• Journal of vocational education research
• /
• v.29 no.3
• /
• pp.85-106
• /
• 2010

The purpose of this study is to analyze and diagnose the curriculum framework of dental hygiene department. Through document analysis process, this study found several empirical data which could give us a clue to understand characteristics of curriculum changes and factors which have impacts on those changes in curriculum at college level. In this study, we could conclude that even curriculum changes at college level had been influenced by social changes like extention of academic years from 2 years to 3 years and changes in licensure test at national level. And also, essential issues in college curriculum like amount of credits, course titles, and requirements-electives distinction etc. also were changed in accordance to social changes and requests. This study found that there is many difference of objectives, credits and course titles among colleges. For that, colleges will form a consultative group under the college level. Based on these results, we can suggest that college curriculum should be flexibly and effectively adapted to changes coping with social and policy changes.

• Communications of Mathematical Education
• /
• v.31 no.3
• /
• pp.349-366
• /
• 2017

The 2015 revised curriculum is an integrated curriculum that reflects national and societal needs to foster creative convergent talent in the school curriculum. Along with these changes, the Ministry of Education introduced a system to change the major from 2017 to the fourth year of university. Therefore, each university should prepare to reflect the curriculum and institutional change before welcoming students who have completed the 2015 revised curriculum. The university needs to study the countermeasures for implementing the 2015 revised curriculum and expanding the period of major change when preparing the curriculum and contents of the calculus courses that freshmen take. Handong University has been studying the operation methods of new students who want to decide their major at the first grade, such as operating calculus courses at various levels and allocating appropriate proportions of calculus for preliminary examinations. This case is similar to the basic purpose of the revised curriculum in 2015, so it can suggest implications for the operation of the university calculus class after the curriculum revision. In this paper, we have analyzed the results of the recent freshman mathematics test for the recent 5 years and the students' calculus grades and compared them with the contents of the calculus curriculum operated by Handong University and the 2015 revised higher mathematics curriculum. As a result, we proposed five classes of calculus suitable for college major and it was found that the calculus curriculum should include the missing quadratic method in the 2015 revised curriculum.

• Journal of Science Education
• /
• v.45 no.1
• /
• pp.129-141
• /
• 2021

With the change of the undergraduate medical education system, many medical schools have recently run or developed a medical education curriculum. The premedical curriculum should be designed according to the sequencing and level of the medical curriculum, but there were no discussions on the standards or evidence for the basic science-related subjects. Therefore, this study examines Physics I, Physics II, Life sciences I, Life sciences II, Chemistry I, and Chemistry II, which are the subjects of need assessment exploration. The need assessment used mean, mean difference, and Borich demand, The locus for focus of memory degree and importance, and the result was converted into 76 keywords. The results of this study are expected to be used as basic data for the development of subjects related to basic science in premedical curriculum.

• Journal of Korean Medical classics
• /
• v.19 no.4
• /
• pp.27-61
• /
• 2006

수당오대적대근의학발전유소적정책(隨唐五代적代근의學발展有소的政策), 기구(기구), 제도등축점완비료(制度等逐漸完비了). 저시기유정부발전의학교육적정책치득의정적공적(저時期由政府발展의學교育的政策値得의政的功적). 정규의학교육적방면상몰치전과의(定規의學교育的方面上몰置전科의), 안배교육과정(安排교育과程), 임용고시등구비구비료의학교적규모(任用考시等具비具비了의學교的規模), 영외발전료지방의학교육화의학보급(영外발展了地方의學보育和의學普及). 방포의방화지방요로상다착처방적조시백성의료제공방변(방布의方和地方要路上다着처方的조百姓의료提供方便), 야영향료의학화신적보급(也影향了의學和신的普及). 저시기의정상최현저적성과시제고본초학적지위적(저時期의政上最현著的成果是提高本草學的地位的). 태의서내설치료의학교육동시설치료전문약학교육(太의署內設置了의學교育同時설置了전문葯學교育). 이차정부이편수본초학적병반포전국위최초적약전(而且政府以編수本草學籍幷반布全국위最初的葯典). 저시기유정부법제화료의약관리방면적야시대대수획(저時期由政府法制化了의葯管理方面的也是大大收획). 수당이전몰형성의약관리화유소제도(隨唐以前沒形成의葯管理和有소制度), 규모(規模). 의생근거일정적법률근환자관계병엄가구관자기(의生根据一定的法律근患者관系幷엄可拘管自己). 수당오대의정흔다방면상탁유성효(隨唐五代의政흔多方面上卓有成效), 단시궁정의약기구적규모흔방대(但是宮廷의葯기구的規模흔방大), 인원과잉(人員과剩), 역궁정의관수공제(亦宮廷의官受控制), 불능발휘자기적능력(不能발揮自己的能力). 야불능발전위백성적의약기구(也不能발展위百姓的의葯기구). 인위정부불태중시의학(因위政府不太重시의學), 소이의생적지위잉시불고(所以의生的地位仍是不高). 나취시저시기의정적결점(那就是저시期의政的缺点).

