• Journal of the Korean Chemical Society
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• v.63 no.6
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• pp.486-504
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• 2019

This study analyzed achievement standards in the 2015 Science Education Standards as well as activities and assessment items in the Integrated Science, Chemistry I, and Chemistry II textbooks using science core competencies and subcomponents. All five scientific core competencies, in order of scientific thinking capacity, scientific inquiry capacity, scientific communication capacity, scientific problem solving capacity, and scientific participation and lifelong learning capacity, were included in the achievement standards of Integrated Science. Scientific thinking capacity, scientific inquiry capacity, and scientific communication capacity were included in the achievement standards of Chemistry I. The achievement standards of Chemistry II only included scientific thinking capacity. All five scientific core competencies were involved in activities of Integrated Science, Chemistry I, and Chemistry II textbooks and the highest propotion was scientific thinking capacity and scientific inquiry capacity. All five scientific core competencies were involved in assessment items of Integrated Science, Chemistry I, and Chemistry II textbooks and the highest proportion was scientific thinking capacity.

• Journal of Science Education
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• v.44 no.2
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• pp.157-166
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• 2020

In this study, we analyzed the reflection degree of science core competencies, which is presented in second grade middle school science textbooks, and the perception of science core competencies of second year middle school students. To do this, we analyzed the frequency of presentation of science core competencies in middle school second grade textbooks, and surveyed 400 students from three schools in Chungnam area to find out their perception of science core competency. The survey consisted of 15 questions consisting of a five-step Likert scale and 5 ranking questions. The survey analyzed the responses of 327 people who responded faithfully and conducted a post-interview survey to interpret the survey results. The main findings are as follows: First, in the second grade middle school science textbook, the proportion of 'scientific thinking', 'scientific inquiry,' and 'scientific communication' is large, and the students are perceived to have a high proportion of 'scientific thinking,' 'scientific inquiry,' and 'scientific problem solving' in the textbook. Second, students recognize that the proportion of 'scientific inquiry' and 'scientific problem solving' in the evaluation conducted in school was high, and the proportion of 'scientific communication' and 'scientific participation and lifelong learning' was very low. Third, the most important competency in science that students perceive is the 'scientific problem solving,' the competency they wanted most from science is the 'scientific inquiry,' and the competency most needed to live in future society is the 'scientific communication.' Fourth, in the case of 'scientific participation and lifelong learning,' it is an important element of science literacy, but the proportion of consisting science textbooks is low, and students are not aware of the importance or necessity in science.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.729-736
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• 2024

In connection with the OECD's core competency proposal, we would like to consider an attempt to realize this in liberal arts education at Korean universities and examine what kind of education plan it is desirable to present to learners. Universities are expanding competency-based education into human and social fields by reconsidering new talent awards and the direction of education. In this way, each university selects and organizes core competencies and incorporates the core competencies that the university pursues into educational goals. Under the supervision of the Ministry of Education, education centered on core competencies is exploring its potential in liberal arts courses at universities above all else. We want to explore a methodology that can achieve learner-centered teaching and learning effects in the process of incorporating and accepting this. Language acquisition along with cross-cultural understanding is above all else a part that can promote learners' competencies in terms of diversity and mutual understanding. Therefore, we reflect this in French liberal arts education and explore teaching and learning processes by incorporating respect for diversity and mutual cultural understanding competency education related to learners' motivation into lectures. We aim to supplement this through collaboration and mutual cultural understanding processes as presentation tasks in order to overcome the existing competency-based evaluation while deriving acceptance results from learners. Therefore, they recognize that the direction of core competency education naturally shifts to value-centered education.

• Journal of Korean Academy of Nursing
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• v.43 no.6
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• pp.714-725
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• 2013

Purpose: This study was done to provide fundamental data for the development of competency reinforcement programs to prevent addictive behavior in adolescents through the construction and examination of an addiction prevention core competency model. Methods: In this study core competencies for preventing addictive behavior in adolescents through competency modeling were identified, and the addiction prevention core competency model was developed. It was validated methodologically. Results: Competencies for preventing addictive behavior in adolescents as defined by the addiction prevention core competency model are as follows: positive self-worth, self-control skill, time management skill, reality perception skill, risk coping skill, and positive communication with parents and with peers or social group. After construction, concurrent cross validation of the addiction prevention core competency model showed that this model was appropriate. Conclusion: The study results indicate that the addiction prevention core competency model for the prevention of addictive behavior in adolescents through competency modeling can be used as a foundation for an integral approach to enhance adolescent is used as an adjective and prevent addictive behavior. This approach can be a school-centered, cost-efficient strategy which not only reduces addictive behavior in adolescents, but also improves the quality of their resources.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.42 no.1
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• pp.167-176
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• 2019

The purposes of this study are first to identify the core competences of design leadership and second to propose the characteristic and effective leadership capabilities required in the design field. To propose the capabilities of reliable and meaningful core competency of design leadership, we identified core competencies through a group of experts from the top group of design leaders (Design executives, head of the design institute) rather than using a survey study based on unspecified designers. In addition, the unique interview method, AI (Appreciated Inquiry) was also used to share the actual experiences and philosophies of the interviewers, regardless of the core competencies. This study revealed that the core competences of design leadership were different from those of conventional general leadership and MOT (Management of Technology) leadership capabilities. Besides, it provided opportunities for leaders in other fields to understand and collaborate on characteristics of the design field, while demonstrating the necessity and justification of unique leadership traits in the field of design.

