• Journal of the Korean Society for Aviation and Aeronautics
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• v.31 no.2
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• pp.66-71
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• 2023

In the case of the Navy, if some of the co-pilots are included in the long-term promotion process due to the limited number of co-pilots, operational flight and administrative tasks will be added to the co-pilots not included in the rest of the Pilot in commander process. Therefore, to solve this problem, the co-pilot who has passed the PQS step-by-step process minimizes the personnel gap in the flight operation unit through a system that evaluates whether it is possible to perform its duties as a co-pilot through actual flight after entering the school. The advantage of the PQS course is that you can control flight plans on your own and minimize gaps in flight and ground work while carrying out the curriculum, but you can't focus on education or improve your skills due to irregular training flight cycles. Therefore, in this study, after collecting opinions on effective flight cycles through a survey of pilots of P-3C, the Navy's fixed-wing aircraft representative, we will analyze the association of aircraft volume performance by flight cycle to derive the optimal flight cycle of the P-3C pilot course.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.315-324
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• 2018

This study was conducted to identify and analyze the educational needs for program outcomes in nursing students. Participants included 256 nursing students at K college, and a survey was conducted from October 30 to December 22, 2017. Data was analyzed with SPSS WIN 20.0 using descriptive statistics, t-test, ANOVA, Borich's Needs Analysis, and the Locus for Focus Model. Results found that subjects recognized that the present level was high about 'Apply therapeutic communication skills,' 'Provide fundamental nursing skills' and 'Understanding nursing profession standards'. 'Provide fundamental nursing skills', 'Apply a nursing intervention', 'Understanding legal and ethical standards of nursing practice and implementation' were the most important sub-elements of program outcomes. In according with the Borich's needs value and the Locus for Focus Model, 'Apply a nursing intervention', 'Explain the importance of the role and cooperation within the healthcare team', 'Provide fundamental nursing skills', 'Execute the nursing process', 'Understanding the legal and ethical standards of nursing practice and implement' were identified as the top priorities of educational needs. Results of this study are expected to be used as basic data to develop outcome-based curriculum and nursing education programs.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.135-159
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• 2020

The purpose of this study was to develop items of an essay response assessment that could align with the instructions and assessments in the high school home economics curriculum. The contents of the study were as follows. First, to establish an assessment plan, 14 achievement standards were analyzed in the assessment area, and the elements of the questions were developed including the content elements of a total of 29 questions. Second, to develop the assessment tools, preliminary questions suited to the structure of essay questions were developed, and the method of presenting data and scoring criteria to be utilized in the questions was selected. Third, to prepare the answers and the scoring criteria tables, the answers to the sample questions for each score were prepared in form of a scoring criteria table, and the objectives of the assessment, the scoring items, and the scores for each item were reviewed. Fourth, the developed questions and answers were revised and supplemented by teachers of the professional learning community through preliminary and mutual review on the components of the questions, the embodiment of the assessment objectives, the implementation of the assessment intent, and the grading. This study can be used as a foundational study for the development of essay-type questions and scoring criteria in essay assessment in the field of education. Furthermore, the results of this study could help teachers enhance their learners' ability to apply knowledge in the future.

• Korean Journal of Comparative Education
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• v.28 no.5
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• pp.21-46
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• 2018

This study examines the characteristics of teacher education system and professional standards of teachers in Canada through analysis of the current teacher education curriculum and salary grids of teachers in Canada. As a result, the following characteristics were found. First, contents and theories acquired during the course of teacher education are connected to the actual practice to increase the site-compatibility. Second, professional standards of teachers is rather holistic, than detailed and systematic. Based on the findings, the following implication can be drawn. To enhance the site compatibility of teachers in the Republic of Korea, it is requisite to build a persistent, and cooperative relationship among the faculty members of teacher education program, the members of the community, and supervisor teachers of practicum schools. Also, it is necessary to come up with a system that directly connects the professionalism of the teachers and the salary grids, as the salary of teachers are adjusted according to the completion of degree or courses, reflecting the professionalism.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.195-207
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• 2024

The purpose of this study was to explore high school science teachers' perceptions and practices regarding the implementation of achievement standards-based assessment (ASA) in their science teaching. To achieve this, semi-structured individual interviews were conducted with 20 science teachers who had implemented ASA. The participating teachers were asked to share their opinions on ASA implementation, the effects of ASA on changes in their teaching, and students' reactions to ASA. The results were as follows. Most of the teachers recognized that the initial intention behind ASA implementation began to be realized in schools only after course rankings were no longer required to be indicated. Some teachers felt that ASA allowed them to focus on students' progress, rather than evaluating them by achievement scores. It also helped some teachers identify students who were experiencing learning difficulties and offer appropriate support. In addition, some teachers acknowledged being able to reorganize their science lessons according to the essential goals of science subjects in the curriculum and provide more detailed feedback on students' achievements. However, some teachers expressed difficulties in setting an appropriate level of achievement for their lessons or in evaluating students' progress using qualitative methods. Lastly, the teachers expressed concerns about the remarkably lower motivation of some students for learning science after the indication of course ranking was no longer required.

