• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.799-807
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• 2019

The study was conducted to identify if the first-year program of science-focused school improved students' scientific core competency and science learning motivation. The first-year program of the science-focused school consisted of basic education in scientific inquiry, investigation, advanced experiment, and basic education in small research. There were a total of 262 participants in the program, and 169 students took three survey tests. Through the analysis of a group-based trajectory modeling, students were differentiated based on similarity of score changes. This study showed that the first-year program of the science-focused school significantly improved students' scientific core competency and science learning motivation. A group-based trajectory modeling found that about 40~60% of students saw the effects of the program. The students who chose the humanity track showed effects, while some students who chose the science-focused track did not show effects. A group-based trajectory modeling showed the methodological effects of identifying the change process of individual students. This study identified the positive effects of science-focused school policy statistically and is a meaningful example for analyzing the effectiveness of science-focused school programs.

• Educational Technology International
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• v.17 no.2
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• pp.229-251
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• 2016

This study was designed to investigate the relationship between middle school students' smart media competency and online learning outcomes. The context of this study was on online inquiry-based mathematics and science learning environment, and four-hundred and fifty-five (455) 7^th to 9^th grade students in Korea participated in this research. To assess students' smart device competency, Smart Media Literacy Quotient (SMLQ) which consisted of 18 items regarding the operation ability of smart media and its application (14 items) and positive beliefs of smart media (4 items) was administered to each student. The findings of this study first showed that students' smart media literacy varied according to their characteristics such as gender, grade, class (subject), and socio-economic status. Female students' scores were higher in overall smart media literacy operation and learning ability of smart media than male students. 7^th grade middle school students represented lower smart media literacy scores, compared to 8^th and 9^th graders. Also, minority students were significantly lower in smart media literacy, operation and learning ability of smart media, and positive belief of smart media than the non-minority students. Second, overall smart media literacy and operation and learning ability of smart media varied among high, medium, and low score achievers in inquiry tasks. Low scored students in inquiry tasks were significantly lower in overall smart media literacy and operation and learning ability of smart media than medium scored students. Lastly, smart media literacy also varied by students' dropout/completion. Students who dropped out reported significantly lower scores in overall smart media literacy, operation and learning ability of smart media, and positive belief of smart media.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.207-220
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• 2019

Although the 2015 revised science curriculum has newly introduced core science competencies, there are a lot of confusions and difficulties at the school sites because the concept of competence is not clear. In this study, we conducted literature analysis to understand what constitutes the components of science competence and how the components are related. Based on this analysis, a model of science competency, composed of six factors (non-cognitive characteristics, knowledge, skill, context, performance, level) was suggested. In addition, we have explored ways to utilize this science competency model to re-write the achievement criteria of current science curriculum as science learning objectives expressed in the form of science competency. Finally, advantages and limits of the model are discussed and related further researches are suggested.

• 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.

• Journal of the Korea Society of Computer and Information
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• v.26 no.8
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• pp.65-73
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• 2021

This study investigated differences in learning styles and learning strategies according to learning factors: major fields, achievements, and grades and differences in learning strategies according to learning styles for college students. Unlike previous studies that analyzed differences focused on the dominant learning style, the learning style was subdivided into a balanced and dominant learning style. In the analysis of the 179 participants in M colleges, it was found that the difference between the learning style and the learning strategy according to the learning factors was not significant. But, there was a significant difference in the use of cognitive strategies according to the learning style in the dimension of information input, and in the use of all strategies according to the information processing style. It was analyzed that active learners had a high level of using cognitive strategies, visual learners had a high level of using external strategies, and balanced learners had a high level of using internal strategies. Based on the results, the training strategies to understand the learning style and to improve the level of use of the learning strategy in the learning competency improvement program was proposed.

• Journal of The Korean Society of Integrative Medicine
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• v.2 no.2
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• pp.1-12
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• 2014

Purpose : The purpose of this study was to investigate the effect that the academic achievement of the students about the evidence based learning investigates the learning utility value about and the request. Method : The agreement of college students explaining the purpose of research for 12 weeks against 17 students and investigate through a questionnaire. The level of academic achievement according to the sex and claim showed a characteristic with a percentage. An utility investigate the descriptive epidemiologic characteristic about the class of the evidence based learning. Result : The most of college students the level of academic achievement and requests the expected grade of the students about the evidence based learning wanted the 'high' grade of 9 persons, 'middle' grade of 8 persons in the part and the expectation for the class taken so much was high(p<.05). There was the significant different in the utility aspect in the need of the evidence based learning, homework solution, learning synergy effect improvement, and reference search ability improvement(p<.05). Conclusion : These finding revealed that the evidence based learning the satisfaction with class raises the improvement and utility value, and provided the need and the has to develop the educational model which the college students contentment raises an improvement after this opportunity for the new recognition.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.136-145
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• 2021