• Journal of Elementary Mathematics Education in Korea
• /
• v.17 no.1
• /
• pp.105-128
• /
• 2013

One of the biggest changes in 2007 Curriculum Revision is introduction of letter, equation, direct proportion and inverse proportion in fifth and sixth grade of mathematics. The purpose of this study is to provide some implications about teaching-learning method for introduction of letters, teaching and learning activities of equation between the 6th Curriculum and 2007 Curriculum Revision. The below conclusions were drawn from findings obtained in this study. First, the letter and expression were learned in fifth and sixth grade until 6th Curriculum and were learned in seventh grade in middle school of 7th Curriculum. But letter, equation are introduced in 2007 Curriculum Revision again. The overall contents of letter and expression were learned on the 'Relationship' domain in the 6th Curriculum, it were learned on the 'Letter and expression' domain in the 7th Curriculum and is learned on the 'Regularity and problem-solving' domain in the 2007 Curriculum Revision. Second, teaching method of these contents was to promise some definitions at first and then to solve exercises in the 6th Curriculum. But leaning was forced to improve student's problem-solving in the 7th Curriculum. To reduce student's pressure offers at a minimum mathematics terms and to provide problem situations to students who contact daily, it is emphasized on learner's communication in the 2007 Curriculum Revision. We want to be easily connected elementary mathematics and higher mathematics through this study about letter, equation. We recognized how we teach the letter and expression to reduce misconceptions and draw a transition from arithmetic thinking to algebraic thinking and want to be continue of another studies.

• The Mathematical Education
• /
• v.62 no.4
• /
• pp.551-567
• /
• 2023

Even and odd numbers are taught in elementary school mathematics, but the introductory activities, definitions, and properties of sum on even and odd numbers vary depending on which grade they are presented. The purpose of this study was to compare and analyze the activities related to even and odd numbers presented in Korean mathematics textbooks developed under the different curriculum revisions, and to further analyze the related activities in foreign textbooks to draw implications for the teaching of even and odd numbers. In Korean textbooks, from the time of the fourth mathematics curriculum until the 2007 revision, even and odd numbers were covered in the multiples and divisors unit of the fifth grade textbook, while since the 2009 revision, the first grade textbook has covered the topic along with teaching numbers up to 50 or 100. In addition, the definitions of even and odd numbers varied depending on the grade level and the nature of the unit being taught, and activities addressing the properties of sum were only presented in the mathematics textbook under the third curriculum along with a few mathematics workbooks. In foreign textbooks, even and odd numbers were introduced in Grades 1, 2, or 5, and their related activities varied accordingly. Based on these findings, this study discusses the implications for the teaching of even and odd numbers.

• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.23 no.2
• /
• pp.209-214
• /
• 2023

Interest in Edutech increased rapidly during the pandemic. In a situation where face-to-face classes are impossible, Edutech has become an important issue for schools and the public. Therefore, this study reviewed newspaper articles in Edutech of major daily newspapers nationwide, analyzed the main contents, characteristics, and issues of discourse on this, and explored tasks. Edutech discourse initially emphasized most of its usefulness as an educational tool, but new issues emerged during the pandemic. Beyond the use of new technology, how to induce and sustain learners' will become an issue and remain a task. In addition, as a public education, securing fairness in school records and evaluations and protecting the personal information of related people became sensitive issues. In applying Edutech, the problem of preferential treatment for any technology company has also become controversial. This issue is an area other than technology, but it remains a task in the edutech problem.

