Pub Date : 2022-12-31DOI: 10.46392/kjge.2022.16.6.207
Eunkyung Hwang, Jongho Shin
This study designed and operated the instructional design in a basic chemistry class for the enhancement of interactions in a non-face-to-face environment. The collaboratively executed strategies were as follows: 1) Flipped learning method 2) Analyzing students’ learning results at the pre-learning stage 3) Real-time lectures and small group activities based on a diagnosis of the learning level.By the analysis of the results of class operation, positive effects were seen concerning the strengthening of interactions requested in a non-face-to-face environment. In particular, this has played an important role in the strengthening of professor-student interactions through identifying the learning needs of the student and the interactions between students through the small group activity based on the degree of understood concepts. Secondly, positive results were shown regarding learning achievement when it comes to regular exams and subject competencies. Third, this model produced a high level of lecture satisfaction. Through these findings, our study will be helpful to the designing of the BSM class for the enhancement of interactions in non face-to-face environments. In addition, we believe that this study can contribute to more effective curriculum operation through flexible linkage with the face-to-face class environment.
{"title":"Case Study on Class to Strengthen Interaction in a Non-face-to-face Basic Science Course in University","authors":"Eunkyung Hwang, Jongho Shin","doi":"10.46392/kjge.2022.16.6.207","DOIUrl":"https://doi.org/10.46392/kjge.2022.16.6.207","url":null,"abstract":"This study designed and operated the instructional design in a basic chemistry class for the enhancement of interactions in a non-face-to-face environment. The collaboratively executed strategies were as follows: 1) Flipped learning method 2) Analyzing students’ learning results at the pre-learning stage 3) Real-time lectures and small group activities based on a diagnosis of the learning level.By the analysis of the results of class operation, positive effects were seen concerning the strengthening of interactions requested in a non-face-to-face environment. In particular, this has played an important role in the strengthening of professor-student interactions through identifying the learning needs of the student and the interactions between students through the small group activity based on the degree of understood concepts. Secondly, positive results were shown regarding learning achievement when it comes to regular exams and subject competencies. Third, this model produced a high level of lecture satisfaction. Through these findings, our study will be helpful to the designing of the BSM class for the enhancement of interactions in non face-to-face environments. In addition, we believe that this study can contribute to more effective curriculum operation through flexible linkage with the face-to-face class environment.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129467977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.46392/kjge.2022.16.6.11
H. Kim, Inwok Kim, Hyun Bae Ji, K. Jun
Evaluation indicators of general education represent the value and identity of general education. University members can clearly understand general education through evaluation indicators. Evaluation indicators serve as standards for establishing and implementing educational policies. Universities support general education according to the evaluation indicators. From this point of view, this study conducted a questionnaire survey to diagnose problems with the general education evaluation indicators of the Basic Competency Assessment for Universities. A survey was conducted targeting 127 universities that joined the Korean Council for University General Education. The total number of respondents was 51. The summary of the survey results is as follows.First, 70% of respondents said that it was reasonable to evaluate general education as ‘operation and improvement of curriculum’. But about 50% of the respondents were negative about evaluating the general curriculum as ‘core competency’ as a diagnostic factor. Second, more than 70% of respondents said that the standard of the general education standard model of the Korea National Institute for General Education, which was established theoretically and academically, was not applied to the current evaluation indicators. So it is necessary to improve the inclusiveness of general education evaluation indicators. Third, about 50% of the respondents were negative about the relevance of the evaluation indicators as a driving force for improving the quality of general education. Fourth, 70% of the respondents thought that the basis for applying core competencies as evaluation indicators for general education was not sufficient. Therefore, they think that evaluation criteria should be designed according to the essential characteristics of general education. Finally, many respondents said that the essential components of the evaluation indicators should include the organization and operation of the general education curriculum, the operating system for improving general education, and the organization and manpower necessary for supporting general education.This study examined the validity of competency-based general education, focusing on general education experts. As a result, it provided clear evidence for developing and designing evaluation indicators for the development and improvement of practical general education in universities. In particular, the Ministry of Education should go through a public deliberation process to improve the acceptance of evaluation results. Therefore, we proposed that the concept of competency should be established first and then the validity of competency-based general education should be reviewed.
