• 대한공업교육학회지
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• v.41 no.1
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• pp.68-87
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• 2016

This research conducted a survey for total 166 teachers of schools so as to analyze validity and satisfaction for performance objectives of SMB administration subsidy the HRDP and the CEP in Specialized High School. The results of research are as follows. First, teachers recognize that purpose of HRDP is to expand employment of specialized high school and provide human resource of SMB. And, they recognize that HRDP is important to improve school outcomes and makes a positive effect on the improvement of school outcomes. Second, teachers recognize that objectives of HRDP are improvement of student's understanding for SMB, improvement of teacher's understanding for SMB, improvement of SMB's understanding of school, cultivation of student's occupational view, systematization of career guiding program based on employment process, strengthening of industry-academia cooperation education, improvement of the level of student's skill, fulfillment of workplace experience and practice focusing workplace learning, training of customized human resource for SMB, improvement of student's adaptation to the workplace, improvement of employment rate for SMB, expansion of job opportunities for students with SMB, preparation of the base of connection between school and SMB, publicity of school, expansion of opportunities to cooperate between SMB and school, establishment of cooperative system among industrial association and school, introduction and operation of the employment connective model for joint education and employment, strengthening of field professionalism of teachers. However, satisfaction for the achievement of objectives of HRDP except for strengthening of industry-academia cooperation education and improvement of employment rate for SMB is relatively lower than the validity. Third, teachers in charge of human resource training business of middle and small sized company's specialized high school recognize that objectives of CEP are expansion of job opportunities for students with SMB, excavation of good-quality SMB, expansion of opportunities to cooperate between SMB and school, fulfillment of workplace learning, improvement of student's major foundation and in-depth skill, improvement of literacy, math, teamwork and communication abilities for students' job performance, improvement of student's working attitude and student's proper career exploration decision. However, satisfaction for achievement of objectives of CEP is relatively lower than the validity.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.199-216
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• 2016

The purpose of this study is to figure out how much gifted science education teachers in charge of the class realize the necessity of individualized curriculum and program for scientifically gifted, to find out the problems of the gifted science educational institutions from exploring them in depth in the light of the reality in the gifted science educational institutions, and to draw implications about the applicable direction of more aggressive individualized curriculum and program for scientifically gifted. I chose 15 people with the incumbent teachers who have ever taught scientifically gifted and have a degree in the gifted education or science subject education as study participants and had a depth interview with them. According to result of the study, 14 of 15 study participants recognized the necessity of individualized education in science should understand the personal requirements according to the tendency of the gifted students and should be a study led by students themselves. Of the problems in gifted science education, teachers regarded the reduction in the financial support as the biggest problem and the vocation and professionalism of teachers were referred as a very important factor. With constraints of time and space, there were plenty of opinions that can't ignore the influence of educational environment associated with the university entrance examination. There were many opinions that there is excessive expansion of the agencies and the target for gifted students, no standardized measurement tools and programs and the lack of the system for the coherent observation as a teacher. Also, the unified curriculum of gifted science education institutions were pointed out as the problem and the individualized programs which were already under way have a lot of weakness and being offered marginally. Thus, from now on, to apply for individualized education of gifted science, teachers demanded optimized education conditions and consistent policy support, and expressed the opinion that there needs of a possible continuous observation system. Besides, the curriculum and programs matched the needs of the students should be taken priority the most, and there were another answers that fellow learning within the cooperative learning can be an alternative of the individualized. Along with that, there were lots of opinions that the treatment to overcome an inferiority complex according to the individualized should be followed.

• Journal of Science Education
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• v.46 no.1
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• pp.93-108
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• 2022

The purpose of this study is to develop a STEAM program that can be used in the high school credit system to be fully implemented in 2025, and to examine its validity and effectiveness. The STEAM program analyzed the 2015 revised curriculum centering on science, technology, and engineering through the 2015 revised curriculum analysis, and then selected the five latest issues: hydrogen fuel, climate crisis, data science, appropriate technology, and barista. In accordance with this self-developed program development format (frame), it was developed for seven months through a process of group deliberation. The draft of the STEAM program for 29 sessions of five types, developed to indirectly experience the career path and occupation of high school students, was verified through consultation with 2 STEAM education experts. It was applied at five different high schools for a pilot implementation. As a result of the pilot application, it was confirmed that the students' STEAM attitude significantly improved in the post-test than the pre-test, and the students' high satisfaction with the program was confirmed. In addition, through an interview with the pilot application teacher, it was positively evaluated that 'the content and level of the program are suitable and through experience solving real-life problems, you can apply the content knowledge of related subjects and have an opportunity to experience careers.' Based on the results of the pilot application, the high school credit system STEAM program for students and teachers was finally completed in 29 lessons of five types. Through this study, the development and operation of the next-generation STEAM program that can be applied in the high school credit system should be actively developed, and a plan to improve teachers' professionalism so that the high school credit system can be established and operated properly for blended classes triggered by COVID-19. The necessity of design was suggested. This study is expected to be used as basic data for the development and operation of STEAM programs in the high school credit system, which will be fully implemented in 2025.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.235-248
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• 2022

With the changes in the future educational environment, such as the rapid decline of the school-age population and the expansion of students' choice of curriculum, changes are also required in PCK, the expertise of science teachers. In other words, the categories constituting the existing 'consensus-PCK' and the characteristics of 'science PCK' are not fixed, so more categories and characteristics can be added. The purpose of this study is to explore the potential area of science PCK required to cope with changes in the future educational environment in the form of 'Family Resemblance Science PCK (Family Resemblance-PCK, hereafter)' through Wittgenstein's family resemblance approach. For this purpose, in-depth interviews were conducted with three focus groups. In the focus group in-depth interview, participants discussed how the science PCK required for science teachers in future schools in 2030-2045 will change due to changes in the future society and educational environment. Qualitative analysis was performed based on the in-depth interview, and semantic network analysis was performed on the in-depth interview text to analyze the characteristics of 'Family Resemblance-PCK' differentiated from the existing 'consensus-PCK'. In results, the characteristics of Family Resemblance-PCK, which are newly requested along with changes in role expectations of science teachers, were examined by PCK area. As a result of semantic network analysis of Family Resemblance-PCK, it was found that Family Resemblance-PCK expands its boundaries from the existing consensus-PCK, which is the starting point, and new PCK elements were added. Looking at the aspects of Family Resemblance-PCK, [AI-Convergence Knowledge-Contents-Digital], [Community-Network-Human Resources-Relationships], [Technology-Exploration-Virtual Reality-Research], [Self-Directed Learning-Collaboration-Community], etc., form a distinct network cluster, and it is expected that future science teacher expertise will be formed and strengthened around these PCK areas. Based on the research results, changes in the professionalism of science teachers in future schools and countermeasures were proposed as a conclusion.