 core competencies, 9 traits, and 27 characteristics. The field experts, that is, teachers on elementary and secondary school levels evaluate the validity of the model. Teachers expressed positive opinions about the validity of the multi-dimension model of ICT-based Creative Talented Persons. We expect that this model can provide a useful guide to designing and operating ICT education and ICT gifted education for cultivating talented persons to contribute for the future society.

• 대학교육
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• s.114
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• pp.110-112
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• 2001

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.285-290
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• 2022

The 21st century of the 4th industrial revolution demands 'competency' as a new educational concept that is different from that required in the industrialization era. In accordance with these changes and demands of society, universities are being called for key competency-based education and innovation in education through this by breaking away from the existing methods in liberal arts and major education. At this point, universities are presenting a comprehensive reform of liberal arts education for various financial support projects. This study presents the case of University C regarding the reform of the liberal arts curriculum for the innovation of liberal arts education in universities. According to the research results, each university is reorganizing the liberal arts curriculum in a way that can suggest various key competencies according to the university's founding philosophy and induce key competencies in the aspect of liberal arts education. For the key competency-based liberal arts curriculum of University C, we proposed various subjects for insufficient key competency subjects, various micro-degrees were proposed to specialize liberal arts education, and meta-learning-related liberal arts subjects were presented to improve basic learning ability of the students.

• Product Safety
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• no.10 s.154
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• pp.48-49
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• 2006

"설립 후 계속적으로 쌓아온 독자적인 노하우를 기반으로 21세기 편리하고 안전한 Home Network System사업에 주력하고 미국, 중국, 일본 등 세계 여러 나라에 수출하는 글로벌 마케팅 강화에 핵심역량을 모으고 있습니다. 디지털 첨단 기술 개발을 위해 적극적인 연구개발 및 투자를 아끼지 않는 기업, 코콤의 제품들은 곧 품질보증이라는 사명감으로 고객만족에 정성을 다하는 기업, 성장 잠재력이 크고, 경쟁력 있는 건강한 기업이 되도록 최선의 노력을 하겠습니다."

• International Commerce and Information Review
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• v.2 no.2
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• pp.135-154
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• 2000

1990년대 비즈니스 리엔지니어링이 기업 내부의 핵심역량을 기반으로 고객과 연결되는 가치체인(value chain)을 설계하는 것이었다면, 21세기 E-비즈니스 시스템은 고객의 요구를 우선 분석하고, 이를 만족시키기 위해 인프라 및 프로세스 혁신에 기반한 내부 핵심역량을 최종 정의하는 가치체인을 설계하는 것이다. 이에 본 연구에서는 향후 기업간 전자상거래를 진일보 발전시키는 최적 대안으로 받아들여지고 있는 XML/ EDI의 구조와 특징을 이해하고, XML 기반 B-to-B 전자상거래 관련 표준과 구축모델을 살펴본 후, 컴포넌트식 시스템 구성에 입각하여 B-to-B 전자상거래 지원을 위한 XML/ EDI 시스템 모형을 설계한다.

• Proceedings of the Korea Database Society Conference
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• 1998.09a
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• pp.165-186
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• 1998

지식 관리는 급격히 변화하는 환경아래 정보기술과 인간의 창의력이 결합되어 경제를 이끄는 지식 경제시대에서 더욱더 그 중요성이 높아지고 있다. 핵심 역량의 강화 ㆍ시간, 원가, 품질을 향한 지속적인 개선요구 ㆍ고객 요구사항의 빈번한 변화 ㆍ신규사업기회의 포착(중략)

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.509-541
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• 2014

There was a great need to consider a core competency-based approach as a new direction of the science education for gifted students according to the value and vision of the 21st century knowledge-based societies. Therefore we developed a core competency model of scientist and examined its validity as a prerequisite for a core competency-based education of science gifted students. In order to this, the survey was conducted after developing questionnaire through the theoretical review of the various resources such as paper, book, and newspaper articles and the qualitative analysis of the behavioral event interview, and then an exploratory factor analysis was performed to validate the factor structure based on the results of the survey. The results revealed that the core competency model with the 5 cluster units of competency and the 15 core competencies was potentially constituted. And the reliability, convergent validity, and discriminant validity of the core competency model were verified through the confirmatory factor analysis. The cognitive cluster consisted of 5 competencies and they were as follows: creative, comprehensive, exploratory, analytical, and conceptual thinking competency. The achievement-orientation cluster consisted of 3 competencies and they were as follows: initiative, preparation & problem solving, and strategic influence competency. The scientific attitude cluster consisted of 3 competencies and they were as follows: flexible thinking & attitude, passion for research, and views about science competency. The personal effectiveness cluster consisted of 2 competencies and they were as follows: diverse experiences and global attitude competency. Finally, the networking cluster consisted of 2 competencies and they were as follows: personal understanding and communication competency. Findings were expected to provide the basic data for developing programs and establishing strategies based on the core competency as well as introducing the core competency model of scientist to science education for gifted students effectively.