{"title":"Diagnosis and Suggestion for General Education Evaluation Indicators of Basic Competency Assessment for Universities","authors":"H. Kim, Inwok Kim, Hyun Bae Ji, K. Jun","doi":"10.46392/kjge.2022.16.6.11","DOIUrl":"https://doi.org/10.46392/kjge.2022.16.6.11","url":null,"abstract":"Evaluation indicators of general education represent the value and identity of general education. University members can clearly understand general education through evaluation indicators. Evaluation indicators serve as standards for establishing and implementing educational policies. Universities support general education according to the evaluation indicators. From this point of view, this study conducted a questionnaire survey to diagnose problems with the general education evaluation indicators of the Basic Competency Assessment for Universities. A survey was conducted targeting 127 universities that joined the Korean Council for University General Education. The total number of respondents was 51. The summary of the survey results is as follows.First, 70% of respondents said that it was reasonable to evaluate general education as ‘operation and improvement of curriculum’. But about 50% of the respondents were negative about evaluating the general curriculum as ‘core competency’ as a diagnostic factor. Second, more than 70% of respondents said that the standard of the general education standard model of the Korea National Institute for General Education, which was established theoretically and academically, was not applied to the current evaluation indicators. So it is necessary to improve the inclusiveness of general education evaluation indicators. Third, about 50% of the respondents were negative about the relevance of the evaluation indicators as a driving force for improving the quality of general education. Fourth, 70% of the respondents thought that the basis for applying core competencies as evaluation indicators for general education was not sufficient. Therefore, they think that evaluation criteria should be designed according to the essential characteristics of general education. Finally, many respondents said that the essential components of the evaluation indicators should include the organization and operation of the general education curriculum, the operating system for improving general education, and the organization and manpower necessary for supporting general education.This study examined the validity of competency-based general education, focusing on general education experts. As a result, it provided clear evidence for developing and designing evaluation indicators for the development and improvement of practical general education in universities. In particular, the Ministry of Education should go through a public deliberation process to improve the acceptance of evaluation results. Therefore, we proposed that the concept of competency should be established first and then the validity of competency-based general education should be reviewed.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131189564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.46392/kjge.2022.16.6.27
E. Kwak, Jieon Jeong
This study aimed to analyze the perception, needs, satisfaction, and course selection factors of general education from the students’point of view to derive implications for the reorganization and operation of the liberal arts curriculum. To this end, basic statistical analysis, difference analysis to identify student characteristics, and IPA analysis and Borich analysis to identify needs, were conducted on the response results of 1,454 students at a private university in Busan. The results are as follows:First, regarding the role and meaning of general education, students responded that general education plays a role in enhancing interest among students in subjects other than those of their major, nurturing human beings with character, and promoting a new understanding of their major subjects. The results of this response were significantly different according to gender and class. What is noteworthy is that there was little difference in the students' perceptions of the main purpose of general education, which is universal intelligence education, and the instrumental role of general education, which is a supplement to major education.Second, students' needs for the domain of general education were high in those practical domain fields that are directly related to employment, like career exploration and certification courses, and the associated domains for employment, like foreign languages and IT utilization fields. In the operation of the curriculum, there was a high demand for subject development reflecting the changing of the times and the latest trends, the expansion of student choice through the opening of various subjects, and appropriate class difficulty.Third, overall satisfaction with general education was above average, and there were statistically meaningful differences by gender, grade, and field. In terms of general education operations, it has been shown that expanding the range of student selection through the opening of subjects in various areas, opening subjects reflecting the changing of the times and the latest trends, using appropriate textbooks and learning materials, and the instructors' expertise have a significant impact on student satisfaction.Fourth, it was found that students consider the convenience and learning expectations first when choosing liberal arts subjects. Among the convenience factors, priority is given to classes that require no team projects, and subjects with little or no assignments are preferred. When it comes to learning expectations, subjects of interest and interesting subject names are given priority. There were differences in subject selection tendencies according to gender, grade, and the college itself.Based on the above research results, four implications were derived and presented from the perspective of the organization, operation, and instructional strategies of the liberal arts curriculum.
