• The Journal of the Korea Contents Association
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• v.20 no.6
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• pp.498-509
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• 2020

The purpose of this study was to investigate the teachers' and parents' perceptions on the 2015 revised national curriculum, which integrated humanities and sciences. In order to do so, 102 high school teachers and 68 high school parents were surveyed on their understanding of the 2015 revised curriculum including core competence, student-participatory class, and process-oriented assessment. The results are as follows. First, the teachers had a higher understanding of the purpose, contents, and major revisions of the 2015 revised curriculum than the parents. Second, among the core competencies presented in the revised 2015 curriculum, both teachers and parents considered communication, community and self-management competencies important. Third, both groups said that student-participatory classes and process-oriented evaluation has increased since the implementation of the 2015 revised curriculum. Based on these study results, suggestions for successful operation of the 2015 revised curriculum and future research were discussed.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.183-192
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• 2021

As part of the second-year monitoring study on the implementation of the 2015 revised science curriculum, this study investigated high school science teachers' perception and realization of instruction and assessment of elective courses to derive measures to settle and improve the science curriculum. A total of 244 high school science teachers responded to the survey questionnaire, and 9 teachers participated in interviews. In survey results, science teachers are contemplating ways to increase students' science competencies and their participation in classes, but still, lecture-oriented classes are most often used in their teaching. Regarding assessment, teachers responded that there were positive changes in all of the questions related to process-based assessment (PBA). Regarding the difficulty of managing science elective courses, teachers most often selected increased numbers of subjects being covered, overload of work, and the burden of restructuring classes considering various ways of teaching and assessment. Through in-depth interviews, teachers argued the difficulty for Science I courses to emphasize student participatory classes compared to integrated science, and the difficulty to implement student participatory classes for Science II courses, which are mainly placed in the third grade. Teachers also argue that it is necessary to secure time to implement PBA in science elective courses, and that there is no need to implement PBA for the science experiment since there are no tests on the SAT. Based on the results of the study, discussed in the conclusion are support plans for the settlement of PBA in elective courses, and the need for in-depth analysis of the direction and cause of student participatory classes and PBA at the school.

• Cartoon and Animation Studies
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• s.45
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• pp.451-477
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• 2016

The changes in media environments have impacted on the ways in which knowledges are formed and transmitted and therefore the relevance of the traditional school subjects have been increasingly questioned. In this context, the discourses of the reformation of the 21st century schooling have focused on convergence education and media literacy education. Therefore, it is worth paying attention to the fact that the practices of transdisciplinary integrated curriculum focusing on digital media content are grown voluntarily in schools. This research is a case study of a convergence educational project that was initiated by a middle school teacher who designed and implemented a unique program of the transdisciplinary class of Korean focusing on reading webtoons with the linked program of a 'Book Club Activity' that was a part of 'Creative Experiential Activitites'. Based on the analysis of the documents, participatory observation of a main event and the interview with the teacher, this article discusses how the webtoon-focused convergence education project might have achieved meaningful connections between a subject-focused learning and a creative experiences-focused learning; between in and out of school learning spaces; between the real and imaginative worlds; and between the boundaries of the popular culture and the arts. The main finding of the research can be summarized as follows: Firstly, webtoon as the subject of the study can be an effective medium of transdisciplinary integrated curriculum. Secondly, the convergence project based on webtoons can create meaningful learning spaces in and out of school environments in terms of creating more learner-participatory learning culture as well as connecting students' everyday lives, popular arts and their learning about culture. Another important finding of this research is the rediscovery of the teacher's role in terms of mediating the voices of students as readers in the process of constructing and implementing the integrated curriculum.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.1
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• pp.22-29
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• 2012

Students have to effectively get lots of knowledge and technique for practical education. Usability is one of the most important factors that have to be considered for user-centered design. Students who study design have to recognize the importance of usability and learn the method of problem solving considering usability. For this, the application of project-based and participatory learning for usability education was studied. Study team was organized including graduate, undergraduate, and high school students. Students team identified a research topic, and then studied the topic. Usability evaluation and design improvement was performed in this study. Students could learn usablity evaluation method and design method through the process.

• Journal of Korean Academy of Nursing
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• v.25 no.1
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• pp.156-163
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• 1995

이 연구는 간호사의 보건정책과 정치에 대한 미래지도력을 향상시키기 위한 방법으로써 한국의 4년제 간호학과에서 가르쳐야할 보건정책과목을 상세하게 제시한다. 새로운 보건정책과목 개설을 위한 기초작업으로써, 미국 간호사들의 정치와 정책참여에 대한 사례를 열거하고 어떻게 간호사들이 정책에 참여하고 영향력을 발휘 했는지를 서술한다. 특히 Oregon plan과 지역사회 중심으로 형성된 연합체제와 간호정책 분석가의 역할이 소개된다. 간호사들의 사회 정치 진출의 한 방법으로써 간호교육에서의 보건정책과목의 필요성과 중요성이 언급되며, 미국의 4년제 간호대학 학부과정, 석사과정, 박사과정에서 가르쳐지는 보건정책 과목이 소개된다. 간호정책 전문가로써의 등용문으로 알려 진 Robert Wood Johnson Health Policy Internship과 Fellowship이 소개한다. 미국간호사들의 보건정책 참여방법과 현재 가르쳐지는 보건정책과목의 장점을 토대로 하여 우리의 실정에 맞는 간호학생을 위한 보건정책 과목이 제시되어진다. 보건정책과목의 목적과 내용이 자세히 서술되어지고 역동적인 실습과정이 소개되어진다. 또한 학과목으로 정착되기 위해서 필요한 새로운 전략이 서술되어 진다.