• 대한공업교육학회지
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• v.44 no.1
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• pp.52-71
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• 2019

The quality of school education is a key element for national education development. An important factor that determines the quality of school education is qualities of teachers who are in responsible for school education in the field. Therefore, it is necessary to hire competent teachers in the teacher appointment exam for the secondary school. This necessity is evident especially for vocational high schools and Meister high schools with the introduction of 2015-revised curriculum based on NCS that separates each three subjects, "Electrical, Electronics Communication" resulting in the change of question mechanism, which requires new designing of assessment and content area. So, this study analyzes curriculum in college of education for "Electrical", "Electronics", "Communication", 2015-revised curriculum based on NCS and the development of standards for teacher qualifications and assessment area and evaluation of teaching ability in the subjects of the teacher appointment exam, "Electrical, Electronics Communication" Engineering" in 2009. The assessment area and content elements of "Electrical", "Electronics", "Communication are extracted from the analyzed results and they are verified by experts' consultation and presented as follows; First, the assessment area and content elements of the "Electrical" subject were designed to evaluate the NCS - based 2015 revised curriculum by presenting the NCS learning module to the evaluation area and content element in the basic subject "Electrical and Electronics Practice". Second, the section of "Electronics" presented the assessment area and content elements applying the Electronic Circuit, basic subject of the NCS and it also added "Electromagnetics", which is the basic part of Electronics in the Application of Electromagnetic waves that could be applied to the assessment. Third, the assessment area and content elements of "Communication" consist of the communication-related practice that is based on "Electrical" and "Electronic", considering the characteristics of "Communication Engineering". In particular, "Electrical and Electronics practice" which adds network construction practice and communication-related practice makes it to be able to evaluate the communication-related practical education.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.223-241
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• 2014

The objective of this study was to plan a direction for the connection of the area of inquiry in daily life between infants and young children in Korea based on the analysis of the early learning standards for infants aged 0~2, and young children aged 3~4/5 in 17 different states in America. The problem of the study is as follows: What is the content area of cognitive development, science and mathematics of early learning standards regarding age? The data used in this study was collected from a total of 17 states in America in which 12 states classify infants and young children as aged 0~2 and 3~4/5 respectively and 5 states do not classify the age groups. The results obtained from the analysis of the given issues are as follows. First, in the case of the five states that showed the group aged 0~4/5, the contents related to the area of inquiry in daily life of the early learning standards were included in the mathematics and science and a part of these contents were also included in cognitive developments. In the case of the 12 states that classified the groups aged 0~2 and 3~4/5 respectively, the group aged 0~2 included cognitive developments and the group aged 3~4/5 includes mathematics and science. Second, the contents related to the area of inquiry in daily life of the early learning standards in the five states that showed the single group aged 0~4/5 include the contents in order of scientific idea, biology, physics, and the earth and space. In the 12 states that classify different age groups. Third, in the case of the states that separate age groups, the group aged 0~2 include the contents of number and operation, geometry and space while the group aged 3~4/5 include the contents of number and operations, geometry and space, and measurement. The implications of this study was that it is necessary to take into account the linking between development and characteristics of the subjects.

• 대한공업교육학회지
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• v.38 no.2
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• pp.27-47
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• 2013

This study aims to suggest a way to improve the professional abilities of the principals of meister high schools by analysing their perception of the standards of performance of their duties. To carry out this study, we have developed the standards of performance of the duties of the principals of meister high schools through the systematic research on the realm of the duties of the principals of meister high schools, and analysed the principals' perception of their duties using the developed standards of performance of their duties. The results of this study are as followed. First, In the stage of planning the school management, the school management plan, the ways to get budget, the plan for evaluation and feedback of the accomplishment of the performance of school management plan should be included. Second, The area of the school management is subdivided into securing school budget, reviewing and arranging the budgets demanded by teachers, executing school budgets, obtaining school equipments and facilities, maintaining school equipments and facilities, managing school feeding, organizing and operating school steering committee, reflecting the opinions of school steering committee. Third, The school curriculum should be developed by a job analysis and the teaching should reflect the analysis. Fourth, The area of the career path and the management of the career for young meisters includes the analysis of the demand of students, parents, and companies, the development of meister growth route and program for managing their career, and the analysis of meister growth route and reflection of the results of the analysis. Fifth, The field of guiding students includes supporting the students counseling service, and managing a variety of school events. 6th, In the realm of cooperation with communities are included designing programs for collaborating and training students with companies, building cooperation with companies, and obtaining supports from communities and related organizations. 7th, In the area of supporting teachers to improve their professional competence, it figured out that supporting teachers' voluntary learning and studying should take a top priority. In conclusion, it is necessary for meister high school principals to have capability to deal with meister growth route and career management, supporting collaboration with other organizations, building and managing laboratories, encouraging teachers' professional improvement, and operating school curriculum and teaching activities.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.569-589
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• 2008

One of the main factors that affect the improvement of G/T education is the number and the level of quality of the professionals who are working for the gifted. The professionals vary depending on the role they play for the gifted from the classroom teacher, coordinator, to consultant. Since the legislation of the law for the enhancement of the gifted education in Korea, the in-service training for the classroom teacher has been expanded in number throughout the country. Nowadays, the gifted education is about to be expanded into the general school population, and it becomes more necessary that the training at the level of university graduate program be expanded beyond the short-term in-service training so far. In this vein, the number of universities in Korea that offer the staff development for the gifted education at the graduate level has been increased. However, the problem is whether those programs meet the need to produce the quality professionals. Based on this problem awareness, the study analyzed the graduate programs of 8 universities in Korea by comparing their course descriptions with the graduate-level training program standards of the United States and Europe. It was found that most of the universities fulfilled the areas that both standards commonly consider import, such as "concept and development of giftedness", "curriculum development for the gifted", "teaching methods for the gifted." However, the number of the offered subjects was different among the universities, which indicates that it is suspicious that the universities equally satisfy the areas both standards require. Furthermore, it was also found that the universities differ in satisfying the other standards, From these findings, several suggestions were made for the improvement of the university graduate programs in Korea.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.235-257
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• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.