• Fashion & Textile Research Journal
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• v.9 no.1
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• pp.89-95
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• 2007

The purposes of this study were to investigate the names and locations of beauty-related high schools, and to examine the cources and subjects of beauty-related high schools according to types of high schools. Data were obtained from 8 beauty-related high schools, which consisted of 2 schools for each beauty-related high schools types and permitted the investigation of their curriculum. The findings of this study were as follows: First, These were about 30 beauty-related high schools that were mostly industrial high schools, located in Busan and Kyungsang Province, and almost used "Beauty" or "Aesthetics" as the name of department. Second, the rates of common and professional courses of business high schools and industrial high schools were similar to those suggested from the Ministry of Education and Human Resources. But for specialized high schools and integrated high schools, the rate of these courses were not in accord with those of the Ministry of Education and Human Resources. Third, The credit hour of special study in beauty-related high schools largest in hair care, followed by skin care and makeup courses. But nail and foot care were established only 2-3 beauty-related high schools. Fourth, The number of subjects of special study were largest in specialty high school. Industrial high schools offered the least number of subjects of special study. Fifth, as a result of making a comparative analysis of their subjects of special study, eight high schools offered hair care, skin care, public health and makeup courses, which had the same or similar titles. The independence titles were established nail care and foot care. The others titles were established actual training, food and nutrition, digital image processing, accounts theory, coordinatin.

• English Language & Literature Teaching
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• v.11 no.3
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• pp.139-164
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• 2005

The purpose of this study is to analyze the writing activity materials presented in the thirteen middle school textbooks and determine if the writing activity materials are appropriate for the goals and contents of the 7th national curriculum. The writing activity materials are analyzed based on three criteria. First, the writing activity materials are analyzed based on Rivers'(1981) five writing guidances, which are specified with detailed writing activity materials. The first criterion was suggested by Young-Ran Lee(2004). Second, the writing activity materials in the textbooks are analyzed according to the criterion prescribed by the 7th national curriculum, which are specified with writing activities presented by Rivers(1981), Raimes(1983), Hedge(1988), and Beverly and Carol(1988). Third, the writing activity materials related to other skills, such as listening, speaking, and reading, in the textbooks are selected and analyzed according to the proportion of the integration of skills. The results are as follows: First, writing activity materials in the textbooks belong to the type of 'reproduction', ie. the second stage of Rivers' writing guidance, 'recombination, which is the third stage of Rivers' writing guidance, and the type of 'guided writing', noted on the fourth stage of the guidance. Second, the writing activity materials satisfy the criterion in the 7th national curriculum, as for the proportions, but they are not balanced. Third, most of the writing activity materials contain writing activities that involve non-writing skills such as listening, speaking and reading, but they are not balanced. Particularly, writing activity materials related to reading activities are common.

• Journal of Science Education
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• v.38 no.2
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• pp.231-243
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• 2014

The purpose of this study was to compare the duplication problem of achievement standards between science and other subjects in the 2009 Revised National Curriculum and to search for solutions and implications for this problem. From the results of this study, we found that the achievement standards of practical arts, social studies, physical education and ethics were overlapped with science's ones. The duplication of content elements for 'our body and health', 'living things and environment', 'biodiversity' and 'natural disaster' categories was not high, that is, their achievement standards were relatively well-differentiated and reflected the intrinsic characteristic of each subject under common topics. But, in case of 'reproduction and development' and 'world of technology' categories, the problem of duplications was serious. In order to cope with this problem, we need to consider solutions such as merging or integrating the achievement standards of related subjects. The relevant experts should conduct in-depth discussion and negotiation, and develop achievement standards more consistent with the identity of each subject.

• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.37-54
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• 1995

The radical development of modern mathematics is due to the appearance of Collection Theory by George Cantor. The Set Theory is independent as an area and also closely interrelated with other areas. So its content becomes a common sense and a basic part across the whole area of modern mathematics. Accordingly, the basic element of modern mathematics is helping young children get familiar with set as early as possible. The thinking of set by which children can categorize, make partial sets and correspondences, understand the general characteristic, and conceptualize the discovered relationships is very important for young children. At this point where the Math education for young children is emphasized under the influence of the modernization movement of Math education, the systematic education for building up the set concept as the basic background of number concept during the early childhood is required. On current mathematics education for young children, graphs, the foundation of geometry, time, and patterns have been included in the traditional and practical content related to numbers. However, the education on collection which is the foundation of number concept is insufficient. A study shows that the level of young children's understanding on set is quite high, but the set concept isn't reflected in current Math curriculum for young children. And basic activities neccesary on building up the set concept, such as categorization, comparison, etc. are conducted in kindergardens but unsatisfactory because of those kindergarden teachers' premature understanding on the set concept. In conclusion, the curriculum for young children should be reorganized based on the set concept as the kernel concept. Also, the reappraisal of the training curriculum and the supplementary efucation for kindergarden teachers are urgent for raising the teaching ability of those kindergarden teachers.

• Korean Journal of Community Nutrition
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• v.23 no.2
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• pp.137-147
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• 2018

Objectives: This study was conducted to investigate the perspective and popularization of temple food among university students with food related majors, and to provide basic data for the popularization and the fostering of professional lecture in temple food. Methods: A self-administered questionnaire was applied to 453 university students at six universities with food related majors. The questionnaire was designed to examine interest, recognition, consumption, popularization and curriculum of temple food. Results: The study population consisted of 19.2% men, and 80.8% women, and the most common response to desired career after graduation was food related employment (53.9%). Overall, 49.0% replied that they had an interest in temple food, which was relatively low. 59.9% of respondents who had been known throw TV, Internet, newspaper, and magazines about temple food were showed the highest results. Additionally, as for the perception of temple food, 'Prevention of lifestyle related disease' was the highest score (4.10). Overall, 64.9% of the subjects had not tried temple food, and 84.7% of these responded that this was because they had not encountered temple food. Among subjects who had tried temple food, most had encountered it at a temple (73.0%), and 78.0% replied that the taste of temple food was suitable. The intention to try temple food was 73.3%, and 64.8% of respondents said there was a necessity to establishment curriculum regarding temple food. Finally, interest, popularization, and intention to try temple food were significantly positively corelated. Conclusions: The results showed high interest in temple food and willingness to participate in education regarding temple food, as well as awareness of the need for popularization. Therefore, it is necessary to increase intake opportunities to raise interest in temple foods. This can be accomplished utilizing publicity materials, as well as by offering opportunities for temple food education through curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.88-94
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• 2012

This study was created to resolve the problems embedded in the formal measuring experiments to determine the earth's size in the current curriculum, to develop an updated measuring experiment to determine the earth's size and to establish its effect. For this study, pre-service elementary teachers, who had attempted the experiment of measuring the size of the earth when they were in middle school, performed the experiments in the existing national curriculum, and their responses, collected through in-depth interviews, were examined. To begin with, the pre-service elementary teachers conducted the experiment of measuring the earth size and they recorded the problems while performing it. At the end, an in-depth interview was administered. Based on the problems, an updated measuring experiment to determine the earth's size was suggested to be applied to the same contents and be analyzed through the in-depth interviews. Common themes which were mutually categorized and analyzed by the two researchers were obtained based on the records produced while conducting the experiment and the in-depth interview data. The teachers mentioned that the experiments for measuring the size of the earth in the current curriculum gave rise to difficulties in measuring precisely the angles between the string and the post. Also, there has been a scientific contradiction that solar altitudes were increased in a high latitude region, instead of decreased. For this reason, an alternative method has been developed to measure the earth's size using the distance and the solar altitude difference of two places. The teachers all agreed that by using the updated measuring experiment, they can acquire more precise measurements and it is easier, faster and consequently more effective than the existing methods. Through the results of this study, I suggest that the newly developed experiment by the researchers can overhaul the problems of the current experiments and it can be an effective alternative to the current experiment.

