• Journal of The Korean Association of Information Education
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• v.19 no.4
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• pp.545-556
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• 2015

2015 Software Education Guidelines aim to foster the capacity to solve the problem by extending the learners ICT literacy. However, this guidance does not include ICT literacy education content. This study develop a model curriculum on information ethics and creation tools for elementary school students. And 7 levels of learning contents and achievements on information ethics and creation tools are proposed in this study.

• Journal of The Korean Association of Information Education
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• v.19 no.4
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• pp.459-466
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• 2015

The content of software education for elementary school students in the 2015 revisions to the national curriculum are not sufficient because class time dedicated to software education has been limited to 17 hours in fifth and sixth grades. In this study, I developed the algorithm and programming model for Korea. I analyzed domestic and international software education curricula as well as training platforms, such as Code.org, Blockly Games, and Entry. The suggested algorithm and programming framework is known as the Rainbow system, which is divided into 7 steps, 14 criteria, and 3 content areas--understanding the algorithm, the actual programming, and evaluation of the program. Using the Rainbow system, once students have completed a level they can be promoted to the next stage, regardless of their grade.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.2
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• pp.488-504
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• 2015

The purposes of this research are to analyze and compare curriculum of vocational high schools. In order to complete the purposes, the method of curriculum document analysis was used. Analysis subjects are Meister high schools, Technical high schools and Electronic high schools operating electron-related departments in Daegu and Gyungsangbuk-do. The conclusions of this research are as follows: Firstly, the educational goals of the vocational high schools were largely to educate professional men. The educational goals of vocational high school need to be improved in terms of high school's general educational goals and character education. Secondly, curriculum of vocational high schools consists of general subjects and specialized subjects and the rates of them vary according to region and school type. Thirdly, there were various general subjects by region and school type. Each school needs to organize the subjects to suit the progress of their students and graduates. Finally, there is a need to review the scope and sequence of specialized subjects.

• The Korean Fashion and Textile Research Journal
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• v.17 no.5
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• pp.754-769
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• 2015

Global sourcing refers to activities performed to acquire materials, finished products and apparel production all around the world. The purposes of the study were to examine basic job requirements and primary skills of sales team and supporting team in global sourcing companies, to investigate educational programs provided by the companies or other educational institutions, and to examine courses to be newly established in the curriculum of clothing and textile majors. The results of the study found that the ability to use English and communication skills were important to perform their tasks (sales and supporting teams). The results revealed that fabric and textile, sewing, and apparel production process were the most frequently taken educational programs provided by global sourcing companies and English classes were the most frequently taken educational programs in the other educational institutions. The results also found that the clothing and textile curriculum need to add classes that help sales and supporting teams perform global sourcing tasks, such as fashion practical English, fabric and textile, apparel production processes, textile and apparel trades, fiber and fabric testing, and presentation skills. The study suggested educational directions for developing curriculum contents of clothing and textiles and cultivating professionals in the global sourcing industries.

• Journal of Practical Engineering Education
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• v.7 no.1
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• pp.67-76
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• 2015

National Competency Standard (NCS) is a national standard for competencies which are required of an employee to achieve his job successfully. For a university with four-year course, since there is no plan to redesign its subjects by applying NCS and some issues with regard to industrial aspects consistently incur, it should be verified that NCS can be applied to the curriculum of a university following the introduction to new National Qualification Test with the progress evaluation based on NCS. Thus, in this paper, we show the feasibility of applying NCS to the curriculum of a computer engineering department and present the redesign to curriculum using NCS.

• Journal of Digital Contents Society
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• v.16 no.1
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• pp.53-61
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• 2015

Recently a demand for student-centered creative design education is rapidly growing, but well organized design curriculum and design practice complex are not established properly in most universities. In this paper, we present a scheme for design-centered engineering curriculum and a method to build a design practice complex for creative design education which it is currently attracting a lot of interest in engineering education. Based on the analysis of the conventional curriculum of electronic engineering, a new curriculum and a design practice complex that is suitable for enhancement of professional practice capability and by which an effective engineering education through introductory design, element design and advanced design steps can be performed is described.

• Journal of the Korean School Mathematics Society
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• v.25 no.1
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• pp.19-38
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• 2022

This study aims to find ways to improve the statistics education policy in Korea for the future based on the results from examining the high school statistics curricula in Korea and New Zealand. The statistics curriculum in New Zealand was analyzed comparatively with the corresponding contents of the probability and statistics domain in the Korea 2015 revised national mathematics curriculum. The analysis centered around achievement goals and key ideas of each of the two curricula. This comparative analysis provides implications on finding a direction in line with the global trend in the curriculum for statistics education and ultimately for Korea's statistics education for the future.

• Korean Journal of Mathematics
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• v.23 no.4
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• pp.643-654
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• 2015

This study analyses the cross-application system, one of the diversified college admission processes, based on the entrance examination system by the reorganization of the education curriculum. In addition, this study suggests an improvement direction of mathematics education for students who cross-apply by comparing and analysing academic results in Calculus for those students entering universities through the cross-application system.

• School Mathematics
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• v.18 no.2
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• pp.349-373
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• 2016

Comparison of curriculum between various countries is a major research method for studying a course and content quoted on Korea's national curriculum. Therefore this research focuses on comparing and analyzing a new curriculum which Australia has announced on 2012 and conducting since 2015. From this research result, we found that Australia's curriculum achievement shows some unique characteristics. Such examples can be dealing a concept with real life context and proposing a mathematical content specifically. Also they introduce the definite integral by defining to the sum of series. There are other characteristics such as modelling motion, and numerical integration which Korea's highschool curriculum achievement doesn't deal with, and the content of vector calculus is handled more deeply. As a result of analyzing Australia's textbook, it fully deals with the supplementary notion to help understand mathematical definition. Hence further research will be needed later on to relieve the aspect of cognitive burden on Korean learners.

• The Korean Journal of Emergency Medical Services
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• v.19 no.2
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• pp.83-97
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• 2015

Purpose: Although appointed as a national competency standards (NCS) based reserves department, the department of emergency medical technology, an NCS-based emergency department, is mainly focused on subject deduction for a NCS-based curriculum. Methods: Job models were formed and verified by combining the competency unit of NCS and the duty of Developing a curriculum (DACUM) based on the development procedure indicated in the guidelines for a NCS-based curriculum. The mapping method of the subject was performed by deducting necessary competency units (duty) and competency unit elements (task) by connecting with the composition items of NCS and DACUM. Results: Job models combined with job analysis for the NCS and DACUM were reduced to 13 competency units (duty) and 79 competency unit elements (task). A modified method such as the 1:N method was mainly applied as a subject-matching method with consideration of the competency level and size of the competency unit. Conclusion: It would be a desirable direction to develop a NCS-based curriculum in the center of the practice subject in consideration of the size of the competency unit and competency level of the competency unit element. The existing curriculum should be promoted as a field-oriented curriculum at the complementary level.