• The Journal of Korean Association of Computer Education
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• v.13 no.4
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• pp.13-26
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• 2010

The purpose of this study is to develop the enrichment curriculum connected to a Revised Version of 7th National Informatics Curriculum in Middle School for gifted students in IT education. This study uses a Delphi Method to develop a curriculum which is comprised of educational objectives, educational contents, teaching-learning method and educational evaluation. This study carried out a three-round delphi survey in 'The problem-solving method and its procedure' field from grade 1 to grade 3. In this study, first, the responses of the experts about educational objectives, educational contents, teaching-learning method and educational evaluation of each grade were analyzed. Second, organized items were designed. Finally, important items were selected by statistics.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.61-72
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• 2004

본 연구는 예비 초등학교 교사들이 수학과에서의 ICT활용 교육을 이해하고 수업설계 부분을 강화한 ICT활용 교수 ${\cdot}$ 학습 과정안을 개발하는 능력을 키우기 위한 목적을 지닌다. 구체적으로, 예비 초등학교 교사들의 필수과목인 초등수학교육방법에 관한 강좌에서 수학과 수업 모형을 공부하고 ICT의 적극적인 활용 사례를 분석하며 기존의 과정안에 관한 비평 능력을 바탕으로 한 학기 프로젝트로써 초등수학 5학년과 6학년의 과정안을 개발한 사례를 논의한다. 교육과정 운영 및 과정안 개발 측면, 예비교사들의 ICT활용 교육에 관한 인식 등의 측면에서 연구${\cdot}$개발의 결과를 서술하고 본 연구로부터 얻을 수 있는 시사점에 대해서 논의한다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.397-398
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• 2022

본 논문에서는 SK텔레콤에서 진행하는 디지털 선도기업 아카데미 FLYAI의 교육과정을 설계하고 개발한다. 이 교육과정은 Project Based Learning(272시간)과 Product Based Learning(128시간)으로 구성하여 총 400시간을 교육하도록 설계한다. 특히 Product Based Learning의 AI-Hackathon(80시간)에서는 SK텔레콤 각 부서에서 제안하는 제픔을 기획하고 개발하는 과정으로 SK텔레콤 AI 개발자들이 멘토로 참여함으로써 기업 현장의 경험을 체험할 수 있도록 개발한다.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.35-50
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• 2014

This study is a discussion about specific directions and strategies for development of subsequent curriculum of practical arts(technology ome economics) based on two issues ; developing curriculum which is 'connecting elementary-secondary course' and 'based on key competence'. Specific Study is as in the following. First, in the aspect of home economics, this study explored the meaning of connection between elementary-secondary courses, and in the process of curriculum development, we explored implicit problems through strategies that come out from elementary-secondary courses. Second, we search what the key competence is in terms of home economics, and the meaning of developing curriculum based on the key competence. For this, we examine the meaning of development of subject matters curriculum based on key competence and the conditions and tasks for developing curriculum for home economics based on key competence. Third, on the basis of discussion we explore the way to realize these two issues, already mentioned, into development of subsequent curriculum for home economics. For this, this study examines the academic interaction between home economics of elementary and secondary courses unifying the names of the subject, systematic understanding about development of curriculum based on key competence, finding strategies for appealing the subject, and practical instances. Through this study, we expect more active interaction between home economics from elementary and secondary courses and academic discussion for development of curriculum.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.217-241
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• 2014

This study aimed to explore the direction and possibility of development of the integrated curriculum for the Gifted students in the discipline-centered curriculum perspective. To this end, the study analysed the Ontario interdisciplinary curriculum based on a Drake's Integration Model which is typical model of the discipline-centered curriculum and explored the applicability to Science Gifted Academy in Korea. Through showing the possibility of enrichment on the selected majors, integration with other disciplines and solving the future problems by the integrated curriculum centered on 'Big Idea', the Ontario interdisciplinary curriculum gave suggestions of curriculum integration within or through individual research and integrated curriculum for the Gifted. The application of the Ontario's "Introduction to Information studies" to "Information Science" in Science Gifted Academy in Korea could be obtained the conclusion that the Drake's Integration model is applied to the Gifted by the individualization of the navigation network, KDB(Knowledge-Do-Be) umbrella, and the final interdisciplinary task. From this result, we could suggest that the development of integrated curriculum for the Gifted should be considered the clarity of learning objectives for the Gifted, the plan of evaluation to demonstrate big understanding and big idea, the integration with other disciplines or real-world problem, as well as the need of teachers council for the integrated curriculum. This study is expected to be contribute to development of the integrated curriculum model for the gifted based on the their characteristics and to be utilized in Science Gifted Academy.

