• Korean Medical Education Review
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• v.15 no.1
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• pp.31-38
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• 2013

This paper focuses on the outcome-based curriculum of Inje University College of Medicine to describe our curriculum development process and results. Starting in 2006, we have revised the curriculum based on the competency-based clinical presentation curriculum. We stated clearly the learning outcomes from the social needs and educational goal of our university. We defined 8 exit outcomes and specified phase outcomes, course outcomes, lesson outcomes, and outcome objectives. By 2012, we identified 128 clinical presentations and 149 basic scientific concepts. Various evaluation and assessment methods and teaching-learning strategies were assigned to each outcome. Problem-based learning, standardized patient practice, and learning portfolios are the main strategies of our curriculum. We have performed a progress test to assess the level of achievement of students' outcomes. We have also collected feedback from students and faculty members about the curriculum, including every lesson, course, and the overall curriculum. To maintain this change of the curriculum, we reorganized the curriculum committee, educational faculty and teams, and administrative support system. To fine tune this curriculum, we have held three 3-day workshops on curriculum development and weekly meetings. We believe this is just the beginning of developing the curriculum of Inje University. Further upgrades will be necessary to continue to improve medical education.

• Journal of Convergence for Information Technology
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• v.9 no.10
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• pp.163-169
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• 2019

The purpose of this study is to examine about PBL implementation strategies employed by faculty members who have successfully managed PBL class. By adopting the inductive content analysis, this study has analyzed the contents related with the strategies about PBL implementation in the course result reports and best practice presentation materials made by 6 professors selected as a PBL best practicer of B university from the 2017 to the 2018. After the analysis, it is revealed that PBL best practicers have used 13 strategies in domain of classroom culture, learning facilitation, and assessment. The following further studies and supports have been suggest: First, a study on PBL best practice faculty member's implementation strategies should be further expanded. Second, a comparative study on the PBL implementation strategies between PBL best practice faculty members and general faculty members should be launched. Third, an organizational system to share PBL best practice faculty member's implementation strategies should be supported.

• Journal of the Korea Society of Computer and Information
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• v.27 no.2
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• pp.213-218
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• 2022

The purpose of this study was to apply the Havruta learning method and conduct a study on Shir and learner activity results, which was used as a method to improve learning competency. As the contents of the study, first, the ability to suggest ways to solve problems and the expansion of various thinking can be expected while listening to the questions of other students. Second, you can evaluate your own strengths and weaknesses by strengthening your communication skills and comparing and evaluating teaching methods at the same time. Third, through the experience of debate, one can solidify the establishment of one's own values and ethics, and based on this, one can develop the capacity for logical persuasion and argument. Fourth, it is judged that it is possible to analyze the practical problems suitable for the characteristics of the learner, and to develop a clear understanding of the situation and the ability to apply it.

• Human Ecology Research
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• v.61 no.3
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• pp.349-360
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• 2023

This study aimed to develop, and evaluate the effectiveness of, a home economics dietary education program that could be used to improve high school students' sustainable dietary competencies. To achieve this goal, learning objectives and elements were selected for the education program to improve the students' sustainable dietary competency. The content validity of this program was verified with numerous experts. After implementing the new educational program, its effect on high school students' sustainable dietary competencies was assessed through pre- and post-tests. The results of this study are summarized as follows. First, through the textbook analysis, the necessity of developing an educational program that can cultivate the three areas that constitute a sustainable diet (environment, health, and consideration) was confirmed. Second, a total of nine teaching and learning plans for sustainable dietary education programs were developed. From there, content validity verification was conducted by experts, indicating that the developed educational program was highly applicable in the field. Third, after the implementation, a survey was conducted based on a questionnaire consisting of 20 items related to three areas of sustainable diet, while the pre- and post-test assessment indicated statistically significant differences in all three areas: environment (pre: 3.40, post: 4.46, p<.001), health (pre: 3.15, post: 4.32, p<.001), and consideration (pre: 3.46, post: 4.48, p<.001). It is expected that the educational program developed in this study will be used as a basis for dietary education that fosters food citizenship in high school home economics courses.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.65-77
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• 2018

