• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.1-8
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• 2023

The purpose of this study was to examine the achievement of nursing program outcome among nursing students. Data were collected from December 7, 2021 to November 28, 2021, using a questionnaire for 141 fourth-grade college students in G-gun and C-city. The collected data were analyzed using SPSS WIN 23 with limits, mean and standard deviation, t-test, and ANOVA. Results of the Study As for the program outcomes of nursing students' undergraduate degree program in nursing, Understanding the legal and ethical standards of nursing practice was the highest at 4.61 points and Global perception scored the lowest at 3.80 points. It was found that the higher the satisfaction with the department of nursing and the satisfaction with college life, the higher the program outcome achievement. Based on the research results, it is necessary to develop and apply a plan to improve by developing and applying curriculum and extracurricular activity programs in order to improve the global perception program outcome of the graduating year.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.569-594
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• 2010

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out several research as follows : 1) establishment of observation elements for selecting examples of good mathematics instruction between 2001 and 2002, 2) development of the standards on teaching evaluation between 2004 and 2006, and 3) investigation on the elements of Pedagogical Content Knowledge including understanding of learners between 2007 and 2008. The purposes of development of mathematics teaching evaluation standards through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those three studies (namely, evaluation standards) focused on the teacher knowledge of learners' understanding. For this purpose, the meaning of learners' understanding was also investigated in-depth. Finally, the concrete elements on teaching evaluation focused on the teacher knowledge of learners' understanding in math class were new developed, based on the literature reviews on learners' understanding. Then, those evaluation elements were developed according to the five domains of learners' understanding such as evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies.

• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.241-263
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• 2011

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out several research as follows : 1) establishment of observation elements for selecting examples of good mathematics instruction between 2001 and 2002, 2) development of the standards on teaching evaluation between 2004 and 2006, and 3) investigation on the elements of Pedagogical Content Knowledge including ‘teaching and learning methods and assesment' between 2007 and 2008. The purposes of development of mathematics teaching evaluation standards through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those three studies (namely, evaluation standards) focused on the knowledge of 'teaching and learning methods and assessment'. For this purpose, seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. According to those seventh evaluation domains, elements on teaching evaluation focused on the knowledge of 'teaching and learning methods and assessment' were established.

• Journal of Korean Society of Rural Planning
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• v.20 no.3
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• pp.131-141
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• 2014

This study aimed at setting up the grading indicator standards on development stages for phasing the continuous development process. To achieve the objective of this study, after referring to the proposed cases derived from the reference analysis, the development stages were classified. Also grading criteria of indicators according to development stages were established through the statistical analysis and expert group checking. Development stages of rural village were stepped into 4-stages through the reviews and analysis of reference literature ; preparation-entry-development-advanced stage. Reasonable achievement level of each development stage was established by considering the necessary development period and benchmarking reference target together. On the basis of these clear stepwise development phases, the grading criteria were proposed for determination of the incumbent development stages.

• Journal of the Korean earth science society
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• v.27 no.7
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• pp.730-744
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• 2006

The United States curriculum reform movement has recently started in each area of science education. The initiatives on curriculum reform stem from a notion that the low rate of science curricula offered in schools has been a serious problem. The schools in the United States are not only facing a lack of offerings within science curricula but also low enrollment in science courses, especially in physics, chemistry, and earth science. This trend resulted in low performances on international achievement tests including TIMSS and PISA. This paper introduces the efforts to solve existing problems through curriculum reform; including ChemCom, BioCom, EarthComm, and Active Physics. In this paper, a discussion is presented to show how the curricula can help address the status quo in science education. More specifically, this paper focuses on curriculum reform in high school earth science (EarthComm), providing a closer look at the scope and sequence of the reform movement. EarthComm was chosen because it was released based on the development of the National Science Education Standards (NRC, 1996). Consequently, EarthComm became a curriculum that espoused the visions of the Standards, which has been guiding the reform of the US curriculum. At the end of this paper, two research outcomes of the EarthComm curriculum implementation in schools are discussed in terms of student learning and differences from conventional curricula.

