• Journal of Engineering Education Research
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• v.14 no.6
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• pp.31-40
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• 2011

This paper explores and proposes the evaluation criteria of design projects in the entry-level design course. In the entry-level engineering design course the students proceeds various design projects to understand the concept of engineering design process and to develop the creativity. The evaluation criteria of design projects is very important component because the outcome of students in the engineering design course are effected from the evaluation criteria that enforces the students to focus on doing their task. According to this case study the evaluation criteria can be good solution to evaluate the design projects. By the outcome standard of ABEEK on the entry-level engineering design course the evaluation criteria was selected with the results of design projects such as design plan, report, handicrafts, objectives.

• Journal of Engineering Education Research
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• v.17 no.6
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• pp.62-68
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• 2014

The purpose of this work is to provide systematic lecture materials for instructers who search for the effective teaching of applied mechanics of materials course with respect to lecture contents, teaching methods, and itemized course evaluations according to each class learning objective. For this. the evolution of teaching contents since 2010 until 2014 are briefly depicted and then most recent course learning objectives, lecture contents, and evaluation schemes are presented in detail. The results of this study may be used as base line data for the lecturers who teach similar courses and for the evaluation of program outcomes in ABEEK scheme through course-embedded assessment.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.1
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• pp.13-22
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• 2011

The purpose of this study was to development and validation of the 'course evaluation' scale for learner-centered in university. The research collected preliminary data from 1,567 university students's responses for item and scale quality analyses, and collected 2,539 university students's for item and scale quality analyses, and 300 university professors's responses for validation. Data were analyzed to obtain item quality, reliability, and validity analysis. The results of the study were as follows; The 'course evaluation' scale for learner-centered in university was defined by 5 factors. The 5 factors were structure and sincerity of lecture, suitability of report and test, level of consulting for student, application of educational media, communication. The results of the confirmatory factor analysis confirmed five sub-scales in the 'course evaluation' scale for learner-centered in university scale. Criterion-related validity evidence was obtained from the correlation analysis as the criterion measures. Cross validity evidence was obtained from the confirmatory factor analysis in university professors.

• Journal of The Korean Association For Science Education
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• v.4 no.1
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• pp.44-56
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• 1984

There haw been some courses related to science education for the graduate students, but almost the study for no instructional model and reading material development haw been pursunded in Korea. This study intended to discuss the discipline character of science education research for the systematic survey of concepts, principles and theories related to science education as the first put task, and designed an instructional model of the introductory survey course of science education at graduate level, and then proposed a developmental plan of a reading material for the course teaching aid. The main work of the study was to survey the foreign literature, but the subjective analysis of researcher's courses work during graduate study in abroard and some courses offered to undergraduate and graduate students in Korea by this researcher was quite helpful, even though which was not a strictly designed experimental research. Later it was found that this kind of study was not fitted to the traditional research style but worth while to try for the research in and teaching of "science education" as an area of discipline and professional activity.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.2
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• pp.346-354
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• 2012

In this paper, we argue that for general education in engineering, humanistic education is important, thus we propose an illustration of course outline. Recent general education for engineering is focused on only more practical, socially oriented courses, for example, business, law, economics, and entrepreneurship. While these courses are helpful for engineering students, humanistic education is more fundamental for improving the students' capacity for insight, originality and constructing the holistic view. We propose a course "Philosophy of Time and Space" as an example which fit this purpose.

• Communications of Mathematical Education
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• v.24 no.4
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• pp.909-922
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• 2010

This paper deals with disparities in course evaluation between general and major courses of mathematics education. We provide concrete evidences which verify the mismanagement of the evaluation system and can be an impetus to a more rational one. We indicate the direction to which professors of mathematics education should head. Also those statistics obtained from the author's teaching of mathematics education and related subjects for twelve years are provided for the fact-finding of and improving the erroneous evaluation system.

