• 한국콘텐츠학회논문지
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• 제18권5호
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• pp.303-310
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• 2018

본 연구의 목적은 초등 국어과 수업에서 미래학생역량에 중점을 두고 교수학습을 전개했을 때 교사들이 겪는 실제 수업상의 문제점을 알아보고 이에 대한 해결책을 분석하는 것이다. 초등 국어과 현장 교사와의 초점 접단 인터뷰를 통해 평소 수업에 대한 분석내용을 바탕으로 핵심역량기반 수업설계전략을 현장에 접목한 후 교사들의 피드백을 분석하였다. 연구결과 교사들은 수업전개, 교사준비, 행정지원의 측면에서 현재 수업 상황에서 미래학생역량이 반영될 때 해결해야 할 중요한 사항들을 지적하였다. 학생들의 성취기준과 핵심역량목표와의 간극이 해결되어야하며 이를 위한 평가실시 및 학생피드백에 대한 구체적인 전략이 필요하다. 무엇보다 핵심역량에 대한 교사들의 개념 정립과 수업전략설계를 위한 집중 연수가 필수적이며, 이를 지원하기 위한 시스템적 행정지원도 필요할 것이다.

• 한국응급구조학회지
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• 제27권2호
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• pp.41-50
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• 2023

Purpose: This study aimed to identify research trends related to the job competency of paramedics and paramedic students in Korea. It also presents further research directions. Methods: Papers from three databases (RISS, KISS, and DBpia) were reviewed. The keywords were 'paramedi^* and competency,' 'paramedi^* and job competency,' 'paramedi^* and student and competency,' and 'paramedi^* and student and job competency.' No limit was imposed on the research period. Four researchers conducted the inclusion and exclusion processes. Differences in opinion were resolved through sufficient discussion. Results: Twelve studies were selected for review, of which 11 were descriptive survey research studies and 1 was quasi-experimental. Eight studies aimed to determine the current level of competency, and three aimed to identify competency. The remaining study was designed for the development of and application in competency-related programs. The subject of most studies was competency during disasters. Conclusion: Based on these results, future research on paramedic job competency should include a wider variety of methods and subjects.

• 한국과학교육학회지
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• 제42권2호
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• pp.265-275
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• 2022

본 연구에서는 미래사회의 과학교육에 초점을 맞추어 미래사회를 살아갈 학생들에게 길러주어야 할 핵심역량, 그리고 이러한 핵심역량을 길러주기 위한 역량기반 교육을 실현하는 주체인 미래학교 과학 교사에게 필요한 역할과 전문역량 내용교수지식(PCK) 측면에서 탐색하였다. 이를 위해 전국의 지구과학 전공 과학 교사를 대상으로 설문조사를 실시하였으며, 105건의 유효한 응답을 확보하였다. 연구결과를 미래사회를 살아갈 학생들에게 길러주어야 할 핵심역량, 역량기반 교육을 위한 과학 교사의 역할, 역량기반 교육을 위해 필요한 과학 교사의 역할과 교사 전문역량의 구조적 관계 등의 측면에서 논의하였다. 학생역량과 교사 전문역랑의 관계, 그리고 교사의 역할과 전문역량 간의 구조를 살펴보기 위해 네트워크 분석을 실시하였다. 주요 연구결과를 살펴보면 미래사회 학생의 핵심역량으로는 의사소통과 협업 능력이, 과학 교사의 역할로는 협업 중심 활동 기회 제공이 가장 중요한 것으로 나타났다. 교사 역할과 교사 전문역량의 구조적 관계를 살펴보면 과학수업실천과 관련된 전문역량과 관련하여 협업 중심 활동 기회 제공, 다양한 소재와 콘텐츠 활용 등과 같은 역할과 뚜렷한 관계가 나타났다. 연구결과를 토대로 학생이 필요로 하는 핵심역량에 대한 교사의 인식 제고에 근거한 학생의 행위 주체성 촉진 방안, 교사 역할과 전문역량 구성요소의 관련성, 교사 전문역량의 총체성 등을 제안하였다.

• 공학교육연구
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• 제23권4호
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• pp.3-13
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• 2020

The purpose of this study is to analyze the differences in the perception and education requirements between industry and engineering students on engineering convergence competency, and to suggest implications for fostering engineers suitable to industry demand and direction of focus improvement in the current engineering education field. To this end, 73 industrial representatives and 104 engineering students are surveyed the engineering convergence competency and educational needs. The results of this analysis are as follows: first, the difference in engineering convergence competency by background variable was significantly different in gender of engineering students. Second, it is found that there is a significant difference between the current level and the required level of engineering convergence competency from an industry perspective. In the IPA results, it shows that new knowledge generation and future-oriented vision skills are urgently needed to be improved. And it is showed that the creative thinking, knowledge utilization, communication, and cooperation capabilities skills need to be maintained continuously. Third, as a result of the analysis of the differences in recognition of the current competency levels between industry and engineering students, there is statistically significant differences in systemic thinking, communication and cooperation, understanding of other academic fields, humanities, and future-oriented perspectives. Therefore, it is necessary to specific plans and efforts to reduce this perception gap should be prepared at the university.

