• Research in Mathematical Education
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• v.16 no.4
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• pp.245-263
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• 2012

The Korean mathematical curriculum has been changed three times during the resent five years. It led to changes in textbook system. In the 2007 revised mathematics curriculum, workbook was developed focusing on student's self-oriented learning, effective practice in differentiated classroom, and mathematics problem solving considering individual difference. This paper examines the characteristics of the tasks and the way the tasks are organized in the textbooks and the workbook in accordance with the 2007 revised mathematics curriculum; comparing with the function section before and after the amendment. Researchers examine whether the textbook and workbook were accomplished the purpose with "cognitive expectation", "level of cognitive demand", "and "response types". Researchers revised framework of [Son, J. W. & Senk, S. (2010). How reform curricula in the USA and Korea present multiplication and division of fraction. Educ. Stud. Math 74(2), 117-142] to make them suitable for the function section at the seventh grade.

• Research in Mathematical Education
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• v.17 no.4
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• pp.243-266
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• 2013

Accompanied with ongoing calls for reform in statistics curriculum, mathematics and statistics teachers purposefully have been reconsidering the curriculum and the content taught in statistics classes. Changes made are centered around statistical inference since teachers recognize that students struggle with understanding the ideas and concepts used in statistical reasoning. Despite the efforts to change the curriculum, studies are sparse on the topic of characterizing student learning and understanding of statistical inference. Moreover, there are no tools to evaluate students' statistical reasoning in a coherent way. In response to the need for a research instrument, in a series of research study, the researcher developed a reliable and valid measure to assess students' inferential reasoning in statistics (IRS). This paper describes processes of test blueprint development that has been conducted from review of the literature and expert reviews.

• The Journal of Korean Physical Therapy
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• v.36 no.1
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• pp.45-51
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• 2024

Purpose: Since core competence-based training is in demand, this study aimed to develop a suitable talent model and major competencies for the Department of Physical Therapy at U University and use it to propose appropriate educational subjects. Methods: This case study was conducted at U university in Gyeongju-si, Gyeongsangbuk-do. To study curricula based on major competence, related documents were analyzed, expert opinions were obtained, and a consumer survey was conducted. Results: U University assigns major competencies for each department, develops subjects accordingly, maps them, and constructs a competency matrix. The four major competencies of physical therapy were defined as musculoskeletal system, nervous system, cardiorespiratory system and sports injury, and physical management abilities. In order to realize these major competencies, U University added subjects to its curriculum. Conclusion: The results of internal and external environmental analysis should be more actively considered to enable changes in subjects at the departmental level. In addition, the setting of major competencies should be subjected to more detailed, specific reviews to maintain the basic principles of major curricula.

• Journal of Korean Library and Information Science Society
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• v.34 no.3
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• pp.33-49
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• 2003

The purpose of this paper is to find out the present status of core courses offered at the Departments of Library and Information Science. For this purpose, the core courses in the curriculum, which were compulsory ones in the 19805, are analyzed. The result shows that there have not been many changes in the core courses offered and that traditional cores of selection, organization, services, administration and information science-related courses are still strongly extant.

• Journal of the Korean Society of School Health
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• v.28 no.3
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• pp.220-228
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• 2015

Purpose: The purpose of this study is to investigate changes in health promoting life style and weight control behavior among nursing students during their two years of college, and to identify the relationship between the changes and their perceived health status. Methods: The subjects were 264 female students in a three-year nursing college in Seoul, Korea. Data was analyzed by paired t-test, Wilcoxon signed-rank test, and multiple logistic regression using SPSS ver.21. Results: Of the six sub-categories regarding health promoting life style, five except spiritual growth showed improvement after two years, but their perceived health status did not change significantly. The number of students who engaged in weight control behavior increased, but there was no change in the number of students who engaged both in weight control and in diet. The group which recorded high scores in perceived mental health status showed 1.2 times greater positive changes in health promoting lifestyle (OR=1.202, p=.023). Conclusion: The results showed although health promoting behavior changed positively throughout the nursing curriculum, physical activities were still low and few students used constructive methods to control their weight. Therefore, it is recommended that nursing colleges build specific programs into their curriculum to correct students' undesirable health promoting behavior.

• Journal of Korean Home Economics Education Association
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• v.6 no.2
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• pp.31-39
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• 1994

The purpose of this study is to investigate the successional process of homemaking education curriculum for elementary and secondary schools in Japan. The findings were as follows: 1. While homemaking education was mainly for the girls in schools before war, it has been developed to required subject for the girls and boys in Japanese schools after war. 2. It is a very specific point that living subject is choosen newly for the lower grads in Japanese primary schools. 3. But it is remarkable that there are both the elective subject for the girls and the elective sub-ject for the boys in Japanese secondary schools. 4. As we investigate the process to study, discuss and revise curriculum according to the changes of social circumstances in Japan, it should be considered a lot for our homemaking education.

