• Korean Medical Education Review
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• v.16 no.3
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• pp.111-118
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• 2014

Over the last century, medical education in North America has evolved by identifying educational challenges within its own socio-cultural context and by appropriately responding to these challenges. A discipline-based curriculum, organ-system or integrated curriculum, problem-based curriculum, and competency-based curriculum are historical examples of the educational solutions that have been developed and refined to address specific educational challenges, such as students' lack of basic scientific knowledge, lack of integration between scientific knowledge and clinical practice, and lack of clinical practice. In contrast, Korean medical education has evolved with the influence of two forces: (1) the adoption of educational solutions developed in North America by pioneers who have identified urgent needs for medical education reform in Korea over the last three decades, and (2) the revitalization of Korean medical schools' curricula through medical education accreditation and national medical licensing examination. Despite this progressive evolution in Korean medical education, we contend that it faces two major challenges in order to advance to the next level. First, Korean medical education should identify its own problems in medical education and iteratively develop educational solutions within its own socio-cultural context. Secondly, to raise reflective doctors who have scientific knowledge and professional commitment to deal with different types of medical problems within a continuum from well-defined to ill-defined, medical education should develop innovative ways to provide students with a balanced spectrum of clinical problems, including uncertain, ill-defined problems.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.836-849
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• 2010

The purpose of this study is to analyze changes of competency observed in teaching of pre-service science teachers through the teaching evaluation and reflective journal writings on science class during the period of student-teaching at high school. To do this, we videotaped all the science classes of six pre-service teachers participating in this study, evaluated their class teachings, and collected moving video clips recorded in their classes, reflective journals, interviews, instructional materials, and teaching evaluation they have provided. From the "Standards for teaching evaluation of science instruction" developed by Korea Education Curriculum and Assessment, sixteen evaluation elements were selected and used for the analysis. According to our results, all preservice teachers show improvement of teaching performance in most of the class evaluation elements as the number of science classes increases. They presented the lowest improvement in the 'to design meaningful learning program,' which was one of the sixteen elements. However, there are substantial individual differences in the pre-service teachers' teaching competence on each evaluation element. Although they thought that 'understanding of scientific concepts' is the most important part of a science class in the beginning of student-teaching training, they showed changes in recognition that 'interaction and respect' and 'managing student behaviors' are also important in the end. They have recognized that writing a reflective journal, based on the video clips recorded in class and teaching evaluation, helps improve their teaching competency. In addition, improvement in teaching competency has influence upon career-orientation towards the school teacher in the future.

• The Mathematical Education
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• v.62 no.2
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• pp.211-236
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• 2023

The purpose of this study is to derive implications of preservice mathematics teacher education in Korea by analyzing the case of edTPA used in the preservice teacher training process in the United States. Recently, there has been a growing interest in promoting professional competencies considering not only the cognitive dimension related to knowledge development of preservice mathematics teachers but also the situational dimension considering reality in the classroom. The edTPA in the United States is a performance-based assessment based on lessons conducted by preservice teachers at school. This study analyzes the professional competencies required of preservice mathematics teachers by analyzing handbooks that described the case of edTPA in which preservice mathematics teachers in the United States participate. The edTPA includes planning, instruction, and assessment tasks, and continuous tasks are performed in connection with classes. Thus, the analysis is conducted on the points of linkage between the description of evaluation items and criteria in the planning, instruction, and assessment tasks, as well as the professional competencies required from that linkage. As a result of analyzing the edTPA handbooks, the professional competencies required of preservice mathematics teachers in the edTPA assessment were the competency to focus on and implement specific mathematics lessons, the competency to reflectively understand the implementation and assessment of specific mathematics lessons, and the competency to make a progressive determination of students' achievement related to their learning and their uses of language and representations. The results of this analysis can be used as constructs for competencies that can be assessed in the preservice in the organization of the preservice mathematics teacher curriculum and practice training semester system in Korea.

• The Journal of Korean Association of Computer Education
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• v.22 no.6
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• pp.43-55
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• 2019

In the Fourth Industrial Revolution, a super-intelligent and super-connected society has arrived. Software is an important part of the core technologies of the Fourth Industrial Revolution. The ability to solve problems through software requires software education in that it is a core competency that everyone should have. Software education aims to improve Computational Thinking, which is the ability to solve problems through programming. Until now, most problem-solving programming learning models follow the traditional method of development: Waterfall model (Analysis-Design-Development-Test). In this model, if there is a problem in the preceding step, That could be found in the test phase. This takes a considerable amount of time and effort to find a solution to the problem and can be a burden on the programming learning. In this study, we proposed a Test-Driven Problem-Solving learning model using TDD (Test Driven Development) as Agile development method, and reviewed the appropriateness of the model through experts review. The verification results of the model showed positive evaluation results. In particular, the learning phase configuration of the model, helping in programming learning, helping of Computational Thinking improvement showed high rating, it is determined that there will be positive effects on Computational Thinking improvement through problem-solving programming learning when applying future learning.