• East Asian mathematical journal
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• 제39권2호
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• pp.93-117
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• 2023

The aim of this study is to explore the pre-service math teachers' characteristics of education to develop their AI literacy and SW competency, and to derive some implications. We conducted a 14-hours AI and SW education program for pre-service teachers with theory and practice, and an analysis on class observation data, video frames of classes and interview, Python programming assignments and papers. The results of this case study for 3 pre-service teachers are as follows. First, two students understood artificial neural network and deep learning system accurately, furthermore, all students conducted a couple of explorations related with performance improvement of deep learning system with interest. Second, coding and exploration activities using Python improved students' computational thinking as well as SW competency, which help them give convergence education in the future. Third, they responded positively to the necessity of AI literacy and SW competency development, and to applying coding to math class. Lastly, it's necessary to endeavor to give a coding education to the student's eye level according to his or her prerequisite and to ease the burden of student's studying AI technology.

• 한국과학교육학회지
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• 제32권8호
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• pp.1356-1366
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• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

• 보건의료생명과학 논문지
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• 제10권1호
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• pp.69-80
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• 2022

본 연구의 목적은 미래사회가 요구하는 인재를 양성하기 위한 역량 중심 교육 실행을 위하여 전문대학생이 갖추어야 할 핵심역량 진단 도구를 고도화 개발하고 타당도와 신뢰도를 검증하는 것이다. 이를 위해 선행연구 분석과 구성원 의견수렴, FGI, 전문가 자문을 통해 기존 진단 도구를 분석하고 예비문항을 도출하였다. 도출된 문항은 총 46문항이었으며 이는 내용 타당도로 검증하였다. 이후 재학생 중 희망자 380명을 대상으로 예비조사를 실시하였다. 구성 타당도 검증을 위해서 AMOS 18.0을 사용하여 탐색적 요인분석을 시행하였다. 그 결과 6개 핵심역량으로 구성된 30개 최종 문항을 도출하였다. 핵심역량 진단 도구는 재학생의 역량을 진단하여 향후 미래지향적 역량교육의 실행과 평가, 질 관리 도구로 적극적으로 활용될 것으로 기대된다.

• 웰빙융합연구
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• 제6권4호
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• pp.51-61
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• 2023

Purpose: This study aims to provide basic data to improve disaster nursing competency by identifying nursing students' disaster awareness, disaster preparedness, and disaster nursing competency and confirming the relationship among them. Research design, data, and methodology: The subjects of this study were 310 students attending the Department of Nursing at E University in Gyeonggi-do, and the data was collected from April 13 to May 24, 2023. Results: Disaster awareness averaged 72.91±7.46 points, disaster preparedness averaged 2.82±2.81 points, and disaster nursing competency averaged 44.11±10.76 points. Disaster preparedness and disaster nursing competency were significantly higher in subjects with disaster nursing education experience than in those without experience. Disaster awareness showed a significant positive correlation with disaster preparedness (r=.20, p <.001), and also with disaster nursing competency (r=.37, p <.001). Disaster preparedness showed a significant positive correlation with disaster nursing competency (r=.49, p <.001). It was found that the disaster nursing competency was high when the disaster awareness (B=0.472, p<.001), and the disaster preparedness (B=1.561, p<.001) was high. Conclusions: The results show it is possible to improve students' disaster nursing competency by strengthening education on disaster awareness and disaster preparedness. Thus, specific efforts and future research are needed to develop disaster nursing education.

• 한국지구과학회지
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• 제38권5호
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• pp.357-366
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• 2017

Urban planning and engineering undergraduate students need to understand the earth physical systems and that how human beings interact with the earth systems to planning and engineering urban area. The eco-friendly or geo-friendly design and planning of an urban area is a critical issue not only for economic benefits but more importantly for the sustainable future of urban life. However, little study has been done dealing with the urban engineering students' understanding of the earth as a system and what pedagogical approach is appropriate to improve their understanding of the earth as a system. This study is to investigate the impact of a purposely designed ESS course on urban engineering students' understanding of the earth as a system and their perceptions about the instructional approaches of the course on their learning competency. This study utilized a mixed-methodology with three main data sources: concept maps, student's perception survey about their learning competency, and course contents. Both the survey and concept maps were analyzed quantitatively as well as qualitatively. The result of this study showed that the urban engineering students' experience of team-based research about the topic they chose based on their own interest had a positive impact on their understanding of the earth as a system and their learning competency. The results of this study suggest that structuring and presenting the earth system contents in the context of engineering students' understanding and their future career be effective not only for the improvement of students' content knowledge but also for the enhancement of their learning competency such as creativity and problem-solving skills in everyday life situation.

• 산업융합연구
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• 제20권7호
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• pp.79-88
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• 2022

본 연구는 비대면 하브루타 활동이 간호대학생의 의사소통능력, 학업적 자기효능감, 학습몰입에 미치는 영향을 확인하기 위한 단일군 전후설계(one group pretest-posttest design) 연구이다. 연구는 2021년 9월부터 10월까지 진행되었으며 자료수집은 간호대학생 69명의 자가보고식 설문지를 이용하여 이루어졌다. 수집된 자료는 SPSS 24.0을 이용하여 분석되었고, 대상자의 일반적 특성은 기술적 통계로, 비대면 하브루타 활동 전후 의사소통능력, 학업적 자기효능감, 학습몰입의 차이는 paired t-test로 분석하였다. 통계 분석 결과, 비대면 하브루타 활동 전에 비하여 후에 대상자의 의사소통능력, 학업적 자기효능감, 학습몰입이 유의하게 상승되었다. 본 연구의 결과는 추후 비대면 하브루타 활동을 수업에 적용하고 싶은 교수자들에게 유용한 기초자료가 될 수 있을 것이다.