{"title":"The Perception, Needs, Satisfaction, and Subject Selection Factor of General Education from the Sudents' Perspective","authors":"E. Kwak, Jieon Jeong","doi":"10.46392/kjge.2022.16.6.27","DOIUrl":"https://doi.org/10.46392/kjge.2022.16.6.27","url":null,"abstract":"This study aimed to analyze the perception, needs, satisfaction, and course selection factors of general education from the students’point of view to derive implications for the reorganization and operation of the liberal arts curriculum. To this end, basic statistical analysis, difference analysis to identify student characteristics, and IPA analysis and Borich analysis to identify needs, were conducted on the response results of 1,454 students at a private university in Busan. The results are as follows:First, regarding the role and meaning of general education, students responded that general education plays a role in enhancing interest among students in subjects other than those of their major, nurturing human beings with character, and promoting a new understanding of their major subjects. The results of this response were significantly different according to gender and class. What is noteworthy is that there was little difference in the students' perceptions of the main purpose of general education, which is universal intelligence education, and the instrumental role of general education, which is a supplement to major education.Second, students' needs for the domain of general education were high in those practical domain fields that are directly related to employment, like career exploration and certification courses, and the associated domains for employment, like foreign languages and IT utilization fields. In the operation of the curriculum, there was a high demand for subject development reflecting the changing of the times and the latest trends, the expansion of student choice through the opening of various subjects, and appropriate class difficulty.Third, overall satisfaction with general education was above average, and there were statistically meaningful differences by gender, grade, and field. In terms of general education operations, it has been shown that expanding the range of student selection through the opening of subjects in various areas, opening subjects reflecting the changing of the times and the latest trends, using appropriate textbooks and learning materials, and the instructors' expertise have a significant impact on student satisfaction.Fourth, it was found that students consider the convenience and learning expectations first when choosing liberal arts subjects. Among the convenience factors, priority is given to classes that require no team projects, and subjects with little or no assignments are preferred. When it comes to learning expectations, subjects of interest and interesting subject names are given priority. There were differences in subject selection tendencies according to gender, grade, and the college itself.Based on the above research results, four implications were derived and presented from the perspective of the organization, operation, and instructional strategies of the liberal arts curriculum.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115684884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.46392/kjge.2022.16.6.245
H. Mun, Youngsoo Kim
The purpose of this study is to analyze the impact of flipped learning classes on college students and to examine the meaning of their experience of participating in such classes. To this end, a survey of 29 college students who took the A University Culture and Education course was conducted on self-directed learning ability and academic self-efficacy before and after learning. In addition, in order to examine the learners’ flipped learning experiences from the perspective of student agency, an FGI interview was conducted with six college students, and their reflection journals were analyzed. As a result, we found that college students had more significantly higher self-directed learning ability and academic self-efficacy scores after taking the flipped learning class than before taking the class. In addition, as a result of analyzing the contents of the FGI interview and reflection diary, we derived the following: ‘reflection on the class experience’, ‘interest and responsibility for the surroundings’, and ‘change through flipped learning classes’. Their diaries also expressed the level of agency the students felt. In this study, quantitative research was conducted on a single group, and there were limitations in the interpretation of research results. Thus, systematic experimental research is needed in future studies. In addition, in the FGI interview, there were regrets expressed about the ‘burden of the role within the group’, the ‘passive attitude of the group’, and the ‘lack of understanding of the concepts presented in online classes’. Accordingly, in future studies, it was suggested that it is necessary to develop a flipped learning class that better reflects the learner’s experience.