• Korean Educational Research Journal
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• v.38 no.1
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• pp.17-28
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• 2017

Nearly every country in the world now has the education of its own history in school curriculum. Although there is a difference in the nationality of each country, each has a common perception that history education is important. This is because everyone agrees that the nation's national identity is the core of its identity, and that it forms the backbone of national unity. In Korea, history textbooks were temporarily organized in selective courses and until recently were chosen as subjects of choice in the CSAT. However, despite the repeated neglect of national history education, the national sentiment should not always be neglected, and the formation of the national consensus will eventually prove to be a necessity for the Korean National University's CSAT. Despite the need for the education of Korean history, education has always been mentioned in conjunction with the word "crisis" and "stalemate". This article looks at the key issues in the history of the curriculum and the contents of history textbooks.

• Journal of Fisheries and Marine Sciences Education
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• v.4 no.1
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• pp.1-15
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• 1992

Fishery and shipping industry are ones of the important industries for the Republic of Korea, and the education of competent technicians is a essential-important factor for the further development in these fields. To this end, curriculum for the fisheries and/or merchant marine high schools are rearranged to meet the industrial needs and social change. In this study, the existing goal of education is rearranged inclusively to meet the further development and the curriculum to realize the goal. The departments are reorganized into nine ones by establishing new two. They are Department of Refrigeration Mechanical Engineering and of Automated-ship Operation. Four departments of existing seven-Department of Fish Aquaculture, of Fish Processing, of Marine Engine and of Marine Communication-are renamed into Department of Aquaculture, of Food Processing, of Power Mechanical Engineering and of Electronic Communication respectively. The remaining three departments- Department of Fishing Technology, of Self-managing Fisheries and of Navigation-are unchanged. The specialized subjects are revised as follows; (1) The existing seven subjects especially prepared for the fisheries and/or merchant marine high schools are changed into the common subjects for all the vocational high schools. They are Food Science, Food Hygiene, Food Processing Machinery, Air-conditioning Facilities, Welding and Piping, Communication Law and Introduction to Computer. (2) Two subjects are newly established: Refrigeration Mechanical Engineering and Automated-ship Operation. (3) Four subjects are disused : Sea Training, Fisheries Law, Canned Food and Practice in Communication. (4) Introduction to ship, to Marine Engine and to Marine Communication are merged into Introduction to ship. (5) The compulsory major subject is fixed as Introduction to Fisheries for the fisheries high schools and Introduction to shipping Industry for the merchant marine high schools.

• Korean Journal of Comparative Education
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• v.26 no.3
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• pp.189-210
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• 2016

In recent times, rapid social change has caused an unavoidable need for change in general education. The purpose of this paper is to review a change in the nature of general education through reviewing the Harvard Reports. To this end, we compare and analyze a series of Harvard Reports on General Education. The Harvard Report on General Education has been published in three separate reports: "General Education in a Free Society"(1945), "Report on Core Curriculum"(1978), "Report of the Task Force on General Education"(2007). Firstly, "General Education in a Free Society" enlarges the subject of general education in public and aims to achieve universal general education. Secondly, "Report on Core Curriculum" contributes to the common intellectual foundation. It not only enriches the personal life but also enable to have a conversation related to problems of mankind. Thirdly, "Report of the Task Force on General Education" supports the idea of liberal education as well as problem-solving skills in real life. For instance, general education should concern educating global citizen. A series of the Harvard Report on General Education have shown that today general education should preserve the nature of liberal education as well as reflection of the social context.

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.21-28
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• 2019

In this research, Problem Solving and Programming - the chapter common among four different types of middle school informatics textbooks based on the national curriculum revised in 2015 - was analyzed to measure its effects on cultivating students' curiosities. Romey's analysis was applied to these textbooks on four analytic elements - texts, data, activities, and evaluation. The results showed that each type of textbook showed a differing degree of encouraging students' inquisitive tendencies on each analytic element; two out of four textbooks were well developed for texts, three for data, three for activities, and all four for evaluation. In terms of Romey's index points, two textbooks had low indexes of texts, such as 0.185 and 0.413. Data indices were extremely low in one textbook at 0.147. Three of four textbooks exhibited high indices of activities at 0.969, 0.608 and 0.627. Evaluation indices were high in all four textbooks at 1.333, 1.268, 1.274, and 0.764. These revised textbooks overall showed higher metrics than the previously designed textbooks with regards to promoting students' inquisitive nature.