• 한국과학교육학회지
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• 제24권2호
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• pp.202-212
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• 2004

The purpose of this study was to examine the connection among inquiry activities related to 'Metabolism' presented in life science textbooks developed according to the national common basic curriculum. To perform this, the type, process and context of inquiry activities of life science textbooks were analyzed. The number of inquiry activities is gradually increased from elementary to secondary school. As result of analysis, types, processes and skills, and context of inquiry were not balanced according to textbooks and school levels. It is suggested that the framework of evaluating inquiry activities based on curriculum objectives be provided when developing science textbooks. It also implies that teachers need to reconstruct inquiry contents and activities suitable to school situations when they teach in the real fields of education.

• 한국치위생학회지
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• 제9권4호
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• pp.808-823
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• 2009

Objectives : This study was to suggest the basic data to develop the national exam contents for dental hygiene by comparing with those of other country. Methods : Several dental hygiene education course results were reviewed, and analyzed the culture subjects, basic major subjects, educational subjects, national exam contents in 3 or 4 years dental hygiene curriculum. Results : In Korea, grades of culture subjects in dental hygiene curriculum were different between 3 and 4 years education course, mean grades were 10.4, and 34.5 respectively. While there were few different between 3 and 4 years education course, mean grades were 36, and 36.5 respectively in foreign country. In Korea, grades of major subjects in dental hygiene curriculum were similar between 3 and 4 years education course as mean grades of 110, while there were different between 3 and 4 years education course, mean grades were 60 and 80 respectively in foreign country. In Korea, number of major subject was higher in 4 years(n=61) than 3 years(n=54). However, it was lower in 4 years(n=27) than in 3 years(n=33) in foreign country. Total grade number was 129 in 3 years, and 145 in 4 years in Korea, while it was 97 in 3 years, and 116 in 4 years in foreign country. By analyzing 3 years education course, culture subject was 9.5%, basic health was 11.2%, oral biology was 11.2%, clinical dentistry was 20.7%, public oral health was 10.4%, oral hygiene care was 35.9%, management of dental clinic was 9.4%, education was 2.8% in Korea. In USA, dental hygiene examination contains practice work as major part, while theory was thought of as most important things in korea. Conclusions : It is necessary to improve learning course of dental hygiene curriculum on the basis of other country's system, and then it could be possible to development of good quality's national examination contents, thus good quality of dental hygiene personnel would be turned out in Korea.

• 과학교육연구지
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• 제45권1호
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• pp.129-141
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• 2021

학부 수준의 의학교육 체제가 변화됨에 따라 최근 많은 의과대학은 의과대학 소속으로 의예과 교육과정을 운영하거나 개발하여 운영하고 있다. 의예과 교육과정은 의학과 교육과정에 맞추어 시기와 수준에 따라 설계되어야 하겠지만, 기초과학 관련 교과목에 대한 기준이나 근거에 대한 논의가 없었다. 이에 본 연구는 대학수학능력시험 과학탐구의 교과목인 물리I, 물리II, 생명과학I, 생명과학II, 화학I, 화학II를 검토하여 키워드를 분석하여 의과대학 학생을 대상으로 요구조사를 실시하였다. 요구조사는 기억정도와 중요도의 평균, 평균차이, Borich 요구도, LF를 활용하였으며, 그 결과 76개의 키워드로 수렴되었다. 본 연구결과는 의예과 교육과정에서 기초과학 관련 교과목 개발에 기초자료로 활용될 것으로 기대한다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제22권4호
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• pp.399-416
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• 2008

우리는 제7차 교육과정에서 생산된 많은 문제점들을 대학이 어떻게 수용해야하는지에 대한 고민을 가져 왔다. 이러한 장면에 우리가 유연하게 대학이 대처하고 시대적 조류에 맞는 교육과정의 운용을 위한 방법을 제시한다.