{"title":"A Mixed Study on the Student Agency of College Students Participated in Basic Subject Class of Major Based on Flip Learning","authors":"H. Mun, Youngsoo Kim","doi":"10.46392/kjge.2022.16.6.245","DOIUrl":"https://doi.org/10.46392/kjge.2022.16.6.245","url":null,"abstract":"The purpose of this study is to analyze the impact of flipped learning classes on college students and to examine the meaning of their experience of participating in such classes. To this end, a survey of 29 college students who took the A University Culture and Education course was conducted on self-directed learning ability and academic self-efficacy before and after learning. In addition, in order to examine the learners’ flipped learning experiences from the perspective of student agency, an FGI interview was conducted with six college students, and their reflection journals were analyzed. As a result, we found that college students had more significantly higher self-directed learning ability and academic self-efficacy scores after taking the flipped learning class than before taking the class. In addition, as a result of analyzing the contents of the FGI interview and reflection diary, we derived the following: ‘reflection on the class experience’, ‘interest and responsibility for the surroundings’, and ‘change through flipped learning classes’. Their diaries also expressed the level of agency the students felt. In this study, quantitative research was conducted on a single group, and there were limitations in the interpretation of research results. Thus, systematic experimental research is needed in future studies. In addition, in the FGI interview, there were regrets expressed about the ‘burden of the role within the group’, the ‘passive attitude of the group’, and the ‘lack of understanding of the concepts presented in online classes’. Accordingly, in future studies, it was suggested that it is necessary to develop a flipped learning class that better reflects the learner’s experience.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127001548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.46392/kjge.2022.16.6.119
Yong-hoon Choi
Altruism is generally regarded as the ideology of sacrificing or devoting oneself to the happiness of others without regard for one’s own happiness. However, this idea is difficult to put into wide practice due to the fact that it does not consider the actors themselves. Thus, the philosopher Peter Singer argues for “effective” altruism, which is much easier to practice and more acceptable. The effective altruism he proposes aims at maximizing the good by considering the happiness of the subject of action. His thought is different from that of existing altruism in that the opportunity to help others is not based on emotion but rather on critical reasoning. In addition, effective altruism is closely related to solving current and future problems in that it presupposes practice. Effective altruism contributes to the maximization of the good of everyone, including the actor, and can be an alternative to reciprocal altruism, which can lead to collective selfishness, which in turn brings positive changes to the lives of the actor as well as the beneficiaries. In this respect, I argue that effective altruism needs to be widely taught, and that four competencies need to be emphasized as educational measures: emotional empathy, intellectual empathy, rational thinking, and practice and positive feedback.
{"title":"Competency Education for Effective Altruism Practice","authors":"Yong-hoon Choi","doi":"10.46392/kjge.2022.16.6.119","DOIUrl":"https://doi.org/10.46392/kjge.2022.16.6.119","url":null,"abstract":"Altruism is generally regarded as the ideology of sacrificing or devoting oneself to the happiness of others without regard for one’s own happiness. However, this idea is difficult to put into wide practice due to the fact that it does not consider the actors themselves. Thus, the philosopher Peter Singer argues for “effective” altruism, which is much easier to practice and more acceptable. The effective altruism he proposes aims at maximizing the good by considering the happiness of the subject of action. His thought is different from that of existing altruism in that the opportunity to help others is not based on emotion but rather on critical reasoning. In addition, effective altruism is closely related to solving current and future problems in that it presupposes practice. Effective altruism contributes to the maximization of the good of everyone, including the actor, and can be an alternative to reciprocal altruism, which can lead to collective selfishness, which in turn brings positive changes to the lives of the actor as well as the beneficiaries. In this respect, I argue that effective altruism needs to be widely taught, and that four competencies need to be emphasized as educational measures: emotional empathy, intellectual empathy, rational thinking, and practice and positive feedback.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133778856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.46392/kjge.2022.16.6.277
K. Choi, Young Sun Lee
The purpose of this study is to develop the performance tasks and evaluation tools for competency-based personality education in general education of college. For this, first of all, we reviewed the literature on competency-based education (CBE) and character education (CE), and then selected the subject as a mandatory course for personality education. Then, under the consulting of experts on competency modeling and CBE, the essential learning elements of the subject were analyzed into knowledge, skills, and attitudes, while the behavioral indicators for the competencies were defined and developed, along with the performance tasks and evaluation tools reflecting these behavioral indicators. Lastly, the evaluation methods and tools were validated through Delphi Research by 6 experts. As a result, firstly, 6 core competencies to be cultivated (self-esteem, morality, responsibility, self-expression, understanding others and empathy, coordination and collaboration) were selected for this course, 63 learning elements, and 13 behavioral indicators were drawn as the criterion for competency evaluation. Secondly, 4 core performance tasks, and learning activities were designed to combine learning elements and to demonstrate competencies in complex contexts or interpersonal situations, like discussion worksheets, and team projects activities, personality growth reports, reflection journals, etc. Thirdly, evaluation tools for 20 evaluation criteria for 5 evaluation methods for all tasks and activities were developed and revised through Delphi research. Lastly, the significance and limitations of this study were discussed.