The Gifted Education Program is re-constructured into core competency-based program in line with fourth industrial revolution, where talented people with comprehensive ability are required. Therefore, competency-based elementary science gifted education program which is provided from Gifted Education Database(GED) is developed in accordance with 2015 revised edition in science and 5 main core-abilities; scientific thinking ability, scientific investigation ability, scientific problem solving ability, scientific communication ability and scientific participation and lifelong learning ability. This research, which is provided from GED, is focused on earth science area among competency-based elementary science gifted education program and analyse quantitatively and qualitatively how science and core-ability is appeared in 3 programs developed in science area. This research can be another guideline when someone would like to use competency-based earth science gifted education program in gifted education. Also, the purpose of this research is to help suggesting a right direction for competency-based earth science gifted education program. The conclusion based on research problem is as follow; Firstly, in competency-based earth science gifted education program, influence rates of scientific communication ability and scientific thinking ability are highest, where influence rates of scientific investigation ability, scientific problem solving ability and scientific participation and lifelong learning ability are relatively low. Secondly, in competency-based earth science gifted education program, single activity may includes several core-abilities. Following research is quite meaningful in aspect of giving out the information to choose topic in core-ability when using competency-based earth science gifted education program in gifted education. Also by supplementing lowly-influenced ability in competency-based earth science gifted education program, it is expected for gifted students to build scientific core-ability.

• Journal of Digital Convergence
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• v.16 no.3
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• pp.27-35
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• 2018

The purpose of this study is to design smart learning based extracurricular program of the university and to analyze the effect of core competencies. This program was formed by 10 teams with S and K University in Seoul, and run a daily camp format to use smart devices and apps. As a result, the participating students, communication skill, self-directed and creativity increased significantly. In addition, the educational effects of this program was positive changes in the areas of 'communication', 'self-directed', 'cooperative learning', 'problem solving' in the focus group interview. And the students responded that the use of smart devices and apps help to immerse in the program and increase their interest. The purpose of this study is to suggest new models and implications for the extracurricular program. In the future, we hope to develop the various smart learning based extracurricular programs for enhancing the competencies.

• Journal of Digital Convergence
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• v.18 no.5
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• pp.43-54
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• 2020

The purpose of this study was to investigate the effects of participation in the learning community program on the communication skills and cooperative learning capabilities of college students. To this end, in the second semester of 2018, pre and post surveys were conducted on 296 students at A University and analyzed using SPSS. The main research results are as follows. First, there was a significant difference in the participation of the learning community program in the cooperative learning capacity of college students. Second, in the analysis by sub-factors, there were significant differences before and after the program in the factors of cooperative learning competency learning participation and learning satisfaction. Third, the differences between grades showed significant differences between the 2nd and 3rd grades before and after the program. Fourth, based on the results of this study, suggestions were made for learning community program activities and follow-up studies. The results of this study analyzed the effects of learning community activities conducted at universities on the communication skills and cooperative learning capabilities of college students, and presented practical measures for the systematic operation and support of learning community activities.

• The Journal of the Korea Contents Association
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• v.19 no.3
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• pp.466-474
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• 2019

The purpose of this study was to investigate the enhancing creative competency and changes in academic challenge for the pre-service teachers. For this purpose, 94 pre-service teachers participated in project learning through the preparation of the convergence instruction and the class demonstration during one semester. The pre and post questionnaire survey was conducted the measurement of creative leader competence and K-NSSE for academic challenge. Analysis of data was performed using the IBM SPSS 18.0 program for the corresponding sample t test. The creative competency included 'higher mental thinking', 'problem solving', 'curiosity', 'sensitivity' 'task commitment', 'the pursuit of social value', and 'co-operations and considerations'. This results was significant(p< .05). Academic challenge, high-order learning domain and learning strategies domain were significant(p< .05). Based on this, in order to generalize the convergence education and convergence lesson, it is necessary to design various convergence lessons and practice study to make a plan and practice it. In addition, the implications for the necessity of correcting and supplementing the effects after repeated convergence lessons were discussed.