The purpose of this study is to investigate how to strengthen the formation of relationship competence through the lesson in the housing of the 2015 revised Technology Home Economics curriculum. In order to achieve this goal, we analyzed curriculum documents, achievement standards of curriculum, achievement standards of assessment, and assessment standards of the 2015 revised Technology Home Economics curriculum. Then, we analyzed whether or not the curriculum could be truly reflected in the school site by comparing and analyzing verbs of the assessment standards and curriculum content system. In addition, we suggested the plan to ensure that 2015 revised curriculum can be implemented well by proposing a method of teaching-learning and assessment standards to cultivate the formation of relationship competence among the housing lessons. The results of the study are as follows. First, the 2015 revised Technology Home Economics curriculum are categorized into three subject competences according to the content, but eventually show the content is not mutually exclusive with the three subject competences. It can be said to demonstrate the characteristics of human ability development, that is, one learning can't be related only to one competency. Second, it is difficult to reflect the assessing subject competencies system in school education, where evaluation is carried out based on the assessment standards. This is because the skills of the 2015 revised curriculum documents are partially reflected in the assessment standards. Therefore, this study shows that teachers need to cultivate various subject competencies. In order to overcome the fundamental limitations of the competency-centered curriculum, it is necessary to retrain the teachers as well as to improve teaching and learning methods for operating the curriculum.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.379-388
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• 2019

The purpose of this study is to derive implications for support plans for the settlement of the Integrated Science subject based on observations and analyses of integrated science lessons implemented in schools since 2018. For this purpose, we observed and analyzed the lessons for the same achievement standard [10 Integrated Science 07-01] implemented by four science teachers with different science majors. The features of integrated science classes were analyzed in light of curriculum reconstruction, science competency development, learner-centered participatory instruction, and process-centered evaluation aspects. For example, in terms of curriculum reconstruction, science teachers have been reorganizing achievement standards into three/four lessons, optimizing learning contents based on core concepts, and helping students' understanding of cross-cutting concepts between science areas. Regarding science competency development, teachers focused their instruction on students' cultivation of diverse science competencies closely related to the achievement standard and development of the epistemology of science. In addition, teachers emphasized student activities and teachers' role as facilitator of learning to create learner-centered participatory classes, as well as assessment during lessons with feedbacks, etc. Based on the results, we suggested and discussed ways to support the settlement of the integrated science curriculum including the need for a teacher learning community, support for process-centered assessment, and the need to develop an authentic integrated science curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.270-283
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• 2020

The purpose of the study is to investigate the perception of elementary pre-service teachers about convergence program after conducting 'Making shadow book using my creative story' activity. The program consists elementary pre-service teachers to creat their own stories and using them to make a "shadow book." The program was conducted on 52 elementary pre-service teachers for eight weeks. After the end of the program, they were examined for their perception of the convergence program with the Likert scale questions and essay questions. The analysis results of the Likert scale questions showed that they scored very high on the objectives, contents and methods of the program, and the satisfaction, necessity and willingness to re-participate were also high. In addition, the analysis results based on keywords of essay questions about how the program operates, and its advantages and improvements made it possible to categorize them into instructional content, convergence education, teaching competency, thinking ability, psychology, and emotional experience. Through this study, we could see that by experiencing the convergence program ran by cooperative professors of different majors, elementary pre-service teachers naturally recognized the meaning, importance and necessity of convergence education, understood the contents of related subjects easily, and improved teaching competency. But, they also mentioned various improvements due to the situation of non-face-to-face classes.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.19-41
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• 2022

This study aims to confirm the effect of the 'Meal and Cooking for Single-Person Households' education program on improving the dietary management competency of high school students. In order to achieve this research purpose, 'Meal and Cooking for Single-Person Households' education program was developed, implemented, and evaluated based on the ADDIE instructional design model. The results of this study are as follows. First, an analysis was conducted on literature and prior research related to the dietary life of single-person households and dietary education programs of the home economics subject. Based on this, the theoretical background for the 'Meal and Cooking for Single-Person Households' education program was established. Then, teaching-learning process plan and student workbooks for a total of 16 unit classes were developed. The expert validity of the program was verified by 6 experts who are current high school home economics teachers and have experience in conducting research related to dietary education programs. As a result, the average of all items was 4.89 (out of 5 points) and the CVI was 0.98, securing very excellent content validity. Second, the researcher directly implemented 'Meal and Cooking for Single-Person Households' education program for 100 students in Y high school located in Sejong city. Considering the school's situation, the 16th session of teaching-learning process plan was shortened to 6th sessions while all the core topics. A survey was conducted on students who participated in the program and the pre- and post- results were analyzed. As a result of the survey analysis, the 'Meal and Cooking for Single-Person Households' education program had a positive effect on improving the dietary management competency of high school students. This study is meaningful in that it has implications for the development of a new subject in home economics in preparation for the high school credit system and improving dietary management competency in accordance with social changes in the era of single-person households, and the 'Meal and Cooking for Single-Person Households' education program developed in this study can be used as a mini-subject in the 2022 revised curriculum.

