• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.352-362
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• 2018

With the advent of the 4th industrial revolution, the educational innovation focusing on the key competencies is occurring in the whole world. In September 2015, the Ministry of Education suggested six key competencies such as self-management competency, knowledge/information processing competency, creative thinking competency, aesthetic sensibility competency, communication competency, and community competency for the 2015 revised national curriculum. Also, this era requires for diverse lessons like subject integrated/converged lesson and intramural/extramural education. Thus, the objective of this study is to research/analyze exhibitions of Busan National Science Museum as extramural educational institute and to relate between the 2015 revised curriculum and exhibitions of science museum. First, the exhibitions of permanent exhibition hall in Busan National Science Museum were researched/analyzed. It analyzed the current status, display type, and explained contents of exhibitions. Second, it analyzed the relations between contents of the exhibition and key competencies in the 2015 revised curriculum. Third, the 2015 revised curriculum for the 3rd and 6th grade related to the selected exhibition contents was analyzed. The analysis on the exhibition contents performed by this study would be helpful for follow-up researches connected to exhibitions of Busan National Science Museum.

• Parasites, Hosts and Diseases
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• v.22 no.2
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• pp.242-247
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• 1984

Analysis of variance has been applied as a new tool for precise substantiation of tabometric differences between Eustrongylides spinispiculum n. sp. and close species, as indicated by the polythetic divisive classificatory system. A revised key to the species of genus Eustrongylides Jagerski61d (1909) has been Presented.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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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.

• Journal of Christian Education in Korea
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• v.63
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• pp.221-253
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• 2020

The purpose of this study is to define the key competency as Christian(in another word: Christian key competency) and to interpret the six key competencies of the 2015 revised curriculum in a Christian educational way. Also as an alternative to the key competencies model of the 2015 revised curriculum, this study aims to materialize the formation of a Christian key competencies model based on Christian faith. This study derived 'faith' from the key competencies as Christian throughout preceding research analysis. The 'faith' of the key competencies as Christian means the ability to know oneself, and to know the world and God within the knowledge of the Bible (knowledge of God) in the personal relationship with God, and also it is the ability to think, judge, and act with biblical values, Christian world view, and Christian self-identity. The key competency 'faith' could be the basis (standard) of motivation, attitude and the value of all competencies in cultivation and exercise. The model of Christian key competencies has the structure in which each six key competencies become to be cultivated based on the Christian key competency called "faith." Based on the structure, the six key competencies of the 2015 revised curriculum were interpreted and explained from the perspective of Christian education. In the self-management competency, self-identity can be correctly formed in relations with transcendent God. In aesthetic emotional competency, the empathic understanding of human beings comes from the understanding of the image of God, the supreme beauty, the source of beauty. About the community competency, human community is the source of God who created the universe, human and all of things. It is because a Christian community is a community within the relationship of Trinity God, Nature and others. Therefore regions, countries, and the world become one community. Communication competency first stem from good attitudes toward yourself and others with respectful mind. It comes from an understanding of Christian human beings. Also, there is a need of having a common language for communications. The common language is the Bible that given to us for our communicative companionship. Through the language of the Bible, God made us to know about God, human being and the creative world, and also made us to continue to communicate with God, others and the world. For having the knowledge-information processing competency, a standard of value for the processing and utilization of knowledge and information is required. The standard should be the basis of moral and ethical values for human respect. About creative thinking competency, the source of creativity is God who created the world. Human beings who have the image of God own creative potential. As well as, creativity has different expression forms depending on individual preferences and interests, and different approaches will be made depending on each individual's importance and achievement. Individual creativity can be found through education, and it can be embodied by converging knowledge, skills and experience.

• Animal Systematics, Evolution and Diversity
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• v.35 no.4
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• pp.191-194
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• 2019

The genus Entomognathus Dahlbom 1829 is recorded for the first time in the Korean Peninsula, represented by the species Entomognathus brevis (Vander Linden, 1829). This species is trans-Palearctic in distribution ranging from northern Africa, through Europe, eastward to the Far East, and sole representative of the genus in the Far East. Of which occurrence in the Russian Far East, northern China and Japan were well documented, but nothing has been known so far in the Korean Peninsula. In this study, distributional range of E. brevis is expanded to South Korea in the Far East. Taxonomic information of the species and a revised key to genera of the tribe Crabronini occurring in the Korean peninsula are given.

• Journal of the Korean earth science society
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• v.43 no.4
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• pp.557-566
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• 2022

The purpose of this study was to examine the status of the field application of the Science II career electives with the application of the 2015 revised curriculum up to the 3rd year of high school. This study focused on examining high school science teachers' perceptions of the student-participatory class and process-centered assessment in Science II subjects, which are career-intensive high school science electives. A total of 192 science teachers responded to the survey questionnaire, and 12 teachers participated in interviews. In the in-depth interviews conducted to supplement the survey results, questions were asked about changes in the overall class, the status of student-participatory classes, and changes in the assessment of Science II subjects due to the emphasis on process-centered assessment. The main research results included teachers' perceptions of changes in teaching and assessment methods with the application of the revised curriculum, the degree to which the eight skills used in Science II classes develop the key competencies of science, and the teaching and assessment methods commonly used in Science II classes. Science teachers generally agreed with the purpose and necessity of introducing student-participatory classes and process-centered assessment, which are the core purpose of the 2015 revised curriculum. However, they had difficulties in practice due to the excessive content of Science II subjects. Problems were also encountered with securing objectivity and fairness during assessments and the operation of online science classes due to COVID-19.

• Proceedings of the Korean Society for Language and Information Conference
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• 1983.02a
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• pp.59-76
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• 1983

• 대한공업교육학회지
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• v.30 no.1
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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.

• THE INTERNATIONAL COMMERCE & LAW REVIEW
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• v.27
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• pp.215-232
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• 2005

China had revised Foreign Trade Law in order to fulfill its WTO commitments and duties, and fully exercise its rights and benefits as a WTO member. The main contents of the revised Foreign Trade Law as followed. For the first time, individuals are allowed to conduct foreign trade. Intellectual property is an important component of foreign trade, and protecting intellectual property rights is a key issue. A chapter on Intellectual property protection is one of the major additions to the Foreign Trade Law. New sections have also been added to allow and provide guidance for conducting investigations and seeking relief. Finally, the new law beefs up and clarifies enforcement procedures. It regulates the setting up of early warning and emergency systems and a foreign trade statistics system.

• The Journal of KAIRB
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• v.2 no.1
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• pp.1-5
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• 2020

The U.S. Department of Health and Human Services and fifteen other Federal Departments and Agencies have issued final revisions to the Federal Policy for the Protection of Human Subjects (the Common Rule, 45 CFR 46, Subpart A). The Common Rule was initially promulgated in 1991 and amended in 2005. The Final Rule to update the current regulations was published in the Federal Register on 19 January 2017. The final compliance date of the revised Common Rule including the cooperative research requirement is effective on 20 January 2020 after twice to delay. The revised Common Rule aims to make more effective conduct of minimal risk research reflecting modern research activities and recognize evolving technologies, including mobile technologies, internet, and the growth in computing power. The revisions to the Common Rule were based on a variety of sources of public, stakeholder, and expert comments. The author summarized the key changes and the implications to Korean human research regulations.