• Title/Summary/Keyword: University Education

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A Survey of University Professors' as well as Pre-service and In-service Teachers' Perceptions of the Specialized Science Education Courses in the National Universities of Education in Korea (교육대학교 과학교육과 심화 과정 운영에 대한 대학 교수, 예비 교사, 현장 교사의 인식 조사)

  • Kwon, Chi-Soon;Kim, Jae-Young;Kim, Nam-Il;Yeo, Sang-Ihn;Lim, Chae-Seong;Lim, Cheong-Hwan;Jhun, Young-Seok;Shin, Myeong-Kyeong;Jang, Shin-Ho
    • Journal of Korean Elementary Science Education
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    • v.26 no.1
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    • pp.117-130
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    • 2007
  • This study investigated the university proffssors', pre-service teachers' and in-service teachers' perceptions of the specialized science education courses in the 11 national universities of education in Korea, analyzed their perception differences, and made suggestions the future directions for the specialized courses. For this study, 46 university professors, 402 in-service teachers, and 336 pre-service teachers were participated nationwide. The results show that there were significant differences in their perceptions between the three groups. For university professors, for example, the acquisition of science content knowledge appeared to be the most important objective of the courses, whereas the other groups preferred the acquisition of more practical knowledge and skills that they could easily use and apply in their classroom teaching later. The university professors tended to think that the science specialized courses would be very useful to the teachers' teaching and contribute to developing their professionality. On the contrary, the in-service and pre-service teachers tended to think that the courses would be not so useful because science theories construct the courses rather than practical knowledge. The implications of these findings are discussed in relation to the future science teacher education.

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University lifelong education for the fashion company employees (패션기업 재직자를 위한 평생교육으로서의 패션교육)

  • Park, Hye-Jung
    • The Research Journal of the Costume Culture
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    • v.22 no.1
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    • pp.55-72
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    • 2014
  • The purpose of this study is to identify the key decision-making variables that lead fashion company employees to participate in the fashion education programs offered by university lifelong education centers. This study also examined the education satisfaction level and preferred education method and evaluated a university lifelong education program by surveying a fashion company employees who completed a fashion education program. As decision making variables, this study included participation purposes, obstacles, and evaluation criteria. While questionnaires were used to identify the decision making variables, education satisfaction level, and preferred education method, focus group interviews were used to evaluate the university lifelong education program. The findings showed that the respondents enrolled in the program mostly because of personal motivations and considered the workload and time limitation as participating obstacles. They considered educational content as the most important evaluation criteria for participating in the program and were highly satisfied with the program they completed. This study suggests how university lifelong education centers may structure their fashion education programs to better appeal to the employees of fashion companies.

Development of an Outcome-Based Medical Curriculum: A Case Report from The Catholic University of Korea School of Medicine (성과중심교육과정 개발사례: 가톨릭대학교 의과대학)

  • Kim, Sun;Park, Joo Hyun;Yoo, Nam Jin;Lee, Soo Jung
    • Korean Medical Education Review
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    • v.15 no.1
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    • pp.39-45
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    • 2013
  • The recent medical education paradigm shift from teacher-centered to student-centered education, has led to a concentration on students' performance and competency. This means that a physician should be able to provide adequate health care in any real medical treatment situation. In order to reflect such a paradigm shift, The Catholic University of Korea School of Medicine launched a new curriculum in 2009 that emphasizes students' performance and competency-based education, known as "outcome-based education." In outcome-based education, the educational process is determined by the desired outcome, signifying the detailed competency that a graduating student should have. Thus, in outcome-based education, we should first determine the competency that results from adequate training and education, followed by specific teaching and learning strategies, methods, and assessment. This paper reviews how The Catholic University School of Medicine developed its new curriculum according to the development steps of outcome-based education.

A Study on the Meaning Analysis of the Science Education (과학 교육의 의미 분석)

  • Youn, Sun-Jin;Woo, Jong-Ok;Kim, Beom-Ki
    • Journal of The Korean Association For Science Education
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    • v.15 no.4
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    • pp.459-471
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    • 1995
  • The purpose of this study is to find out the answer to the Question as "What is the meaning of the Science Education?". Semantic analyses were done according to each situations and contexts in science, education and science education. The following result was drawn: It is concluded that science education is the practtical behavior for the human as the purpose, through the science and education as the means and methods.

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