• 대한공업교육학회지
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• 제30권1호
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• pp.96-105
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• 2005

The purpose of this study is to measure the level of the key competencies of college students and to use it as the basic material so as to improve the key competencies. So the subject was 161 college students. The instrument used to measure the key competencies is that developed by Cheol-Young Jeong, which was partly revised with the help of a group of experts. The results of this study showed that most of the key competencies were above the average(3.0). But it appeared that the english document understanding skills(M=2.59) and international sense skills(M=2.91) of college students were below 3.0. Therefore, the university authorities will have to try to improve the key competencies with the development of a new curriculum concerning the key competencies of college students.

• 한국지구과학회지
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• 제33권5호
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• pp.450-458
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• 2012

This study explored ways to implement a competencies-based curriculum in schools by reviewing exemplary cases that have introduced Key Competencies (KCs) in the school science curriculum. Since the OECD redefined key competencies as 'what people should know and do in order to lead a successful life in a well-functioning society', many countries have emphasized the use of a competencies-based curriculum. Foreign and domestic classroom cases, which have used a competencies-based curriculum in science teaching, were collected and analyzed. Through open-ended interviews with teachers and principals, we investigated changes of teachers' professional knowledge and practice that were evident as a result of the implementation of competencies-based curriculum in science class. Foreign science teachers suggested ways to relate competencies-based curriculum and science curriculum including maintaining a balance between competencies-based curriculum and content-based curriculum. They also integrated KCs into all subject-based curriculums, gave priority to KCs over subject matter knowledge, and developed KCs through teaching science contents that students wanted to learn. On the other hand, Korean science teachers suggested reconstructing competencies-based curriculum by extracting common attributes from the existing subject areas. They also made KCs realized through content teaching, and developed various KCs within science contexts. Implications of the competencies-based curriculum for science teaching and learning were discussed at the end.

• 대한공업교육학회지
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• 제31권1호
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• pp.1-22
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• 2006

이 연구의 목적은 공업계 고등학교 학생들의 직업기초능력 수준과 중요도를 측정하고 향상방안을 제시하는 것이다. 이 연구의 대상자는 공업계 고등학교에서 산학협동교육을 담당하는 담당자 12명과 기업체 현장실습 담당자 7명 이었다. 이 연구의 결과 직업기초능력의 여러 부분에서 산학협동교육 담당 교사와 기업체 업무 담당자 사이에 인식차가 존재하는 것으로 나타났다. 특히 영어문서이해능력에서는 두 집단 모두 수준과 중요도를 낮게 평가하여 직업기초능력으로 재고할 필요가 있는 것으로 나타났다. 기존 직업기초능력에 추가되어야 할 능력으로는 한자 독해능력, 경청 능력 등으로 밝혀졌다. 직업기초능력을 향상시키기 위해서는 공업계 고등학교 학생들이 습득해야할 직업기초능력의 수준을 정확히 규명하고, 이를 근거로 직업기초능력을 측정할 수 있는 도구의 개발이 뒤따라야 할 것이다.

• 대한공업교육학회지
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• 제30권2호
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• pp.3-11
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• 2005

The purpose of this study is to measure the level of the key competencies of industrial high school students and to use it as the basic material so as to improve the key competencies. The subject was 359 industrial high school students(boys: 244, girls: 115) in Seoul, Daejeon, Gwangju, and Busan. The instrument used to measure the key competencies is that developed by Cheol-Young Jeong, which was partly revised with the help of a group of experts. The results of this study showed some of skills were below an average of 3.0, which were writting skill(M=2.85) and speaking skill(M=2.96) in communication skills, logical thinking(M=2.98) in problem solving skills, leadership skill(M=2.88) in interpersonal skills, and self-improvement skill(M=2.96) and the spirit of public service(M=2.93) in self-management and self-improvement skills. But technology skills were above an average of 3.0. And it appeared that technology skills(P=.023) depended on having a certificate or not, and so did communication skills(P=.020) and problem solving skills(P=.034) on the types of a course(employment or entrance into a college). So, to strengthen the key competencies which appeared below an average of 3.0 in this study, not only does the curriculum of industrial high schools need to be reorganized, but systematic strengthening program of key competencies should also be developed.

• 수산해양교육연구
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• 제27권2호
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• pp.546-555
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• 2015

The aims of this study were to analyze the coastal Fisherman's awareness for the Fisheries and Maritime Job Skills. Fisheries & Maritime key competencies were defined as the abilities that include the essential knowledge, skills, attitude, and experiences required for the workforce on the fisheries and maritime job condition. This research collected preliminary data from 65 coastal fishermen. Data were analyzed to obtain content validity analysis. The results of the study were as follows; First, Fisheries & Maritime key competencies were divided into 6 elements in coastal fisheries. Second, Fisheries & Maritime key competencies were consisted of basic skills, marine vocational ethics, marine information capacity, marine elementary knowledge, marine safety management skill and marine consciousness. Third, CVR proves that the value analyzed in the study was validation. In consequence, the study suggested that Fisheries & Maritime key competencies were different in accordance with work environment.