• Journal of Korean Home Economics Education Association
• /
• v.19 no.4
• /
• pp.91-117
• /
• 2007

This study was to compare the contents and practical problems addressed, the process of teaching-learning method, and evaluation method of Korean Home Economics curriculum and of the Oregon and Ohio's Practical Problem Focused Family & Consumer Sciences Curricula. The results are as follows. First, contents of Korean curriculum are organized by major sub-concepts of Home Economics academic discipline whereas curricular of both Oregon and Ohio states are organized by practical problems. Oregon uses the practical problems which integrate multi-subjects and Ohio uses ones which are good for the contents of the module by integrating concerns or interests which are lower or detailed level (related interests). Since it differentiates interest and module and used them based on the basic concept of Family and Consumer Science, Ohio's approach could be easier for Korean teachers and students to adopt. Second, the teaching-learning process in Korean home economics classroom is mostly teacher-centered which hinders students to develop higher order thinking skills. It is recommended to use student-centered learning activities. State of Oregon and Ohio's teaching-learning process brings up the ability of problem-solving by letting students clearly analyze practical problems proposed, solve problems by themselves through group discussions and various activities, and apply what they learn to other problems. Third, Korean evaluation system is heavily rely on summative evaluation such as written tests. It is highly recommended to facilitate various performance assessment tools. Since state of Oregon and Ohio both use practical problems, they evaluate students mainly based on their activity rather than written tests. The tools for evaluation include project documents, reports of learning activity, self-evaluation, evaluation of discussion activity, peer evaluation in a group for each students for their performance, assessment about module, and written tests as well.

• Journal of the Korean School Mathematics Society
• /
• v.23 no.3
• /
• pp.259-276
• /
• 2020

The purpose of this study was to identify how didactic transposition (teaching and learning methods) has occurred and developed in the teaching of graphs in elementary school mathematics textbooks for third and fourth graders according to the previous and current curricula. In this study, we analyzed the lesson units on bar graphs and line graphs in mathematics textbooks for each curriculum, from the fifth curriculum to the 2015 revised curriculum. We also investigated the implication of statistics education deriving from didactic transposition (teaching and learning methods). We found that the timing of teaching bar and line graphs was rarely changed as the curriculum has changed. In addition, the use of technology was not actively implemented in school statistics, although the curriculum emphasized the use of technology in statistical education. Lastly, the textbooks did not address the variability and distribution of data and the sample or sampling process, which are significant statistical concepts. Based on the findings of this study, we suggest how to teach statistical graphs and what to consider for the next mathematics textbook.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2012.11a
• /
• pp.1739-1741
• /
• 2012

국가 교육과정에서 컴퓨터 하드웨어만을 교과 내용으로 하는 최초의 과목은 4차 교육과정 시기 중공업 계열 고등학교에 신설된 '전자 계산기 구조' 과목으로 현재의 '컴퓨터 구조' 과목에 해당된다. 컴퓨터 구조 과목의 교과 목표는 학습자가 컴퓨터의 구조와 동작 원리를 바르게 이해하고 컴퓨터를 효율적으로 활용할 수 있도록 하는데 있다. 교과 목표를 위해서는 교과서의 내용이 정확해야 하고 현재의 컴퓨터 구조를 바르게 반영하고 있어야 한다. 본 연구에서는 공업 계열 고등학교의 컴퓨터 구조 과목에 제시된 연산 장치 영역 내용의 문제점을 컴퓨터 구조 전문 서적과의 비교를 통해 파악해 보고자 하였다. 연구 결과, 교과서의 연산 장치 영역에는 정확성과 일관성이 결여된 개념 정의와 현재의 CPU 구조를 반영하지 못한 내용이 포함되어 있었다. ALU와 연산 장치에 대한 설명이 교과서별 상이하였고, 연산 장치의 구성 요소들은 현재 사용되고 있는 CPU 구조를 바르게 나타내고 있지 않았다. 이러한 문제점들은 컴퓨터 과학의 역사적, 기술적 고찰을 통해 개선될 필요가 있다.