• Journal of Korean Library and Information Science Society
• /
• v.40 no.2
• /
• pp.409-427
• /
• 2009

The purpose of this paper is to trace the changes in the curricula of the Departments of Library and Information Science in the past fifty years. Under the assumption that the education for librarians is supposed to be changed by the influences of the various surroundings, the curricula in the 1960s, 1980s and 2000s of the Departments are analyzed. The past data were collected by literature searches and the present ones on the homepages. It was found out that there have been many changes along with constancies in the curricula. The results are interpreted and some recommendations are suggested.

• School Mathematics
• /
• v.15 no.3
• /
• pp.569-583
• /
• 2013

In Korea, the school mathematics curricula have been revised in every average 6 years by the government. From the year 2013, the new revised curricula called 2009 version are implied. The subject of elementary mathematics in this new curricula contains four issues to be improved. First, it should be allowed to call the basic figures such as box, cylinder, ball, quadrilateral, triangle and circle in verbal languages. Second, the name of the activities to define mathematical concepts should be changed from 'Yaksok', which means 'promise' in English, to a better and more honest one. Third, the concave polygons should be treated together with the convex ones. Fourth, the calculations of fractions should be weakened as much as possible for the elementary school children.

• Journal of the Korean Society for Library and Information Science
• /
• v.44 no.3
• /
• pp.267-288
• /
• 2010

The purpose of this paper is to improve curricula of the library and information science education as well as continuing education for children's librarians. For this purpose, the study examined current curricula provided for children's librarianship and continuing education programs. A questionnaire survey of the educational background of current children's librarians was also conducted. Based on the results, this study proposed model curricula in the library and information science education and continuing education programs to train children's librarians.

• Fashion & Textile Research Journal
• /
• v.23 no.6
• /
• pp.691-708
• /
• 2021

The emerging Fourth Industrial Revolution has triggered fundamental shifts in the fashion industry. Advanced digital technologies are not only reshaping how the fashion supply chains function, but also requisitioning new skill sets for jobs in this industry. A mismatch in required skills between current and future jobs is a critical issue that needs to be addressed in the fashion industry. Similarly, it is imperative that fashion programs in higher education keep pace with the rapid changes disrupting the fashion sector. Nevertheless, the increasing speed and the magnitude of digital transformation make it challenging to keep fashion curricula up to date. This paper presents the case of a Digital Merchandising course. Using the principles of designing flexible curricula and backward design, this Digital Merchandising course was developed to be flexible and responsive to the changing business environment. Building digital intelligence was the central learning goal for students to accomplish. The paper discusses the conceptual development processes for the course and provides, visual examples of major learning assignments, and a variety of digital tools. Fashion educators are encouraged to consider backward design and flexible curricula design guides as complementary tools to the widely used Bloom's taxonomy.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.28 no.1
• /
• pp.27-36
• /
• 2022

Purpose: This study aimed to understand the current status of global health curricula and characteristics in nursing schools, focusing on the changes since 2015. Methods: Data were collected from the websites of 202 nursing schools nationwide in Korea. Global health curricula were analyzed using a structured framework developed by the authors. Results: Among 202 nursing schools, 173 (85.6%) schools offer global health-related courses. Of these, 72 (35.6%) schools offer a 'Multiculturalism' course, and 42 (20.8%) schools offer a 'Global Nursing' course. Fifty-nine schools (29.2%) offer both courses. Compared to the study findings in 2015, the number of global health-related courses and the percentage of global health-related courses designated as a requirement dramatically increased. An additional analysis of five syllabi of global-health related courses found several differences in the courses' aims, contents and evaluation methods. Conclusions: Due to social and political changes, nursing schools are more likely to offer global health curricula. However, there is still a lack of consensus on the core contents and approaches of such curricula, necessitating systematic discussions about the core contents and effective learning methods to increase nursing student competency in global health nursing.

• Archives of design research
• /
• v.20 no.2 s.70
• /
• pp.29-40
• /
• 2007

Human factors engineering has been taught in the design fields and considered as a necessary course for design students, We, ergonomists working with a design department, analyzed the current status of ergonomics curricula in the Korean design colleges. Sixty one percent of schools with design departments were offering ergonomics courses and most courses were electives. Comparatively more ergonomic courses were offered in industrial design and digital media departments. Ergonomic and human factors knowledge might not properly be acquired with this current status of the design curricula and systematic solutions should be considered and prepared for the future Korean designers.

• Research in Mathematical Education
• /
• v.9 no.2 s.22
• /
• pp.125-133
• /
• 2005

This paper investigates student conceptual understanding and application on algebra using problem-based curricula. Seven principles which National Research Council announced were considered because these seven principles all involved in the development of a deep conceptual understanding. A problem-based curriculum itself provides a significant contribution to improving student learning. A problem-based curriculum encourages students to obtain a more conceptual understanding in algebra. From the results the national curriculum developers in Korea consider the problem-based curriculum.

• Journal of the Korean Home Economics Association
• /
• v.36 no.5
• /
• pp.203-216
• /
• 1998

This study examines the necessity of establishment of Institutional Household Manager(IHM) system and the development of the curricula for IHM. It suggests that the establishment of IHM system meets the needs of the times. And it also shows that two kinds of curricula model for IHM can be developed : the one is specialized curricula model and the other is integrated curricula model. The specialized model emphasizes the specialization of institutional household management and is consisted of the acquisition of 4 required and 3 optional subjects and field practices. The integrated model makes a point of integration of other majors and is composed of the acquisition of 2 required and 5 optional subjects and field practices.

• Korean Journal of Child Studies
• /
• v.28 no.6
• /
• pp.17-36
• /
• 2007

This study examined educational and career backgrounds of 180 early childhood English teachers and curricula of training courses for early childhood English teachers in continuing education centers across 6 areas in Korea. Data analyses showed that (1) curricula for early childhood English teachers consists of basic practical conversation, English teaching skills, understanding early childhood education and general English knowledge. (2) Most teachers are women between 30 to 40 years of age, university graduates with majors in English literature, English education and/or early childhood education with confidence in speaking in and listening to English. (3) They were satisfied with their retraining courses. (4) English pronunciation skill was not always related to English conversation skill, but clarity of pronunciation influenced teaching confidence.

• Journal of The Korean Association For Science Education
• /
• v.21 no.5
• /
• pp.944-967
• /
• 2001

The purpose of this study is to compare and analyze secondary school chemistry education in Korea and China in order to identify implications for the improvement of Korean chemistry education. The school systems, curricula, and teacher education related to secondary chemistry education of both countries were compared and analyzed. The 6-3-3-4 school system is used in both countries, and national school curricula are formulated by the Ministries of Education in both countries. The 1996 chemistry curricular standard for advanced middle schools in China, and 1997 chemistry curriculum for Korean high schools were compared in several aspects, followed by comparisons of chemistry teacher education in both countries. Based on the comparative analysis of chemistry education, some ideas and issues which provide implications for improving Korean high school chemistry education were identified. Chemistry teaching in the junior secondary schools, tentative implementation of curricula, required course work in chemistry, structure of curricula, oral assessments, probation of teachers and other issues are identified and discussed in this study.