{"title":"Development of Performance Tasks and Evaluation Tools for Personality Subject in Competency-Based Education －<Personality and Communication> Course in J University","authors":"K. Choi, Young Sun Lee","doi":"10.46392/kjge.2022.16.6.277","DOIUrl":"https://doi.org/10.46392/kjge.2022.16.6.277","url":null,"abstract":"The purpose of this study is to develop the performance tasks and evaluation tools for competency-based personality education in general education of college. For this, first of all, we reviewed the literature on competency-based education (CBE) and character education (CE), and then selected the subject as a mandatory course for personality education. Then, under the consulting of experts on competency modeling and CBE, the essential learning elements of the subject were analyzed into knowledge, skills, and attitudes, while the behavioral indicators for the competencies were defined and developed, along with the performance tasks and evaluation tools reflecting these behavioral indicators. Lastly, the evaluation methods and tools were validated through Delphi Research by 6 experts. As a result, firstly, 6 core competencies to be cultivated (self-esteem, morality, responsibility, self-expression, understanding others and empathy, coordination and collaboration) were selected for this course, 63 learning elements, and 13 behavioral indicators were drawn as the criterion for competency evaluation. Secondly, 4 core performance tasks, and learning activities were designed to combine learning elements and to demonstrate competencies in complex contexts or interpersonal situations, like discussion worksheets, and team projects activities, personality growth reports, reflection journals, etc. Thirdly, evaluation tools for 20 evaluation criteria for 5 evaluation methods for all tasks and activities were developed and revised through Delphi research. Lastly, the significance and limitations of this study were discussed.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"48 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114129158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.46392/kjge.2022.16.6.69
Seungnam Son
By introducing a credit system instead of a unit system, the high school credit system can accelerate the learner-centered curriculum that has become common in universities. If the proportion of common essential subjects in the high school curriculum is reduced, the choice of liberal arts and the possibility of opening new subjects will increase.The purpose of this article was to track the transition process of liberal arts education in Korea, analyze the 2015 revised curriculum of high school liberal arts curriculum, and suggest improvement measures derived from the standard model of university liberal arts and basic education. In the analysis and derivation of improvement plans, the focus was on the purpose of liberal arts education, the liberal arts curriculum, and liberal arts subjects.As results of this study, it is unclear whether the liberal arts curriculum in Korea is to prepare students for university education or whether it maintains its unique identity in high school. The goal of high school liberal arts education is not set independently, so it is pushed to the periphery. According to the 2015 revised curriculum, the liberal arts area is mixed with the living area. The failure to set clear demarcation lines between certain areas also causes problems in the adequacy of liberal arts subjects. For example, applied studies such as pedagogy, career and occupation, health, and practical economy are included in the list of liberal arts subjects.In this article, after pointing out the urgency of a reclassification of high school liberal arts subjects, it was proposed that we should normalize high school liberal arts education and enhance its status by actively utilizing the standard model of university liberal arts and basic education of the Korea National Institute for General Education. In the future, it was predicted that the current problems revealed in light of the nature of liberal arts education could be mitigated, if not solved, through collaboration with a group of liberal arts education experts in the revision of high school liberal arts education.
