• The Korean Journal of Emergency Medical Services
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• v.27 no.2
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• pp.31-40
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• 2023

Purpose: The study aims to provide basic data for understanding the department of paramedicines' bachelor's degree courses to enable curriculum development and reorganization. Methods: The 2023 academic curricula for all eleven universities with active departments of paramedicine offering bachelor's degrees were investigated from April 25 to May 10, 2023. Results: The average courseload was 22.0 units. There were 7.73 major subjects, with 19.45 units on average. The culture subject was available in 7 colleges and was 2.55 units on the average 1.18 subject. Grouping the major subjects showed that 15.3% of subjects were related to advanced paramedicine (the most common course), followed by 11.8% related to research methodology and seminar, and 10.8% related to radiology and simulations. Related subjects in statistics, disaster, and forensic science were also offered. Conclusion: This study found that the curricula of the departments of paramedicine differed from that of the general bachelor's degree. Going forward, university leaders should organize the paramedicine curriculum considering the environmental changes in emergency medicine and the scalability of EMT-Paramedic jobs.

• International conference on construction engineering and project management
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• 2022.06a
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• pp.508-515
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• 2022

Construction safety education will continue to attract the interests of construction educators, researchers, and industry professionals due to its immense influence on accident reduction and prevention. A well-educated workforce with a thorough understanding of safety requirements and procedures is needed to develop and apply effective safety and health programs as well as devise strategic means of preventing injuries, illnesses, and fatalities on construction projects. The objective of this research is to evaluate construction safety education in the curriculum of construction programs in the United States. An analysis of construction safety courses across accredited construction programs in the U.S. is conducted to synthesize important details and common themes. A nationwide characterization of the safety courses presented followed by an assessment selected a few programs as a pilot study. Critical elements of the courses such as course titles, course year, credit hours, topics covered, and alignment with professional certification or outreach training courses are characterized. Findings from the study reveal the similarities and variations that exist among safety courses taught in different construction programs in the U.S. These findings could result from several influencing factors, which could be the subject of further investigations geared toward improving safety education in construction programs.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.330-343
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• 1994

The purpose of this study was to investigate into common science and Science-Technology-Society education movement which are concerned in newly reformed 6th curriculum. These data were obtained by the survey of 291 high school science teachers who have no experience for the workshop of the common science in Kwangju city and 120 high school science teachers who have experience for the workshop of the common science in Kwangju city and Chollanamdo. The results were as follows: 1) They responded that the physics is more closely subject for the common science and thereby it could be charged for the common science by teacher of physics. 2) The 96.90 percent of the respondents (B-group) have confidence with teaching common science subject. 3) They favored that a device for the application of STS Thoughts is added last part of each chapter, last chapter or adequately introduce to each teaching. 4) They are not concerned about overlap with the contents of common science and each science contents (A-group:74.58 percent, B-group:78.35 percent). 5) They wondered about the various items of teaching and the lack of scientific surrounding Knowledge for solving problems. 6) They responded that if the common science are implicated into the current high school, the sciences will become a interesting. 7) Before the common science have become established, they was demanded a improvement of currently University Entrance Examination systems.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.483-499
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• 2021

The curriculum localization policy is closely related to the decentralization and autonomy policy, which is a direction of the 2022 revised curriculum. In particular, considering the continuously expanding and changing environment and contents in science education, the localization of the science curriculum has the advantage of advancing to expertise through diversity. In this paper, through experts' perception of the science curriculum localization policy, the implications of the curriculum revision were confirmed, focusing on 'MPOE(Metropolitan and Provincial Offices of Education) curriculum arrangement and implementation guidelines(hereinafter referred to as 'guidelines')' and the achievement standards revision of science curriculum. In conclusion, study participants considered that the possibility of expanding the localization of the curriculum was high due to the unique characteristics of science practices. And they recognized the level of localization at the 'district office of education or village'-level between MPOE-level and school-level. When localization reaches the school-level in the future, it was considered necessary to discuss linkage with teacher policies such as teacher's competency, noting that the level of teachers could become the level of localization. In addition, there was a common perception that in order for the science 'guidelines' to be localized, 17 MPOE must be given the authority to autonomously organize some achievement standards in parallel. It was considered that 'restructuring or slimming of achievement standards' should precede localization of achievement standards in connection with this. On the other hand, it was predicted that the curriculum localization policy would enhance the aspect of diversification and autonomy of the science curriculum, and the establishment of achievement standards was directly related to evaluation, so it recognized the need to refine policies such as new description for evaluation clause in future science 'guidelines'. Finally, considering science and characteristics, it was mentioned that it is necessary to specify regional intensive science education policies in the 'guidelines' themselves beyond the localization of teaching materials.