• Proceedings of the Korean Institute of Building Construction Conference
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• 2021.05a
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• pp.87-88
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• 2021

Due to the effects of COVID-19 and the Fourth Industrial Revolution, construction engineering education has been required to change. As part of efforts to respond to changes, innovative teaching methods such as team-based learning have been introduced, but specific measures are still lacking. In this regard, this study proposed plans for building construction curriculum operation applied with team-based learning, building construction course operation applied with team-based learning, and building construction course grade evaluation applied with team-based learning. It is expected that the proposed operation plans can be used in educational settings where team-based learning is to be applied in a changing class environment.

• Journal of Korean Classical Literature and Education
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• no.35
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• pp.5-46
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• 2017

This study aims to investigate the context of materials in literature textbooks and the awareness about the educational value of classical literature, as part of an interest in literature education phenomena. This study accepts the premise that textbooks affect the practice of classical literature education and, in particular, materials in textbooks are chosen according to the intentions, demands, and perspectives of education in specific social conditions. I divided the educational value of classical literature into two categories, classical and literary value, and investigated the actual conditions and context of materials of literature textbooks based on the 2009 revised curriculum and the 2011 revised curriculum. Classical literature is generally alienated and excluded; contemporary literature materials are mostly included and organized in the domains of 'the role of literature', 'reception and production of literature' and 'literature and life.' In addition, the tendency to heighten classical value and diminish literary value is deepening. In order to solve the problem that classical literature is only included as the product of the past, changes must be made not just to the curriculum, which are external changes, but to the awareness of the essence of classical literature, which are internal changes. Above all, generality as 'literature' and the sense of distance about space and time as 'classic' should be connected to various relationships which respond to problematic situations and the demands of learners. Based on the relationships, we can expect a rich diversity of contexts and aspects of included classical literature. In addition, an extension of the width and scope of included classical literature is anticipated. The reduction of workload, the advent of the concept of capability and the dissolution of traditional literature concepts are the changes of external environment, which is continuously requiring renewed investigation into classical literature beyond simple appropriateness.

• Journal of vocational education research
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• v.36 no.4
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• pp.57-78
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• 2017

This study aimed to make proposals to develop an apprenticeship program and organize the apprenticeship curriculum by conducting an overall analysis of how vocational education and training high schools participating in the apprenticeship system(apprenticeship schools) organized the apprenticeship program in the school curriculum. To that end, the study analyzed the current state of the apprenticeship curriculum of 33 apprenticeship schools and came up with the following results: First, the apprenticeship class and the general class had a similar relevance between 'departments' and 'areas and goals of student training' and between 'departments' and 'qualifications,' while the apprenticeship class had a higher relevance between 'areas and goals of student training' and 'qualifications' than the general class. Second, both the required and optional competency units of the apprenticeship program were relatively evenly included in the Off-JT and OJT. Third, the competency units of the apprentice program were included in the technical subjects of the 2009 revised curriculum as well as the NCS practical subjects of the 2015 revised curriculum. Fourth, although most of the competency units of the apprenticeship program have a high correlation with the technical subjects of the school curriculum, there were also many schools showing a low correlation. Fifth, although the hierarchy of organizing the competency units of the apprenticeship program by semester was mostly high, there were a considerable number of schools with a low hierarchy. As a result, this study made the following policy proposals: granting a grace period for approval of the changes in the curriculum of the apprenticeship, distributing the matching table before and after the revision of the NCS competency units, organizing subjects not included in the national curriculum, creating subjects specialized for companies, and monitoring and consulting the curriculum of the apprenticeship schools.

• Journal of Science Education
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• v.45 no.1
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• pp.1-10
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• 2021

In this study, we analyzed the relationship between the physical science domain of TIMSS 2019 and the Korean science curriculum. Twelve subjects are presented in the physical science domain of the TIMSS 2019 4th grade evaluation framework. Research group consisting of elementary and middle school teachers and science education experts, a total of 12, participated to analyze in which grade these subjects were included in the Korea 2009 revised and 2015 revised science curriculum. As a results of analyzing whether the achievement standards of the TIMSS 2019 evaluation framework and Korean science curriculum are consistent, the subjects pertinent to chemistry like 'chemical changes in everyday life,' 'heat transfer,' and 'electricity and simple electrical circuits' appeared not covered at all until the 4th grade curriculum in Korea. Given that the TIMSS 2019 evaluation framework is an international achievement standard, we are proposing to improve the Korean curriculum as follows: first, for the development of the next science curriculum, there is a need for science curriculum organized from the 1st grade of elementary school to connect the content and scope of chemistry in elementary, middle, and high schools as a whole including the Nuri curriculum. Second, as an alternative to the problem of suitability of learning volume and level of learning, it is possible to think of a method to readjust the grade of dealing with related concepts by lowering the difficulty or simplifying the concept. Third, it is necessary to discuss about introducing essential concepts and standard terms into Korea science curriculum according to international trends.