• Journal of Korean Elementary Science Education
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• v.43 no.4
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• pp.476-492
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• 2024

This study validated the factor structure of the indicators for measuring pre-service teachers' science teaching-learning competency and analyzed the effects of simulated teaching practice on these competencies. Furthermore, it used response data from 175 pre-service teachers to verify the factor structure of the science teaching-learning competency indicators, and the data from 73 respondents from three departments to examine the effects of simulated teaching practice. To analyze the factor structure of science teaching-learning competency, the content validity index was calculated by five elementary school teachers, and the principal axis factoring with the Promax rotation and reliability analysis were conducted. Moreover, using, a paired sample t-test, the comparison of science teaching-learning competencies before and after simulated teaching practice was analyzed. The study results are as follows. The science teaching-learning competency indicators were revised and supplemented by 30 items under five factors, with a content validity index of .94. The exploratory factor analysis confirmed that 30 items were loaded onto the intended factors, and the reliability of the indicators was found to be .953 (in the sub-factor .829-.918). The paired sample t-test results revealed significant improvement in the pre-service teachers' science teaching-learning competencies before and after the simulated teaching practice. Furthermore, this study verified the significant effect of the simulated teaching practice on the pre-service teachers' science teaching-learning competencies and explained the need for continued implementation of the simulated teaching practice to reflect the specifics of school teaching in the pre-service teacher education curriculum. Moreover, it suggests the necessity of developing evaluation scales for the observer-rated scale, in addition to the self-report scales, to measure the teaching-learning competencies.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1356-1366
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• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

• Journal of Engineering Education Research
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• v.20 no.2
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• pp.57-62
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• 2017

The purpose of this study is to develop an educational model based on the capacity analysis of college students. In order to measure the learning ability of female science and engineering students, we used various tools to derive core competencies. The competency element of human resources implementation, the element of learning achievement area in the undergraduate education actual condition survey, and the analysis of the learning achievement elements of the engineering certification program were analyzed and the development of teaching method was searched to find ways to increase the competence of female students. In addition, we developed a model that can apply the development of pedagogy in the curriculum to the liberal arts, majors, and comparative courses, and presented the internship in field experience area, the improvement of on the spot learning, and teaching method and guidance to enhance the female students' competence. Also, as a case study of the proposed teaching method, new curriculum of 'Understanding of Big Data' which is the basis of the fourth industrial revolution technology in the second semester of 2016 was developed and applied to the education model. The results of this study are very positive, and we can expect the effectiveness of the new education model to enhance the learning ability and capacity of female students.

• Journal of vocational education research
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• v.37 no.2
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• pp.101-127
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• 2018

The purposes of this study are to study out competencies of teacher for organizing and operating of NCS based curriculum in vocational high schools, and to analyze the relative importance of the competencies. The results of the study are as follows. Firstly, the competencies of teacher for organizing and operating of NCS based curriculum are composed of the following 4 areas, 11 competencies and 35 sub-competencies. 'Needs and learning environment analysis(area 1)' is composed of 2 competencies of 'analyzing needs', 'analyzing learning environment', and their 7 sub-competencies. 'Curriculum organization(area 2)' is composed of 4 competencies of 'organizing and operating curriculum committee', 'setting educational goals and workforce type', 'analyzing and selecting NCS competency units learning modules', 'developing subjects', and their 10 sub-competencies. 'Curriculum operation(area 3)' is composed of 3 competencies of 'preparing teaching-learning activities', 'implementing teaching-learning activities', 'evaluating teaching-learning activities', and their 15 sub-competencies. 'Curriculum evaluation and feedback(area 4)' is composed of 2 competencies of 'evaluating curriculum', 'giving feedback on the curriculum', and their 3 sub-competencies. Secondly, the relative importance of the competencies is as follows; 'implementing teaching-learning activities' has the highest relative importance of 19.6%, followed by 'evaluating teaching-learning activities'(14.2%), 'evaluating curriculum'(12.5%), 'giving feedback on the curriculum'(11.2%), 'preparing teaching-learning activities'(9.2%), 'developing subjects'(8.6%), 'analyzing and selecting NCS competency units learning modules'(7.5%), 'setting educational goals and workforce type'(6.6%), 'analyzing learning environment'(5.4%), 'analyzing needs'(3.9%), 'organizing and operating curriculum committee'(1.5%).