• Proceedings of the Korean Information Science Society Conference
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• 2010.06b
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• pp.260-264
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• 2010

본 연구는 2010년 전국 정보과학기술(IT) 영재교육을 위한 학생 선발 과정을 중심으로 과거의 선발 과정과 차이점을 비교해보고, 정보과학기술에 관심이 있는 교육생을 대상으로 모집된 결과로 부터 성별, 지역별, 학교별 분포를 분석하였다. 분석결과에서 남학생과 여학생의 비율이 1 : 0.29로 나타났는데 이는 남학생보다, 여학생이 정보과학기술을 접하기 어려운 분야로 인식하고 있다는 것이다. 두 번째로, 지역별 분포비율을 조사한 결과 부산지역이 가장 많은 관심 비율을 보이고 있었는데, 이는 부산에 한국과학영재학교를 비롯한 부산광역시 교육청 산하 정보영재교육원과 같은 정보영재교육의 참여도가 많은 학생들이 지원한 것으로 보인다. 세번째, 중학생과 고등학생의 비율을 분석한 결과 중학생이 고등학생보다 약간 우위를 가지는 것으로 확인되었다. 이는 좀 더 일찍 자신의 적성에 적합한 영재교육의 혜택을 경험해보기 위해서이며, 학업의 내용이 학교 교과과정에만 관심이 있는 것이 아니라, 자기계발을 위한 학부모와 학생들에 관심이 높아지고 있음을 알 수 있다. 또한 국가적 IT 브랜드의 위상이 높아지고 IT의 발전이 학생들에게 많은 영향을 주었다고 본 연구에서는 판단된다. 정보과학기술 영재교육의 학생 선발 방식이 새롭게 전환되면서 무엇보다도 전국의 많은 학생들이 IT영재교육원의 교육 혜택을 받게 되었다는 점과, 많은 학생들이 온라인 교육을 통해서 소셜 커뮤니티를 형성하여 창의력과 자기계발 잠재력을 키울 수 있는 계기가 되었다는 점에서 큰 의미가 있다고 할 수 있다.

• School Mathematics
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• v.17 no.2
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• pp.355-376
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• 2015

This study aims to inspect the effect of the yungbokhap education on the development of students' mathematical competence by analyzing students' mathematical discourse in math-based yungbokhap instruction designed by Moon(2014). Specifically, this research focused on the analysis of students' participation structure. The reuslts shows that the students' competence for mathematical communication and inquiry has been improved through the instruction. In particular, the students were increasingly engaged with consensual talk. Also, in the beginning stage, the students tended to unconditionally criticize for others' mathematical opinion. Through the class participation, they gradually developed the competence to express their mathematical ideas to their peers with reasonable mathematical bases. These results suggests that the mathematics-based yungbokhap instruction has positively contributed to the improvement of students' mathematical competence. Based on the results, this paper presented implications for mathematics-based yungbokhap instrcution.

• Journal of Engineering Education Research
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• v.10 no.4
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• pp.43-57
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• 2007

The paradigm of engineering education has evolved from subject-centered learning to student -centered learning. In particular, instructional laboratories can be an essential part of studentcentered learning. The curriculum of instructional laboratories in the departments of materials science and engineering, Yonsei University has been investigated. Student surveys on thecurriculum were also carried out. The curriculum was found to develop after reforming it on the basis of student-centered learning. Student feedback reflects that the new curriculum promoted student's active learning and that student's needs of instructional laboratories were considered in the curriculum.

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.771-776
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• 2005

The purpose of this study is to survey the status of the 7th elective-centered curriculum and find problems in operating the system. 485 students in the tenth and eleventh grade were randomly selected as subjects. The results are as follows. (1) Among the students, 29% of them selected their science subject without considering their future jobs, 48% did it without enough overview of the system, and 25% did without clearly understanding the details the choice centered curriculum. (2) Among the students who participated in the survey, 65% of them showed positive responses concerning the needs of individual choice centered curriculum and 96% said it increased their participation in class. However, only 39% believed that operating this type of curriculum is realistically possible. (3) 89% of students selected their science subjects accordingly with the college preparatory courses and 14% selected based on their hopes. (4) The percentage of science subjects chosen are 40% for chemistry, 25% for biology, 22% for Physics, and 13% for earth science, but 74% of students wanted to change their choices. These results showed that students recognized the object of the 7th curriculum, but selected science subjects as a means of getting into college entrances, rather than carefully considering their future and aptitude.

• Journal of Science Education
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• v.35 no.1
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• pp.102-118
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• 2011

In this study the authors developed the practice-centered science camp program which was based on the review of out-of-school scientific activities and the standards of HASA (Hands, Head and Heart At Science Activity) curriculum emphasizing on hands-operated skills. After applying this science camp program we confirmed the validity of the program based on the students' responses at the camp. Using students' reports written during the camp and their essays written on the web-site after camp, we analyzed students' responses into four categories; knowledge, inquiry, hands-operated skills, and scientific attitudes. Also we evaluated the components of the science camp programs and students' perception of science and science-related attitudes using a questionnaire before and after the camp. In terms of contents and activities for the development and application of science camp, our result showed that the science camp program should be complemented to connect real life with high-tech science and include more activities related hands-operated skills and competition activities evoking constructive competitive spirits. In conclusion, we can infer that the agencies which take parts of the national policy enterprise related science education, such as Scientific Education Research Center, must develop and specialize science camp program with more competitive human resource system and economic support. Science educators should give more attention on joining school science education with out-of-school science education, which might have a positive effect on students' attitudes and participation toward science.