• The Mathematical Education
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• v.47 no.1
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• pp.49-59
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• 2008

In this paper, we discuss two representations of a curve. One is a static representation as set of points, the other is a dynamic representation using time parameter. And we suggest needs of designing a computer microword where we can represent a curve both statically and dynamically. We also emphasize the importance of translation activity from a static representation to a dynamic representation. For this purpose, we first consider constructionism and 'computers and mathematics education' as a theoretical backgrounds. We focus the curve of a parabola in this paper since this is common in mathematics curriculum and is related to realistic situation such as throwing ball. And we survey the mathematics curriculum about parabola representation. And we introduce JavaMAL microworld that is integrated microworld between LOGO and DGS. In this microworld, we represent a parabola using a dynamic action, and connect this dynamic parabola action to recursive patterns. Finally, we remake a parabola for a realistic situation using this dynamic representation. And we discuss the educational meaning of dynamic representation and its computer microworld.

• International Journal of Contents
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• v.13 no.3
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• pp.32-37
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• 2017

The development of Information and Communications Technology (ICT) has changed the manner in which English teachers are taught as instructors, as well as English language learners. Online-related technology, a product of development of ICT technology, is used for various purposes such as training teachers and enhancing professionalism of current teachers to practice more efficient training. The purpose of this study is to extract common domains and sub-domains related to development of cyber-type in-service training (INSET) through domestic and international case analyses and to develop content areas of INSET using cyberspace or efficient online INSET programs. To accomplish the purpose of this study, domestic and foreign cases were analyzed in relation to direction of development of online English teacher training programs.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.32-39
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• 2011

In this research, an improved learning system in engineering design and HRD curriculums, and an operation of experiment and practice are proposed. That is, we propose improvements for creativity, for filed orientation and for experimental and practice operation. Specifically, we suggest the possibility of common operation between engineering design and HRD curriculums based on learning experience.

• Journal of Engineering Education Research
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• v.16 no.2
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• pp.37-49
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• 2013

In this paper, articles in full body of JEER in Korea and JEE in U.S. were classified into two categories- Research area and Key words-to endeavor a comparative study of the engineering education research(EER) topics and their temporal changes. In the recent 4 year term, 'Accreditation of Engineering Education' and 'Courses & Curriculum' were the most common key words appearing in JEER and 'Researches on EER' and 'Learner's Factor' in JEE. If we put curriculum/teaching materials/teaching as the input elements and learning/assessment as the output elements for education achievement, JEE demonstrates that many of the research topics have shifted from input to output in the recent years, while JEER research is in the transient stage.

• International Journal of Internet, Broadcasting and Communication
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• v.13 no.4
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• pp.97-102
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• 2021

The development of CG technology throughout the 2000s brought about a significant growth in the animation market. This phenomenon led to an increase in the number of people required by related industries, which led to an increase in the number of related majors in universities. CG application technologies are becoming more common with the advent of YouTube and virtual YouTubers, but high technology is still required for students to get a job. This situation is not easy to include both technological and creative skills in the college animation curriculum. In order to increase students' creativity, we need a lot of production experience, which requires a lot of knowledge and time if we only use tools like Maya and 3D Max. In this paper, We tried to devote more time to storytelling by minimizing the technical process required for production and proceeding with repetitive or difficult processes for content creation using third-party programs. And through the 12-week class, the experimental production process was applied to the process from planning to completion of animation works that students would submit to the advertisement contest.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.652-666
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• 2000

The purpose of this study is to analyze high school chemistry curricula in Korea and China in order to identify possible implications for the improvement of the Korean curriculum. The school curricula of Korea and China had been developed by the Ministry of Education of both countries as national curricula. The 1996 Chinese high school chemistry curriculum, and the 7th Korean high school chemistry curriculum announced in 1997 were compared in respect to the characters, objectives, history, time allotment, structure, subject contents, and assessment plans. Based on the comparative analysis of the curricula, some of the ideas, which provide implications for the improvement of Korean chemistry curriculum, were identified. The identified ideas were elaborated to seek directions for the solutions of current problems in chemistry curriculum. such as common science subject. tentative implementation of curriculum, compulsory provision of chemistry, subjects in science course, enlargement of curriculum, and methods of assessment.