• Cartoon and Animation Studies
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• s.51
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• pp.203-223
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• 2018

Through importance and achievement analysis of participating students in Youth employment academy, 'webtoon specialist education course', the purpose of this study is to derive implications for invigorating webtoon specialist education course. The result of importance and achievement analysis is as follows. First, participating students consider that education course is important for them, express high satisfaction. Second, participating students consider that education infrastructure is important, so need to upgrade. Third, Communication is not important factor, participating students are satisfied with communication. Fourth, employment rate is not important factor, participating students are lowly satisfied with employment rate. Because major participating students are sophomore & junior in university and will choose their own business instead of getting the job, they express low satisfaction of importance and achievement. Through this study, I would like to suggest implications and advanced strategies for invigorating webtoon specialist education course for creating youth jobs.

• Journal of Engineering Education Research
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• v.22 no.2
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• pp.16-27
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• 2019

In order to note some points necessary for developing the cornerstone design course concentrating on conceptual design through that students acknowledge that engineering design is not to make things but to produce knowledge not only meet requirements of clients, users, and stake holders but also to solve problems, this paper describes the contents for the course that covers conceptual design as well as embodiment design, explains some ways and tools both for guiding students and for asking for study of lecture materials, and discuss things to be considered when faculty designs the course.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.173-186
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• 2008

This study aimed to examine the operation of the Home Economics education courses in the graduate schools of education, and to find out how graduate students perceive them. Data were collected with the use of handbooks issued by 11 graduate schools of education located in Seoul, and through telephone conversations with the administrative staff. To determine how graduate students majoring in Home Economics perceive their Home Economics courses, a survey was conducted among the graduate students in 10 graduate schools of education, and a total of 131 accomplished questionnaires were used for data analysis. The results of the study are as follows. First, all 11 graduate schools aimed to retrain their teachers, enhance their professionalism, and produce home economics education experts. The Home Economics Education courses come in two strands; a teacher's course and a major course. Most of the schools require a total of 30 credits. All Schools lack professors. Only 3 graduate schools have a home Economics Department in the College of Education. All graduate schools are offering a teacher's course based on a teacher's certification system. In a major course, Home Economics education has the largest number of subjects, with Clothing and Textiles and Food and Nutrition being given greater emphasis, and Consumer Economics, Home Economics Management, Child Care, and Family and Housing Studies being given less emphasis. Second, they mostly regard the graduate school of education as producer of experts, followed by producers of teachers and teacher re-trainers. Those who were majoring in Home Economics Education in college, and the teachers, are more interested in teacher re-training, while the non-teachers and those who were not majoring in Home Economics Education are more interested in producing teachers. They are less satisfied with the operation of the graduate school of education. But they are generally satisfied with the Home Economics Education course. Graduate students registered the lowest satisfaction with a major course, especially experimental subjects. For a teacher's course, the graduate students who are not teachers exhibited higher satisfaction, whereas the teachers showed lower satisfaction. But teachers registered more satisfaction with the practical use of major subjects in the educational field, thinking that their major was a big help in their work at a school. As for what has to be improved with regard to the Home Economics Education course, many cited the necessity of securing a good faculty and expanding the major subjects.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.209-216
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• 2022

In this paper, we propose an effective software education program to promote employment of the disabled and verify the effectiveness of SW education through pilot operation. In this SW education program, we develop a SW curriculum consisting of the basic course, Unity programming course, and the advanced course, AR/VR digital content development course. The SW education achievement standard develops the basic and advanced course achievement standards in consideration of the level of the virtual reality content production job of the National Competency Standards(NCS) and the SW education achievement standards of youth with visual, hearing, and physical disabilities. SW education materials are developed on a project basis so that one AR/VR digital content can be implemented step by step according to the intellectual level of the disabled based on Unity. SW education pilot training is conducted as online education based on Blended Learning due to COVID-19. In order to derive the SW education effect and each learner's individual SW education academic achievement for the SW education pilot training, a survey is conducted on learners, and the results are analyzed. In the basic course, 77.3% of learners achieved academic achievement above excellent(80-90), and in the advanced course, 48.8% of learners achieved academic achievement above excellent(80-90). These results verify that the SW education program for the disabled developed in this paper is effective in activating employment for the disabled.