• The Journal of the Korea Contents Association
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• v.21 no.7
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• pp.459-468
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• 2021

The purposes of this study were to present the learning framework and curriculum direction of the English education major and to suggest ways to enhance the English education-related curriculum and core competency more effectively. For these purposes, the needs of students in the English education department were identified and analyzed. After that, based on these results, Education 2030 Project and the 2015 revised English curriculum, the core competency-oriented education method of the English education department was proposed. The survey results are as follows: Many students in the Department of English Education were interested in their competencies, but did not know what they needed and how to actually strengthen them. They wanted to strengthen their competency with a core competency-oriented major curriculum. The results of this study, reflecting the national needs and core competencies of universities, suggested the direction for the development of the curriculum of the Department of English Education. In addition, the curriculum, teaching methods, and evaluation methods were organically linked to suggest ways to cultivate the required competencies more effectively.

• Journal of Korean Society of Archives and Records Management
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• v.12 no.1
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• pp.117-139
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• 2012

The purpose of this study is to survey the importance and holdings of competency of Archives and Records management Professions and compare the difference between the quantum. For these purposes, I derived six competencies(tasks, knowledge, skills, interests, work values and attitudes) from O*NET and used this by questionnaire. Survey is conducted to archivist and records managers in National Archives, central government agencies, municipalities, school districts and universities. Through this analysis, I seized core competencies and holdings of archivists and records managers and the difference between the quantum by organization and career. In addition, I suggested the difference between Korean's and American's competency importance.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.26 no.1
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• pp.227-235
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• 2016

As various measures of law observance obligations such as mandatory obligation of privacy impact assessment (PIA) for public institutions and authorization of information security management system (ISMS) are put into practice, increase in demand for information security consulting and securement of information security consultants are emerging as a major issue. The purpose of this study is to empirically investigate what core competencies information security consultants should possess and how much they actually possess them. By analyzing the differences in perception between practitioners and managers on core competencies, this study understands difference of views between the two groups and suggests ideas for cultivation of information security consultants.

• Journal of the Korean Society of Marine Environment & Safety
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• v.24 no.5
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• pp.576-582
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• 2018

At present, universities in Korea are trying to raise the competency of university students by preparing them with abilities and attitudes required in society, and many universities are carrying out "core competency based education." Therefore, there is a need to evaluate the core competencies of students and verify educational performance. M University, which trains students in specialized marine topics, also conducts core competency based education, reflecting the specificity of the university. The purpose of this study was to develop and validate a tool to measure the core competencies of M University students. First, preliminary questions were developed based on a literature review. Second, item analysis and exploratory factor analysis were conducted. As a result, six factors were identified. Finally, a total of 50 items were extracted from the final test, and validity was confirmed. The scale developed on the basis of this study can not only diagnose the core competency of students overall but also connect programs by diagnosing individual core competencies. It will be possible to use these results as basic data for honing the differentiated talents of universities specialized in maritime and ocean-related topics.

• Journal of Digital Convergence
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• v.20 no.5
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• pp.179-185
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• 2022

The purpose of this study is to provide new implications for the development and operation of programs and comparative studies in university policy by examining how core competencies of university students participating in tutoring programs affect learning satisfaction. For this purpose, 33 university students participated in the tutoring program before COVID-19 and 72 university students participated in the tutoring program after COVID-19 were surveyed and statistically processed. As a result, first, there was a positive correlation between self-innovation, challenge, communication, harmony, sincerity, problem solving and learning satisfaction among the components of core competencies of H university before COVID-19. There was a positive correlation between self-innovation, challenge, communication, harmony, sincerity, problem solving and learning satisfaction of core competencies after COVID-19. Second, in the pre-COVID-19 period, core competence had a high explanatory power on learning satisfaction, but there was no statistically significant factor in each of the remaining components except for the challenge. After COVID-19, core competence was secured with a high rate of explanatory power, self-innovation and harmony among the components of core competence were found to have a positive effect on learning satisfaction, and challenge was found to have a negative effect on learning satisfaction. The implications of this study are that when students participate in the tutoring program, it is necessary to emphasize the challenge factors and when they proceed in non-face-to-face, it is necessary to emphasize the self-innovation factors or the harmony factors rather than the challenge factors.