{"title":"The Strengthening of Liberal Arts Education in High Schools with the Introduction of the High School Credit System","authors":"Seungnam Son","doi":"10.46392/kjge.2022.16.6.69","DOIUrl":"https://doi.org/10.46392/kjge.2022.16.6.69","url":null,"abstract":"By introducing a credit system instead of a unit system, the high school credit system can accelerate the learner-centered curriculum that has become common in universities. If the proportion of common essential subjects in the high school curriculum is reduced, the choice of liberal arts and the possibility of opening new subjects will increase.The purpose of this article was to track the transition process of liberal arts education in Korea, analyze the 2015 revised curriculum of high school liberal arts curriculum, and suggest improvement measures derived from the standard model of university liberal arts and basic education. In the analysis and derivation of improvement plans, the focus was on the purpose of liberal arts education, the liberal arts curriculum, and liberal arts subjects.As results of this study, it is unclear whether the liberal arts curriculum in Korea is to prepare students for university education or whether it maintains its unique identity in high school. The goal of high school liberal arts education is not set independently, so it is pushed to the periphery. According to the 2015 revised curriculum, the liberal arts area is mixed with the living area. The failure to set clear demarcation lines between certain areas also causes problems in the adequacy of liberal arts subjects. For example, applied studies such as pedagogy, career and occupation, health, and practical economy are included in the list of liberal arts subjects.In this article, after pointing out the urgency of a reclassification of high school liberal arts subjects, it was proposed that we should normalize high school liberal arts education and enhance its status by actively utilizing the standard model of university liberal arts and basic education of the Korea National Institute for General Education. In the future, it was predicted that the current problems revealed in light of the nature of liberal arts education could be mitigated, if not solved, through collaboration with a group of liberal arts education experts in the revision of high school liberal arts education.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"337 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132891326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.46392/kjge.2022.16.6.47
Songie Han, Sanghoon Park, Jaechang Lee
The purpose of this study was to explore the ideals, present, and the future of general education perceived the professors in A university. this study focused on drawing implications for the direction and tasks of general education by examining not only the general education viewed by professors belonging to the liberal arts but also the thoughts that professors belonging to the department. In order to do, a qualitative interview was conducted with a total of 8 faculty members. As a result of the study, interview participants agreed on the value, necessity, and importance of general education(the ideal of general education). Regarding the current status of general education, it was confirmed that professors had different perception on vision, goals, roles, operating methods, and organizational structure of general education. Lastly, for the future of general education, reevaluation, identity, and structural improvement of general education were suggested. Based on the above discussion, the direction and tasks of general education were suggested.
{"title":"A Study on Professors' Perception on the direction for the Development of General Education","authors":"Songie Han, Sanghoon Park, Jaechang Lee","doi":"10.46392/kjge.2022.16.6.47","DOIUrl":"https://doi.org/10.46392/kjge.2022.16.6.47","url":null,"abstract":"The purpose of this study was to explore the ideals, present, and the future of general education perceived the professors in A university. this study focused on drawing implications for the direction and tasks of general education by examining not only the general education viewed by professors belonging to the liberal arts but also the thoughts that professors belonging to the department. In order to do, a qualitative interview was conducted with a total of 8 faculty members. As a result of the study, interview participants agreed on the value, necessity, and importance of general education(the ideal of general education). Regarding the current status of general education, it was confirmed that professors had different perception on vision, goals, roles, operating methods, and organizational structure of general education. Lastly, for the future of general education, reevaluation, identity, and structural improvement of general education were suggested. Based on the above discussion, the direction and tasks of general education were suggested.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126969517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.46392/kjge.2022.16.6.261
Sujeong Han, Kyung-hoon Han
The purpose of this study is to identify factors that influence life adaptation by using music interest, education satisfaction, and stress coping strategies as major factors among university students participating in music subject-based liberal arts classes. The subjects of this study were 96 male and female university students from A University in region C in Korea. Descriptive statistics, correlation analysis, frequency analysis, and multiple regression analysis were conducted using the SPSS program. As a result of multiple regression analysis, first, factors affecting university students’ adaptation to life were identified as gender difference, instructor satisfaction, and problem-solving-centered and avoidance-centered behavioral stress coping strategy factors. Music interest was not significant. Second, the study showed that the higher the instructor satisfaction was among the students, the higher was the students’ adaptation to life. Third, the study also showed that the higher the problem-solving-centered stress coping strategy was, the higher the students’ adaptation to life. It further confirmed that as the avoidance-centered behavior of students decreased, there was a significant positive effect on their level of life adaptation. Through the results of this study, we can see that we need to review and operate the music liberal arts curriculum through effective intervention and planning, and to establish differentiated liberal arts education goals using various music activities in order to improve university students’ adaptation to school life. In addition, we should conduct continuous research on music liberal arts education from multiple perspectives for effective music education class design, stress coping and alleviation, and the educational satisfaction of our students.