• 수산해양교육연구
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• 제26권3호
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• pp.627-638
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• 2014

The aims of this study are to analysis the elements associated with a occupational basic competencies of fisheries and maritime high school students. Fisheries & maritime key competencies were defined as the abilities that include the essential knowledge, skills, attitude, and experiences required for the workforce on the fisheries and maritime job condition. This research collected preliminary data from 177 fisheries & maritime high school teachers. Data were analyzed to obtain item quality, reliability and validity analysis. The results of the study were as follows; First, largely, fisheris & maritime key competencies were divided into two parts; basic vocational skills and fisheries-maritime job skills. Second, fisheries & maritime key competencies were consisted of communicative competence, numeracy skills, thinking skills, English communication skills, self-management skills, interpersonal competency, selection & application of alternative, marine technology & information skills, marine consciousness and maritime professional ethics. Third, each key competency consisted of 2-9 sub-competencies.

• 공학교육연구
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• 제19권4호
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• pp.3-13
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• 2016

The purpose of this study was to investigate engineering professors' perceptions on the key competencies for engineering students (i.e. creativity, problem solving, designing, field application, etc.) and their instructional efforts to promote the competencies. The guiding research questions included 1) to what extent engineering professors perceived the key competencies as the important qualification that engineering students should obtain in college, 2) to what extent the professors put in a great deal of effort to promote such competencies in their teaching, and 3) how their perceptions on the key competencies correlated with their instructional practice. Two hundred fifteen engineering professors affiliated to diverse fields voluntarily participated in the study and filled out 5 point-Likert scale survey items. In results, despite of some range of variation on their perceptions according to the fields, most of the engineering professors highly valued the four key competencies. However, compared to the perceptions, engineering professors in some engineering fields relatively less focused on promoting the competencies in their teaching practice.

• 대한수학교육학회지:수학교육학연구
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• 제24권1호
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• pp.45-65
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• 2014

오늘날 개인의 삶뿐만 아니라 사회의 발전을 위해서는 모든 개인들이 그 사회에서 인간답고 성공적인 삶을 누릴 수 있도록 그에 필요한 역량을 갖출 필요가 있다. 이 역량은 현재 사회와 미래 사회를 분석하는 데서 찾을 수 있을 것이다. 이 글에서는 이러한 인식을 바탕으로 앞으로 우리나라 수학과 교육과정에서 어떤 핵심 역량을 제시하고 그것을 어떻게 구현할 것인지를 탐색하고자 했다. 먼저 핵심 역량을 다룬 여러 연구로부터 일반적으로 요구되는 핵심 역량을 알아보았다. 다음으로 한국과 일본의 수학과 교육과정이 개정되어 시행된 배경과 과정을 살펴보고 핵심 역량을 교육과정의 중심에 놓은 까닭을 살펴보았다. 마지막으로 두 나라의 수학과 교육과정에서 제시된 핵심 역량이 무엇이고, 그것을 어떻게 구현하고자 했는지를 비교하고 나서 우리나라 교육과정에 시사하는 바를 제안하였다.

• 수산해양교육연구
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• 제24권6호
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• pp.763-780
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• 2012

The purpose of this study was to develop the teaching & learning model to increase the key competencies in the university. For this, the researcher suggested the draft of teaching & learning model in the university based on literature analysis and survey for key competencies education to professors and students. After that, the draft of the model was revised through the formative test by experts. And then, the revised model was verified through delphi survey and a final model was fixed. As the result of this study, features of the final model are as follows. First, this study identified that a core values of teaching and learning model for the key competencies education in the university is reinforcement of learner's thinking skills and enhancement of field oriented on learning contents and reinforcement of professor's role as a mentor, a facilitator, a motivator, and an informant. Second, The core learning activity's process of the teaching and learning model for the key competencies education in the university consists of the following in order: team-building, exploring problem, gathering and analysing informations, arranging of leaning outcomes, comprehensive arrangement and self-examination.

• 한국학교수학회논문집
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• 제15권1호
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• pp.81-108
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• 2012

최근 들어 OECD가 DeSeCo 프로젝트를 통해 빠르게 변화하는 현대 사회를 살아가기 위해 필요한 핵심역량을 제시한 이래, 핵심역량은 학교 교육과정의 새로운 비전으로 자리 잡고 있다. 한국교육과정평가원에서도 2007년 이래로 지속적인 연구를 통해 미래 한국인들에게 요구되는 핵심역량을 선정하여 이를 학교 교육과정과 연계시키는 방안을 연구하여 왔으며, 2011년에는 기존 연구를 계승하여 학습자의 핵심역량을 구현할 수 있는 교수 학습 및 평가방안, 그리고 교사교육 방안을 탐구하고자 하였다. 이는 궁극적으로 역량기반 교육과정의 현장 적용 방안을 구체화함으로써 향후 우리나라의 교과 교육과정을 선진화하는 데 기여할 것으로 기대된다. 이 연구를 위하여 뉴질랜드 중학교 네 곳, 한국 내 프랑스 및 영국 외국인학교 각각 한 곳, 한국의 국제중학교 한 곳을 선정하여 수학 교사 및 학교 관계자들을 대상으로 수업 관찰 및 면담을 실시하였는데, 본고에서는 지면 관계상, 프랑스만을 대상으로 하여, 프랑스에 관한 학습자의 핵심역량 강조에 따른 프랑스 교육 동향을 소개하고 한국 내 프랑스 외국인중학교 수학교사의 수업 사례를 심층적으로 살펴보는 데에 중점을 두었다.