• Journal of the Korean School Mathematics Society
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• v.22 no.2
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• pp.115-132
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• 2019

This study investigated results of bilingual learning of mathematics in teaching quadratic functions at an international high school in South Korea. Unlike a Korean traditional public school, this international school has provided bilingual learning. 10th grade students enrolled two math classes, Algebra II that was taught in English through CCSS and High School Mathematics I that was taught in Korean through the Korean National Math Curriculum. In order to collect information on students' behaviors and math achievement, we analyzed students' academic back grounds, mathematical abilities, results of interviews, observations, questionnaires and assessments. The results of this study include specific benefits. Bilingual learning of mathematics is effective as a method to improve Korean students' mathematical abilities and attitudes as well as positive influence on Korean mathematics education.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.450-460
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• 2019

This study analyzed the culinary arts major students' subjective perception toward capstone design subject which was thought by team teaching method through applying Q methodology. Generating future suggestions of the operation of the subject and finding common structure of students's responses are the main aim of this study. From the typological analysis, four types of common structures were found. There were Differentiation Curriculum Satisfaction Type(Type 1, N=14), Restaurant business plan Type(Type 2, N=5), Prefer franchise education Type(Type 3, N=3), Prefer menu development lesson Type(Type 4, N=3) and each type showed its own distinctive characteristics. In the future research, additional literature research and empirical study will be applied for adjusting and developing more sophisticate questions of Q methodology and analysing process for gathering diverse responses and specific analysis.

• 대한공업교육학회지
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• v.43 no.2
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• pp.1-23
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• 2018

This study analyzes the status of the NCS (National Competency Standards) based curriculum in which the apprenticeship program of vocational education and training high schools (VET high schools) participating in the apprenticeship system is included to present suggestions for organizing and evaluating the apprenticeship curriculum. For this, data on the status of curricula of 141 courses (75.8%) in 116 VET high schools participating in the apprenticeship system were analyzed. The results of the study are as follows. First, the average time assigned for the apprenticeship program was 1,054.2 hours and the apprenticeship program was organized in 12.4 courses in the school curriculum. The degree of evaluation per NCS competency unit of courses was found to be 95.4% for evaluation per competency unit and 5.6% for evaluation regardless of competency unit. Second, the average number of courses including apprenticeship programs in time assigned for the courses in school curriculum (when appropriate) was 11.5 (93.1%) and the average number of courses including apprenticeship programs in the contents of the school curriculum courses (when appropriate) was 10.6 (85.5%). Third, it was found that courses organized only for 'common competency units' were 8.5 (68.5%) and the number of courses in which 'student option competency units' were included was found to be 3.9 (31.5%). In addition to these study results, policy suggestions such as applying suspension on the approval period for change of curriculum by metropolitan and provincial offices of education, inspection on curriculum and enhanced consulting by metropolitan and provincial offices of education, providing plans to evaluate 'student option competency units', newly establishing 'subjects specialized for companies' or 'student option subjects' in national level curriculum are proposed.

• Clinical and Experimental Pediatrics
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• v.51 no.2
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• pp.122-128
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• 2008

Roughly one third of medical problems in children are related to the musculoskeletal system. Most of these problems are common and can be precisely diagnosed. For these problems, nonoperative treatment or reassurance can be given by the pediatrician. Occasionally, a problem needs surgical treatment, but a precise diagnosis must be made. There is little agreement about what types of orthopedic problems a primary care pediatrician should understand in order to effectively care for children. Many pediatric residencies lack an organized teaching curriculum that effectively covers these topics or that includes a required pediatric orthopedic rotation. In this article the authors delineate pediatric orthopedic problems that require recognition and urgent surgical treatment and are relatively common, but have different treatment options (observation, conservative treatment, and surgery) depending on their natural history. Whenever possible, the diagnosis should be made before a decision to refer is made. An accurate diagnosis allows the pediatrician to discuss the natural history of the condition properly. Referral to the wrong specialty can needlessly generate expensive tests and further delay in treatment or generate inappropriate treatment. The parents can be reassured rather than waiting to hear the same information from another physician. In particular, orthopedic problems are known to generate pressure from the parents to seek specialty consultation for reassurance. It is important to communicate to the specialist that the reason for the referral is for parental reassurance rather than for further work-up or treatment. After a proper diagnosis, communication directly between the pediatrician and the appropriate specialist can often avoid an unnecessary referral, and avoid unnecessary tests. The authors reviewed our experience at our outpatient clinic over last 1 year and found that it is useful to classify conditions as common or uncommon, and whether they require surgical or nonsurgical treatment. Many conditions fall in between. The following is a discussion of some of these more important or common conditions.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.805-815
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• 2015

The Korean education curriculum is making efforts to improve education to foster competencies that the future society demands through the 2007 and 2009 revised curriculum. The revised curricula focus on enhanced articulation for the quality curriculum. In this study, the curriculum is analyzed for vertical and horizontal articulation. In addition, the study found a problem in Korea's curriculum through international comparison and sought improvement. Furthermore, the study compared internationally articulation of the concept of photosynthesis, of which the results are as follows. First, our science curriculum focuses on vertical articulation and has relatively neglected the problem of horizontal articulation. To compensate for this problem, curriculum design should introduce aspects of 'nature' and 'environment' and should consider the interests and concerns of students, as countries with high horizontal articulation do. Second, the actual education field has a problem with the a lack of continuity and sequence because of concentration of concept in a specific grade or simply repeating the concept across multiple grades. These results have led to alternative proposals that should arrange basis of concept configuration such as 'Big Idea' and should establish the adoption of 'systems' frequently appearing in the other curricula. Finally, there may be mentioned a lack of research on students' learning progression, which can be a common standard of horizontal and vertical articulation. Research on learning progression has been a trend overseas, but there exists no study to fit Korea's situation, so education fields need to conduct the appropriate research on learning progression as part of the commitment to high-quality curriculum.

• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.256-272
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• 2017

The purpose of this research is to study and learn more features how this type of distribution for communication in $6^{th}$ grade first semester elementary science and mathematics according to communicative expression by 2009 revised curriculum. For this study, based on an analysis standard presented in previous research on the types of communication. The results of this research are as follows. First, because the mathematics presents the number of ways to communicate twice more than science, mathematics go through with much more problems to solve than science. Second, in mathematics, spoken method and written method have similar proportion, less in physical activity method. Third, Science showed balanced proportion among four areas; earth, life, energy, and material. On the other hand, mathematics only showed small numbers in the area of geometry but similar numbers in number and operations, regularity, measurement. Fourth, there is no common feature or relevance about communicative approach for convergence thinking in 2009 revised curriculum, it seems that it doesn't consider it as a revised.

• Journal of the Korean Professional Engineers Association
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• v.32 no.3
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• pp.92-105
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• 1999

With the advent of the information age and the knowledge-based society, human resource development has become a key factor in determining a nation's competitiveness. And technological qualification systems have a direct and significant influence on human resource development. In order to guarantee Korea's continued development as a competitive member of the international community, it is demanded that a Korean Technology Qualification System (KTQS) is to accept international qualification criteria. This study was conducted in order to analysis current movements about the international mutual recognition of Professional Engineer and present problems for introducing APEC Engineer System to KTQS, and also recommend reasonable plans which overcome those. Under the WTO/GATS, the liberalization of trade in professional services will steadily increase. APEC activities to facilitate the portability of qualifications is considered complementary to the WTO movement. If the government attempts to introduce the APEC criteria for university degree requirements, university curriculum standards, programs for continuing professional developments(CPD), and practical, on-site experience. In the standpoints with the recent developments of APEC Engineer agreement on profession qualification, it is important to guarantee that Korean qualifications have a common, international currency. Measures have to be taken to harmonize the qualifications standards for Professional Engineer with those set out by the WTO/GATS movement. Also this will require an increase in the quality of university curriculum and an establishment of CPD. This process will be further enhanced by the organization of APEC Engineer Monitoring committee, Consisting of government officials, professional engineers and university professors. At this committee we can discuss the best strategies to keep our nation's interests.

• East Asian mathematical journal
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• v.28 no.2
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• pp.109-133
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• 2012

In this research, I selected a Singapore elementary mathematics textbook which substantially reflects Singapore curriculum, and compared it with Korean one to understand how they differ in the contents system of the curriculum focused on the contents of the geometry and measurement strand, and analyzed their common points and different points intensively with textbooks for sixth-grade students. Also, I translated a chapter of the textbook, 'Mathematics in Action'. That chapter was about circumference and the area of the circle which is related to the shapes part. Then, I taught it to the experimental group to compare their achievement and the change of reaction to studying the shape-related parts with those of the control group. The results are the followings. First, when we analyze the contents of shape-related part of the textbooks for sixth-grade students of both countries, Singaporean textbook contains more contents that are introduced for the first time, which implies that it is more desirable to teach new concepts of shapes when students are in their higher grades. Second, as for the way they develop the activity of each chapter, Korean textbook sticks to a uniform way, while the Singapore textbook uses various ways for different subjects and grades. In addition, when they organize the contents of the textbook, they emphasize the importance of student's activity and lead students with various methods by suggesting several questions and situations.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.9-20
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• 2003

In this study, elementary school students' views about nature were searched. The participants were 18 students of fifth grade and sixth grade. Data were collected via semi-structured interviews involving a set of elicitation devices used to encourage students to talk about their views about nature, The results showed as follows; (1) Elementary school students had diverse views and common views about nature, (2) Their views about nature were affected by various factors, such as religion, aesthetical aspect, science, society, and so on. So when science educators construct science curriculum, they must consider these factors. (3) It is necessary to be concerned about the relations between science curriculum and others.

• Journal of Science Education
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• v.33 no.2
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• pp.346-352
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• 2009

The purpose of this research was to analyze the chinese chemistry terminology in chemistry unit of 7th grade science textbooks in 7th curriculum and find relationship between student understanding and difficulty index for chinese preferred students and non-chinese preferred students. The chinese terminology in 7th curriculum was reduced less than that of 6th curriculum but still was over 70%. Students had difficulties in understanding of abstract terminologies and science terms but thought easily the concrete, common terminologies. The tendency of student understanding was similar to that of difficulty index. For chinese chemistry terminology, understanding of chinese preferred students was higher than that of non-chinese preferred students. For easily translated chemistry terminology, there was no significant difference but both were showed the improved understanding. Therefore student understanding should be improved in science if science textbooks would be written by easily translated chemistry terminology.