• Journal of The Korean Association For Science Education
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• v.12 no.1
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• pp.75-92
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• 1992

The purpose of this study was to point out the problems of the competency exam for college education, a new college entrance exam, and to suggest the improvement ideas for it For this purpose, the test items of science inquiry were taken from the first, the second and the third pilot studies of the competency exam for college education which National Institute of Educational Evaluation had done. These tests were administered to 1,223 students of the general high school(422 for the 1st 400 for the 2nd, and 401 for the 3rd test). Also, those students' and the high school science teacher's opinions about the tests and the new college entrance exam were surveyed. The evaluation objectives of those test items were analyzed and the test item analyses were done. The results were as follows; (1) The evaluation objective analysis showed that most of the test The purpose of this study was to point out the problems of the competency exam for college education, a new college entrance exam, and to suggest the improvement ideas for it For this purpose, the test items of science inquiry were taken from the first, the second and the third pilot studies of the competency exam for college education which National Institute of Educational Evaluation had done. These tests were administered to 1,223 students of the general high school(422 for the 1st, 400 for the 2nd, and 401 for the 3rd test). Also, those students' and the high school science teacher's opinions about the tests and the new college entrance exam were surveyed. The evaluation objectives of those test items were analyzed and the test item analyses were done. The results were as follows; (1) The evaluation objective analysis showed that most of the test items were constructed based on the evaluation framework which was composed of scientific inquiry thinking ability, science concept, and scientific inquiry context dimensions. But, those items were unevenly distributed into a few areas of the evaluation framework. (2) The boys had higher mean scores than the girls in all of the tests, but these differences were not statistically significant. The natural science course students had significantly higher mean than the humanities course students in all of the test:(1st, F=12.643, p=0.0004 ; 2nd, F=45.757, p=0.0001 ; 3rd, F=36.162, p=0.0001). A significant interaction of sex and course was found in only 1st test( F=11.352. p=0.0008). (3) Most students answered the test was difficult and they needed more time to finish it Also, they added they had to study in a different way from the traditional one in order to prepare the new college entrance exam. Science teachers answered that those evaluation objectives of the tests corresponded well with the educational objectives of high school science and that the tests were suitable as measuring instruments of the scientific thinking abilities. But they pointed out it would be very difficult for them to teach students for preparing the exam under the exsting educational conditions. To carry out successfully the competency exam for college education, the following improvements were suggested. (1) Good evaluation methodology should be developed. (2) In-service science teacher training models on evaluation should be put in force. (3) Effective teaching models and strategies should be developed.(4) The high school science curriculum should be revised.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.451-459
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• 2019

Various policies have been implemented for human resources development in preparation for future society. Among the policies, STEAM education, SMART education and SW education are representative examples. In order for these policies to be implemented effectively in the school setting, teachers' positive perception and teaching competency are required. In consideration of the importance of pre-service teacher education, this study analyzed the current status of elementary pre-service teachers' perception and teaching readiness on STEAM education, SMART education and SW education, and sought implications that can be reflected in pre-service teacher education. The results of the study showed that the pre-service teachers' perception on the necessity of each policy was very high, and the understanding level of each policy was relatively high. Compared with this, it was found that pre-service teachers lacked training experience related to each policy, and the level of readiness for teaching was very low. As the most important task to be solved, many pre-service teachers selected the implementation of teacher education and seminars, and the distribution of instructional programs and materials. As the result of analyzing the difference according to pre-service teachers' individual characteristics, differences were found according to the level of their ICT utilization ability. Based on the results of this study, implications to be reflected in pre-service teacher training processes were suggested.