• 대한공업교육학회지
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• v.40 no.2
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• pp.239-258
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• 2015

The purpose of this study is to provide basic data that can be used in a reasonable assessment of the learning outcomes of STEAM. It presented a learning outcome evaluation method, relative weights of key competencies standard that a learner should cultivate. For this study, a pairwise comparison questionnaire about the key competencies was conducted on the STEAM professionals, and AHP was applied to analyze the priority of main factors of key competencies. The results of this study are as follows. First, the importance of capabilities of convergence accomplishment and capabilities of convergent cognition, in the first layer of key competencies, were 39.4% and 36.8%, respectively. In the education evaluation of the STEAM, capabilities of convergence accomplishment and capabilities of convergent cognition showed similar level of importance, and were considered more important factor than capabilities of convergence attitude (23.8%). Second, the relative importance of capabilities of problem solving (20.0%) was highest in the second layer of key competencies, and followed by capabilities of creative thinking (18.3%), responsibility (15.3%), and understanding convergence knowledge (11.0%). Third, it will be a foundation of a competency evaluation, which reasonably evaluates, based on the relative weights, whether to accomplish educational objectives of the STEAM program In addition, this results is expected to become a guide to develop an education program that can improve the teaching and learning process and raise the learning outcome, as well as an education evaluation of the STEAM.

• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.685-696
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• 2022

This study explores convergence curriculum for design and data science, and applies data science knowledge on undergraduate design classes for designer's data literacy. First, related studies about data literacy education for non-data science major's, and data driven design project cases are explored, then design competency and data competency based on NCS are studied. Then this study developed 3 step design-data convergence curriculum model for designers' data literacy. The curriculum model is applied on case study classes, which are Big data and UX design(2) classes. The learning results and student's feedback of the case study classes are collected and analyzed to prove the design-data convergence curriculum, and the results provide findings and implications of the design-data convergence class case study.

• Journal of the Korean Society of Clothing and Textiles
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• v.42 no.4
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• pp.599-611
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• 2018

This study develops a training program for vocational high school students. This study implemented the ADDIE teaching-learning model and was conducted in the sequence of analyses, design, development, implementation and evaluation. In the analysis phase, the existing studies related to vocational competency training were analyzed along with an analysis of the current education programs and suitability assessment. Based on the analysis, the education program was designed and contents were determined. The program consisted of 5 chapters and 17 unit hours of instruction. Reigeluth's (1987) theory was used as the framework for organizing educational materials in the development phase. The programs were implemented on students and evaluated by students as well as experts. Students evaluated the program in terms of the degree of motivation for learning, comprehension of learning content, perceptions of lessons in classes as well as the advantages and disadvantages of the program. Experts evaluated the program in terms of program validity. The results indicate the developed program was useful for training students vocational competencies as shop managers. This study contributes to the field of fashion education, by presenting an example of systematic development of an educational program in connection with industry.

• Journal of Engineering Education Research
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• v.3 no.2
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• pp.61-70
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• 2000

To survive in the highly competitive environment, a vocational education institution must offer its students an attractive system of competency based vocational education. A first-term freshman at university and college should also be allowed to adjust the course selection Early exposure within one or more fields of study creates a high level of enthusiasm which helps students maintain their motivation. It also helps students decide if course selection is right for career choice and they should be provided a large number of diverse occupational opportunities later In this paper, we discuss how to activate the vocational education. Also we developed vocational guidance program for course selection through the subject for vocational guidance and the learning map for learning plan. This program was assessed through the survey on opinions of freshman.

• Journal of The Korean Association of Information Education
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• v.25 no.4
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• pp.641-651
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• 2021

The purpose of this study is to develop and validate an unplugged instructional model for pre-service teachers' SW competences in higher education. The unplugged instructional model was developed through the following procedures; 1) developing the 1st model based on the results of literature review, 2) getting test for use by one practicing instructor, 3) collecting the opinions of learners who participated in the unplugged instruction, and 4) getting model validation by 4 experts. The developed unplugged instructional model consists of 6 phases: 'stimulating of learners' motivation', 'introducing learning activities', 'constructing an activities', experiencing unplugged activities', 'extending and generating outcome of unplugged learning', and 'reflecting' in addition, each phase includes learning activities. The validation results confirm that the unplugged instructional model was both reliable.

• Journal of the Korea Society of Computer and Information
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• v.27 no.10
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• pp.267-274
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• 2022

The purpose of this study is to investigate the learning satisfaction and perception of the students who have taken the online classes of the Digital Innovation Sharing University in the field of new energy industry, and to analyze the relationship between the learning satisfaction and core competencies. In order to achieve this purpose, the results of the learning satisfaction survey of a total of 470 students who took the digital innovation sharing university classes in the new energy industry were analyzed in both quantitative and qualitative methods. As a result of quantitative analysis, students' learning satisfaction was generally above average, and they were particularly satisfied with the setting and operation of educational goals. In addition, it was found that students' learning satisfaction had a statistically significant effect on students' core competencies. As a result of the qualitative analysis, it was possible to confirm the direction of improvement of the curriculum in the areas of function, operation, and content. Based on the results of this study, it is expected that the digital innovation sharing university curriculum quality management feedback system will be prepared in the future, and it will be the foundation for the continuous establishment of the curriculum quality management system.