• 한국생활과학회지
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• 제20권1호
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• pp.183-194
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• 2011

The main objective of this research was to investigate the Korean food (Hansik) Curriculum of Culinary Art & Science related department of mainly four-year universities in Korea. To accomplish this study, we performed an analysis regarding curriculum data from the homepage of nine universities. The method of this research was conducted by content analysis. The classification according to content analysis was conducted to 1) current status regarding Korean Food related curriculum, 2) a study on the Korean food related theoretical curriculum, and 3) a study on the Korean food related practical curriculum. As a result of this study, the most common opened curriculum was 'a study on the Korean food related practical curriculum'. The largest curriculum among 'a study on the Korean food related practical curriculum' was the Korean cooking skill of basic and intermediate. The following curriculum was the Korean traditional and royal cuisine related curriculum. These two curriculum were found based on data of Culinary related departments of mainly four-year universities in Korea. To summarize these results, in the cases of the general culinary-related departments, Korean food-related classes will need expansion. In addition to Korean food-related departments, increasing the opening of classes to learn regarding Korean foods will be needed.

• 대한치위생과학회지
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• 제2권1호
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• pp.41-50
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• 2019

Education should consider the social consensus that changes according to the times and the social environment, and it is also necessary to consider the technically useful subjects. We collected and reported the 4-year course curriculum of dental hygiene when Korean dental hygiene education has continued over 50 years. Each 4-year course curriculum was collected by searching each university website, or requested by email. The curriculum of 23 among 27 schools was collected. According to the classification of dental hygiene in the dental hygienist national examination classification or the Korean society of dental hygiene science, the subjects of the course were divided into clinical dental hygiene, clinical dental treatment support, basic dental hygiene, social and educational dental hygiene, and collected 23 curriculum courses. The average major curriculum was 104.9 credits and the average number of subjects in major courses was 34.3. The average subjects' number of clinical dental hygienic courses was 33.9 (37.5% of the total major credits), clinical dental treatment support was 30.6 (30.2% of the total major credits), basic dental hygiene was 21.8 (20.8% of the total major credits), and social and educational dental hygiene courses was 13.6 (13.0% of total major credits). Integrated subjects' name in clinical dental hygiene was used in all schools of the survey, such as clinical dental hygiene education (and practice), comprehensive dental hygiene education, and integrated dental hygiene. There were 13 schools (56.5%) that use the integrated name in clinical dental treatment support, such as clinical dentistry. There were 14 schools (60.9%) to open dental clinic management, and 22 schools (95.7%) to open national health insurance claims. The basic dental hygiene curriculum maintained the title of each subject and social and educational dental hygiene education was established in most schools, such as community dental health, oral health statistics, and oral health education. Other subjects were English conversation in dental clinic (8 schools) education, clinical dental treatment support, basic science in dental hygiene, social and educational dental hygiene. We knew the clinical dental hygiene and clinical dental treatment support were changing into the integrated subjects, and most schools run dental hygiene research.

• 의학교육논단
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• 제19권2호
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• pp.70-75
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• 2017

In order to adapt to the rapidly changing medical environment, it is important to advance not only the basic medical education in medical schools but also that of residents. The quality of the training environment and educational goals for residency must also be improved for specialists. Although each institute including internal medicine, general surgery, family medicine, etc., strives to standardize, sets educational goals, and develops content to train capable specialists, the education programs focus on special techniques and competency of medical care for patients. The training environment of each residency program is different in each trainee hospital, and hospitals are making an effort to set education goals for the residents and improve their education programs. In Korea, there is no common core education program for residents, while in the United States, the Accreditation Council for Graduate Medical Education is responsible for the development and evaluation of a standardized curriculum for residents, and in Canada, CanMEDs presents a basic curriculum to help residents develop competency. Fully capable specialists have more than just clinical competency; they also need a wide range of abilities including professionalism, leadership, communication, cooperation, in addition to taking part in continuous professional development/continuing medical education activities. We need to provide a core curriculum for residency to demonstrate attention to and knowledge about health problems of the community.