• Journal of Korea Society of Digital Industry and Information Management
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• v.20 no.3
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• pp.37-59
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• 2024

The current application of Generative AI in education requires enhancing skills and competencies for both instructors and students in the Age of Digital Formation. The knowledge, skills, and attitudes necessary for individualized education should be cultivated in schools, along with the ability to develop AI-compatible learning resources. Today's educational environment aligns with the demands of the Generative AI Era. Consequently, there is a need for an educational system that promotes critical thinking and creativity while connecting students to the global context. This study examined the teaching and learning processes, along with educational exploration, to understand the properties of light particles and waves within a competency-based science curriculum. The analysis and research findings aimed at devising a competency-based teaching-learning method for students' understanding of light particles and waves are as follows: First, unit analysis confirmed the significance of competency-oriented education and facilitated the structuring of units on light and waves. Second, qualitative content analysis outlined the procedures for applying conceptual knowledge and functions in experiential learning, as well as the process of feedback delivery. Third, the study highlighted the need for a meticulous approach to inducing problem recognition through inquiry and discussion activities, ensuring that students, when exploring and recognizing problems independently, do not develop misconceptions.

• Journal of Korean Elementary Science Education
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• v.39 no.2
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• pp.228-242
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• 2020

The purpose of this study is to develop a student-led instructional strategy that is central to the teaching-learning process and to investigate its effects. For this study, we analyzed the learner-centered learning types (discovery learning, problem-based learning, inquiry learning) and extracted elements applicable to newly developed teaching-learning. Based on this, a student-led class strategy was established using pre-learning, teacher collaboration, small group composition, and limited open data and product presentation, and then science classes were conducted. As a result of the post-tests of the five science core competencies of the experimental group using the student-led instructional strategy and the comparative group conducting lecture-based classes, the experimental group showed higher scores than the comparative group in the scientific thinking, scientific communication, and scientific attitudes (p<.05). Based on these results, it was confirmed that the student-led class, in which the student self-adjusts the entire process of designing, exploring, and presenting learning, can help the student's scientific ability. In addition, I would like to discuss the implications of teachers' teaching-learning composition.

• Journal of the Health Care and Life Science
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• v.11 no.2
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• pp.321-330
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• 2023

This study was designed to determine the effects of the Havruta teaching method using flipped learning on the communication competency, academic achievement, and academic self-efficacy of nursing students. The subjects of the study were nursing students, with a total of 134 participants: 68 in the experimental group and 66 in the control group. The collected data were analyzed with SPSS 21.0 program. As a result of the study, the experimental group had better communication competency(t=2.160, p=..048) and academic self-efficacy(t=1.578, p=.042) than the control group. There was no significant difference in academic achievement (t=1.240, p=.515). In conclusion, teaching-learning methods should be developed and applied to develop the capabilities of nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.3
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• pp.241-251
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• 2017

Purpose: The purpose of this study is to examine how the acceptance of diversity of nursing college students affects creativity and to verify empirically the role of individual cooperative learning competency and unlearning competency in such influence relations. Methods: This study surveyed 209 nursing college students and analyzed the structured questionnaire data using SPSS WIN 21.0 and AMOS 18.0. Results: The results of this study were as follows. First, the creativity of the subjects showed significant correlations with all other variables. Second, diversity openness directly affected creativity. We also confirmed that diversity openness and cooperative learning competency have a positive effect on creativity through mediating unlearning competency. Conclusion: In order to enhance the creativity of nursing college students, diversity openness should be actively reflected in the curriculum. In addition, concrete teaching-learning strategies should be developed in order to increase and enhance the unlearning competency and cooperative learning competency of nursing students.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.81-95
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• 1992

The purpose of the study is to specify the evaluative objectives of science process skills and to serve as an evaluative criterion for the development of university competency test. The followings are the results of this study. (l) Five steps as a teaching and learning model of science are suggested for the improvement of science inquiry skills. (2) Three dimensional taxomony was presented to evaluate the science process skills of university competency test. (3) Sixteen behavioral elements were selected from the science process model and defined operationally. (4) 146 evaluative objectives were specified according to each behavioral element based on the results presented above, the science inquiry model and the evaluative objectives wilt be contributed to teaching and learning strategies for the improvement of science process skills including basic concepts and contents, and problematic situation in science.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.49-59
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• 2024

In this study, we investigated the philosophical background and progress of the 2022 revised curriculum development in the high school earth science field. Research that was not covered in the research report includes the relevance of the transformative competency of OECD Education 2030, and that core ideas and achievement standards are organized around knowledge understanding, process functions, and value attitudes that constitute the learning compass needle. In addition, the composition of core ideas and Earth science electives in light of the understanding-centered curriculum, and IB type inquiry-based teaching and learning. Main research results include that the 2022 revised Earth science curriculum emphasized the student agency to foster the transformative competency and scientific literacy, and the curriculum document system in the field of earth science uses a learning compass needle. In addition, based on the understanding-centered curriculum, core ideas of Earth science were derived, and elective courses were organized to help students reach these core ideas. Also, IB-type inquiry-based teaching and learning was emphasized to foster student agency with knowledge construction competency. Based on the research results, slimming of the national and general level curriculum, the need to develop process-centered assessment methods for value and attitudes, the need for curriculum backward design, and ways to develop student agency through inquiry-based teaching and learning were suggested.