• Journal of radiological science and technology
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• v.28 no.1
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• pp.33-44
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• 2005

The objective of this study is to supply the good quality of experts the radiation industries in Korea and develop the major subject matter needed in the radiation industries and the curriculum in order to execute it for the variation of fields of employment at the department of radiation in the junior college and the development of the percentage of employment. In addition, this study is to improve the level of radiation experts engaged in the industries in quality, and it is to improve the social recognition of radiation rather negative now because of the development of radiation industry. As for the core results of this research, it was to suggest the detailed choice method curriculum proper to the service fields of radiation industries, but it may be subject to change due to each college's property and the educational objectives. From the result of this research above, it may be summed up as follows. First, as for the detailed curriculum by the service field, this study was to organize two subject matters: 1. the subject matter proper to the field of using the radiation, and 2. the subject matters proper to the safety control field of radiation. Second, as for the detailed curriculum by the pattern of industries, this study was to organize the four subject matters: 1. the subject matter needed in the manufactures, 2. the subject matter needed in the nondestructive testing industries, 3. the subject matter needed in the sales agencies, and 4. the subject matter needed in the laboratories. This study was to suggest the operational model about the curriculum in order to execute these subject matters. It could be executed as two methods below. First, one method is to execute the major systems by the medical field and industrial field in the third course at the department of radiation in the junior college now. Second, the other method is to make them specialize the industrial radiation in the Advanced Course(one year course) after the graduation of junior college. To operate these curricula successively it needs to assume the deeper research and the development of materials about the subject matters related to the nuclear radiation industries hereafter. In addition, it needs to solve the security of finance like the manpower of professor, space for practice, and the educational appliances, etc. needed in the operation of subject matters. Finally, the effect and result from the development or revision of college curriculum did not come out in a short time. It will require considerable time until the undergraduates at the department in the junior college finish a set of curriculum newly developed, and graduate the university, and can get the results while they engage in their works in the industrial sites. Accordingly, all the interested parties have to anticipate the results of this research with the patience in long-standing point of view. Also, this researcher considers it as it is willing to give them the continuous interest and support.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.171-197
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• 2004

1999년 교육개발원에서는 초 ${\cdot}$ 중학교 영재 교육과정 시안 개발을 위한 기초연구와 수학과 영재 교육과정 시안에 관한 보고서를 발간하였는데 이 보고서에 초 ${\cdot}$ 중학교 수학과 영재 교육과정 시안이 제시되어 있다. 이 영재 교육과정 시안으로써 그 내용에 상응하는 수학 교수 ·학습 자료 개발이 절실히 요구되고 있다. 한국교육개발원에서는 영재 교수 ${\cdot}$ 학습 자료개발 및 영재교사 연수가 본격적으로 확대, 추진되고 있는 실정이며 또한 2002년${\sim}$2003년 2년간 한국교육개발원에서는 영재학생을 위한 교수 ${\cdot}$ 학습 자료를 개발하여 왔다. 이런 취지를 바탕으로 지금 우리에게 영재 교육의 시급한 문제는 초 ${\cdot}$ 중등에 필요한 다양한 영재 교육프로그램을 마련하는데 있다. 본 연구에서는 한국교육개발원에서 마련한 교재개발 지침에 따라 2005학년도 교수 학습 자료를 중학교중심으로 영재 교육 프로그램을 구현해 보고자 한다.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.1-19
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• 2016

The purpose of this study was to design curriculum content structure integrating three systems of actions for 2009 revised current home economics curriculum. For the development of content structure and content elements, a development team of two home economics scholars, a cooperating team of three home economics teachers, and an expert team of 15 home economics teachers and professors were organized. Phase 1 of curriculum development was developed by integrating three systems of actions with traditional home economics content areas of clothing, food, housing, consumption, and family by the development team. It is examined by the cooperating team and in phase 2 is recommended to build matrix of units of the current curriculum and the three systems of actions. The final phase of curriculum development illustrated a content structure integrating the sub-units of 2009 revised current curriculum and the three systems of action following the expert group's professional opinion.

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.75-100
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• 2017

The 2015 revised national curriculum has been implemented to first year students in elementary school, and will be expanded to middle school and high school from next year, 2018 school year. As of this year, the ways of implementing the curriculum and supporting teachers to better implement the curriculum into their classrooms are crucial. This study explores the implications for building curriculum supporting and implementing system by investigating relevant systems in foreign countries, such as Australia and England. In order to achieve the purpose, this study conducts literature review and previous studies in regards to the curriculum implementing and supporting system, interviews with curriculum developers and teachers, and analyzes their web-sites of the two countries. The results shows that active communication is essential among curriculum developers and curriculum implementers including school teachers and other stake-holders, and this communication can be achieved by building systematic ways; second, professional development for teachers should be recommended by supporting integrated and systematic teaching-learning process; third, the principal agent for curriculum implementation, school teachers, should have the autonomy for implementing the curriculum. The detailed ways for realizing the three implications are suggested.

• Journal of Digital Convergence
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• v.15 no.10
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• pp.513-524
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• 2017

This study proposed an 'Crime Victim Care Specialist(CVCS)' convergence curriculum for psychology and police students in college. First, the courses and the curriculums of counseling, psychology, psychotherapy, police, and police administration departments in nationwide were listed. After consulting with professors from 2 majors, 3-levels curriculum and courses were drafted. Second, for the inputs from the field, a panel of 51 crime victim care/counseling/psychotherapy experts were Delphi surveyed about goodness of fit and importance. The result were following. First, the curriculum were consisted of required, basics, advanced courses. The required course were 5 courses for each department. The basics were for the minors and 7 courses for each. The advanced were for the double majors and 4 courses for each. Finally, the implication and further studies were suggested.