{"title":"A Study on Factors Affecting University Students' Life Adaptation through Music Liberal Arts Education －Focused on Music Interest, Education Satisfaction, and Stress Coping Strategy－","authors":"Sujeong Han, Kyung-hoon Han","doi":"10.46392/kjge.2022.16.6.261","DOIUrl":"https://doi.org/10.46392/kjge.2022.16.6.261","url":null,"abstract":"The purpose of this study is to identify factors that influence life adaptation by using music interest, education satisfaction, and stress coping strategies as major factors among university students participating in music subject-based liberal arts classes. The subjects of this study were 96 male and female university students from A University in region C in Korea. Descriptive statistics, correlation analysis, frequency analysis, and multiple regression analysis were conducted using the SPSS program. As a result of multiple regression analysis, first, factors affecting university students’ adaptation to life were identified as gender difference, instructor satisfaction, and problem-solving-centered and avoidance-centered behavioral stress coping strategy factors. Music interest was not significant. Second, the study showed that the higher the instructor satisfaction was among the students, the higher was the students’ adaptation to life. Third, the study also showed that the higher the problem-solving-centered stress coping strategy was, the higher the students’ adaptation to life. It further confirmed that as the avoidance-centered behavior of students decreased, there was a significant positive effect on their level of life adaptation. Through the results of this study, we can see that we need to review and operate the music liberal arts curriculum through effective intervention and planning, and to establish differentiated liberal arts education goals using various music activities in order to improve university students’ adaptation to school life. In addition, we should conduct continuous research on music liberal arts education from multiple perspectives for effective music education class design, stress coping and alleviation, and the educational satisfaction of our students.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129747850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.46392/kjge.2022.16.6.103
Jerome Chang
The (core) competency-based education theory presented through the OECD’s DeSeCo project and its follow-up project (OECD Education 2030), stems from the motivation to pay appropriate attention to practical knowledge beyond cultivating theoretical knowledge that has been traditionally emphasized. The main theoretical sources constituting the epistemology of competency-based education theory can be presented as follows: analytical philosopher Gilbert Ryle's distinction between ‘know-how’ and ‘know-that’, political scientist Michael Oakshott's criticism of technological rationalism and his distinction between the politics of faith and that of skepticism, and physical chemist, historian of science, and philosopher of science Michael Polanyi's concepts of tacit knowledge and personal knowledge. However, discrepancy between what the OECD's competency-based education theory originally intended and its actual realization is first found in the program of the OECD projects itself; and this problem is much more seriously revealed in the process and appearance of introducing and applying competency-based education theory into the Korean higher education system. This self-contradiction that ‘betrays’ the original theoretical request of competency-based education theory is identified in the following areas: the OECD projects’ reduction of competences as ‘know-how’ to the form of propositional knowledge, in the situation in Korea, in the state's status that claims to be a rule maker, in the future discourse based on simple logic of technological determinism, and in the making of propositions and the quantification of competencies. Such problems are resolved by abolishing measures of forcibly introducing and applying a specific educational discourse by the state, and making the competency-based education theory a subject of free choice through deliberation at individual educational units.
{"title":"Competencies as ‘Know-how’ and Self-contradiction of Competency-Based Education Theory －Based on the Discussions of Ryle, Oakeshott, and Polyani","authors":"Jerome Chang","doi":"10.46392/kjge.2022.16.6.103","DOIUrl":"https://doi.org/10.46392/kjge.2022.16.6.103","url":null,"abstract":"The (core) competency-based education theory presented through the OECD’s DeSeCo project and its follow-up project (OECD Education 2030), stems from the motivation to pay appropriate attention to practical knowledge beyond cultivating theoretical knowledge that has been traditionally emphasized. The main theoretical sources constituting the epistemology of competency-based education theory can be presented as follows: analytical philosopher Gilbert Ryle's distinction between ‘know-how’ and ‘know-that’, political scientist Michael Oakshott's criticism of technological rationalism and his distinction between the politics of faith and that of skepticism, and physical chemist, historian of science, and philosopher of science Michael Polanyi's concepts of tacit knowledge and personal knowledge. However, discrepancy between what the OECD's competency-based education theory originally intended and its actual realization is first found in the program of the OECD projects itself; and this problem is much more seriously revealed in the process and appearance of introducing and applying competency-based education theory into the Korean higher education system. This self-contradiction that ‘betrays’ the original theoretical request of competency-based education theory is identified in the following areas: the OECD projects’ reduction of competences as ‘know-how’ to the form of propositional knowledge, in the situation in Korea, in the state's status that claims to be a rule maker, in the future discourse based on simple logic of technological determinism, and in the making of propositions and the quantification of competencies. Such problems are resolved by abolishing measures of forcibly introducing and applying a specific educational discourse by the state, and making the competency-based education theory a subject of free choice through deliberation at individual educational units.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121444599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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