• 한국임상약학회지
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• 제10권1호
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• pp.42-49
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• 2000

The undergraduate curricula of the twenty pharmacy schools in Korea were analyzed in order to find out the relationship between the Korean Pharmacist Licensure Examination (KPLE) and the Pharmacy Education. The results of this survey indicated that the Pharmacy Education was highly related to KPLE. During the 1999 academic year, there were 1,853 undergraduate courses offered by the twenty pharmacy colleges excluding pre-pharmacy courses. Of the total courses 73\%$ were related to the twelve subject of KPLE. Eighty percent were related to the basic pharmacy. Only $13\%$ were related to the pharmacy practice. The courses related to the Medicinal Chemistry were 16\% of the basic pharmacy courses. The numbers and the names of the subjects of KPLE have not been change during the past 3- years. Recently, the names of the subjects of KPLE have not been changed during the past 30 years. Recently, the National Health Personnel Licensing Examination Board advised to change the courses from the drug-oriented curriculum to a practice-oriented one. Therefore, it will be better that the curriculum of the undergraduate pharmacy program to be re-organized focusing on the divisions of the courses, not on the name of the courses. The number of the under graduate courses should be reduced by combining the related courses. The more courses in the field of patient-oriented pharmacy practice are needed to be added to the undergraduate curriculum in order to produce the clinical pharmacists.

• 한국실내디자인학회:학술대회논문집
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• 한국실내디자인학회 2005년도 춘계학술발표대회 논문집
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• pp.255-256
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• 2005

For the students who specialize in interior design irrespective of their color susceptibility, it is prerequisite to precede a systematic curriculum in the first place on how to put the color theory to practical use. Therefore, this curriculum has its purpose to let the students study on how to put to practical use of their understanding of color as one of the finishing materials for interior design. The 16-weekschool days has been segmented into a theoretical study and practical training, This thesis has summed up the basic instance of the color theory, the first of the three basicpractical courses and presented its results to the students. In due course of this curriculum, the students were recommended to pick up one photo image of their selection out of which they could make out color palette based on their analysis of the photo image, so that they could study on how to apply their color palette to a three dimensional space. Firstly, through this course, they could experience the process for a color image that they had so far sensed subjectively and vaguely to become an objective inevitable result. Secondly, they studied on the process of how a two-dimensionalcolor image could be applied for a three-dimensional space. It is significant of this curriculum in the sense that the students become prepared through this study course with essential knowledge applicable to various interior designs in their future.

• 한국치위생학회지
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• 제10권6호
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• pp.1061-1071
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• 2010

Objectives : The purpose of this study is to train talents with high quality in dental hygienists by suggesting problems and proposing basic data available for applying to development in dental hygiene curriculum, through analyzing contents of dental hygiene curriculum. Methods : To analyze curriculum of educational institutions for dental hygienists between America and Korea, it utilized materials that were notified on each university homepage, analyzed documents, analyzed curricular content analysis, comparatively analyzed America's ASDHEP field, and comparatively analyzed Biomedical Science field, dentistry field, prevention and public field, clinical dental hygiene field, integrated curriculum, and teaching course between domestic university and American university. Results : 1. The basic field of ASDHEP was indicated the average credit in 28.6 for 4-year university with establishment and the average credit in 26.9 for 3-year university with establishment. The curricular subject field of ASDHEP except the basic field was indicated the average credit in 29.45 for 4-year university with establishment and the average credit in 30.68 for 3-year university with establishment. The prevention and public field by university was indicated the totally average credit in 27.5 for 4-year university and in 26.2 for 3-year university. The clinical dental hygiene field by university was indicated the totally average credit in 27.5 for 4-year university and in 35.0 for 3-year university. The integrated curriculum was indicated to be established dental hygiene practice(3 universities), dental clinics practice for Dept. of clinical dental hygiene(2 universities), and comprehensive dental hygiene practice(1 university) for 4-year university, and to be established clinical dental hygiene(2 universities), comprehensive dental hygiene practice, dental hygiene practice, and dental clinics practice(1 university, respectively) for 3-year university. Comparing the teaching courses by university, they were established diversely from 8 credits to 2 credits. Conclusions : Seeing the above findings, a plan for dental hygiene curriculum needs to be continuously developed so that dental hygienists can enter upon a professional career. Development in the international standard curriculum proper for global era is considered to be desperately needed.