• Journal of architectural history
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• v.8 no.3 s.20
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• pp.75-89
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• 1999

Under the WTO system, global standardization of professionalism in architecture practice calls for transformation of curriculum in architectural education in Korea. This paper compares the curriculum standards of international accrediting authorities such as NAAB and RIBA based on UIA accord which defines fundamental knowledge and abilities of an architect. As a result this paper extracts 51 achievement oriented criteria of architectural education in Korea. It can be categorized as communication, design, cultural context(history and theory, human behavior and social aspects), technical systems(structural systems, environmental control systems, construction material and assemblies) and practice(project process, project economics and business management, laws and regulations). Based on this recommended Korean curriculum standards, current curriculum is analyzed focusing on the 5 architectural programs in Seoul. Through this analysis, it became clear that some area - social and economic aspects in architecture, sustainability in architecture, understanding and selection of construction material, assemblies and environmental control system, recycling of existing building, professional liability, professional rules of conduct, project economics and project management - need to be covered and emphasized to meet the international standards in professional education in architecture. The result in this paper will be used as a basic data in the process of finding the direction of restructuring curriculum for professional architectural education in Korea.

• Journal of Science Education
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• v.39 no.2
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• pp.239-254
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• 2015

The aims of this research were to analyze and compare verbs in the contents of the 7th, 2007, and 2009 revised national curriculum for elementary and middle school science. After the investigation of 1383 verbs in description of achievement standards and inquiry, we found that 'to know'(15.0 %) in elementary school and 'to understand'(24.2 %) in middle school were the most frequently used ones, totally in these three curriculums. In the 7th national curriculum, frequently used verbs in elementary school were ones related with inquiry such as observation, investigation and so on though 'to understand' had the most common verbs. Secondly, 'to explain' ranked top among verbs in the 2007 revised national curriculum. It showed some possibility of influences of the discussion-oriented situation at that time. Finally, however, in 2009 revised national curriculum, 'to know' and 'to understand' occupied the first and second portion of the verb distribution. In addition, 'to understand' and 'to observe' were used evenly through three curriculums but the portions of 'to know' increased through curriculum revisions. Some implications and discussions were also added with suggestions for further researches.

• The Journal of Korean Association of Computer Education
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• v.21 no.5
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• pp.11-23
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• 2018

In order to cultivate human resources to live in the 4th industrial revolution era, software (SW) education became mandatory in the 2015 revised curriculum. Furthermore the science mathematics informatics education promotion law was enacted to emphasize the importance of software convergence education. Therefore, it is necessary to study how to converge and educate mathematics and science with software education to solve problems in real life and various disciplines. This study is to find the directions and effectiveness of software convergence education through content analysis of the software mathematics science convergence teaching and learning materials, which are recently developed and distributed by the Ministry of Education et al. The results of this research are expected to suggest implications to future researches about software, mathematics and science convergence education.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.579-598
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• 2011

In this study, the 2011 elementary school mathematics curriculum was analyzed compared to the 2007 elementary school mathematics curriculum with a focus on changes in specified learning topics. First, the topics which are dealt with in the 2011 curriculum were critically discussed. Second, prominent features which can be found in learning topics in 2011 curriculum were found. The following three conclusions which can be obtained from above analyzed results were presented. First, system for curriculum development is necessary to supplement. The process of draft development for public hearing and final curriculum development is not exposed anywhere. It is necessary to clean up and disclose this process in order to study and develop next curriculum. Second, it is necessary to modify the way of stating in curriculum. it is necessary to specify and use the expressions to some extent the meaning of which are not sufficiently established and the meaning of which are ambiguous. Third, the achievement standards set by 2011 curriculum needs to be consistent. The principles for stating achievement standards are necessary. it is necessary to review the link between elementary and middle school curriculum is well-made.

• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.105-124
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• 2022

The contents of fraction division in textbooks are important because there were changes in situations and problem solving methods in textbooks according to the revision of the curriculum and the contents of textbooks affect students' learning directly. So, this study analyzed the achievement standards of the curriculum and formula types and situations, and the introduction process of non-standard and standard algorithms presented in Korean mathematics textbooks. The results are follows: there was little difference in the achievement standards of the curriculum, but there was a difference in the arrangement of contents by grades in textbooks. There was a difference in the types of formula according to textbooks. And the situation became more diverse; recent textbooks have changed to the direction of using the non-standard and the standard algorithm in parallel. In conclusion, I proposed categorizing rather than splitting the types of fraction division, the connection of non-standard and standard algorithm, and the need to prepare methods to pursue generalization and justification according to the common characteristics in the process of introducing standard algorithm.