• The Journal of Korean Association of Computer Education
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• v.21 no.2
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• pp.1-10
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• 2018

As the emphasis on software education in the 2015 revised curriculum, Informatics has become one of the essential subjects for the middle school students, and contents and achievement standards have been developed focusing on the information culture literacy, computational thinking, and collaborative problem solving ability. The 2015 revised Informatics curriculum for the first grade of middle school has been applied for the first time in 2018. Various educational policies have been promoted such as training of teachers, development of teaching and learning materials and programs to support implementation of the actual school fields. In this study, we analyzed the improvement issues and tasks of the 2015 revised curriculum according to the change of the Informatics education policy of in the global, and suggested the development direction of the future Informatics curriculum in Korea. The direction of the development of the Informatics curriculum is focused on ensuring the linkage between school level and identity of informatics education.

• Hwankyungkyoyuk
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• v.23 no.2
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• pp.46-64
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• 2010

The purpose of this study is to analyze how the contents of education for sustainable development are reflected in the middle school environment curriculum revised in 2007, and to propose how to integrate content for improving sustainable development education. For this, I analyzed the 2007 Revised Environment Curriculum for Middle Schools by using social network analysis which is the useful methodology to understand the relations of contents. Social Network analysis is a useful tool to excavate the forms of structure or relationship and to explain the characteristics of the system that arise through relationships or to explain the units composing the system. When sustainable development education was examined from 3 points of view, it included environmental sustainability, economical sustainability, and social sustainability. I used the 2007 Revised Environment Curriculum for Middle Schools and manual of curriculum for analysis. The results are 1) The biodiversity conservation and energy efficiency have taken most important positions. 2) In case of economical sustainability pillar, sustainable production had been emphasized. 3) In the case of the social sustainability pillar, health improvement are considered significant. 4) The efforts of trying to approach sustainable development education as an integrated curriculum is week. Integrated themes based on the results were developed. Five main themes were the energy and climate change, water resource and environmental pollution, sustainable village and sustainable food production, sustainable city and sustainable production, sustainable tourism and biodiversity. I hope these could function as theme of integrated-content. Based on the results of study, I propose joint researches on scope of sustainable development for environmental education.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.105-112
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• 2022

This study is a qualitative study that analyzes the achievements and tasks of the cluster curriculum through the experiences of high school students who participated in the health cluster curriculum. As a result of the study, topics such as "Best Choice in a Competitive Environment," "Change in Health Perception," "Desire to Experience Various Health Worlds," "Limits in Non-regular Curriculum Operation," and "Feel Good Imagination" were derived. Through this study, students who participated in the cluster curriculum changed their perception of health positively, and confidence in career setting and career decision-making was improved through acquiring information on health care. However, supplementing the curriculum content in the specialized fields of health care, including classes and practice, was found to be a task to be improved. It is suggested that policy alternatives for career education should be developed by sharing the achievements and tasks raised in this study.

• School Mathematics
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• v.15 no.2
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• pp.315-335
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• 2013

Probability has distinctive characteristics which are different from other areas of school mathematics. The critical change can be noticed in the domain, 'probability and statistics' of 2009 revised national curriculum for elementary school mathematics. This indicates that the concept of chance is supposed to be taught in the 5~6 grade band instead of the definition of probability which is moved to the middle school level. The purpose of this study is to seek desirable methods for teaching the concept of chance which reflect the achievement criteria and the attention point for teaching and learning of the curriculum at the point of time when textbooks haven't yet been developed. To do this, based on theoretical considerations and comparative analysis of the curricula in the longitudinal - latitudinal dimensions respectively, the validity of the latest curriculum change was confirmed and several learning activities were devised. And then two lessons were planned for applying these activities to eight fifth graders and were implemented along the plan. As a result, the relevance of the learning activities was examined and students' difficulties in learning the concept of chance with educational implications were discussed.

• The Journal of the Korea Contents Association
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• v.16 no.6
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• pp.345-353
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• 2016

This study was intended to analyze the present condition and problems of education by examining the curriculum of departments relating to IT design in community colleges in the environment of IT that more rapidly grew than any other sector due to the development of information and communication and smart device, focusing on the actual condition. And it was intended to present a scheme for the improvement of IT design curriculum in community colleges in preparation for the surveyed industry demand in IT sector. First of all, this study attempted to check how IT designers' work changed according to the change of technology in industrial scene through a survey of job in IT industry and an analysis of IT industry trends. As a result, it was shown that the work of IT designers who had carried out web design work extended to mobile design, and school education also required mobile education according to the change of the times. Here, through task analysis, it was possible to find that web design and mobile design was not fundamentally entirely different, but was within the range where it was perfectly possible to carry out mobile design work if mobile environment and condition was understood and an education was given together with the existing curriculum.

• The Mathematical Education
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• v.57 no.2
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• pp.157-177
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• 2018

The students in secondary schools have been taught calculus as an important subject in mathematics. The order of chapters-the limit of a sequence followed by limit of a function, and differentiation and integration- is because the limit of a function and the limit of a sequence are required as prerequisites of differentiation and integration. Specifically, the limit of a sequence is used to define definite integral as the limit of the Riemann Sum. However, many researchers identified that students had difficulty in understanding the concept of definite integral defined as the limit of the Riemann Sum. Consequently, they suggested alternative ways to introduce definite integral. Based on these researches, the definition of definite integral in the 2015-Revised Curriculum is not a concept of the limit of the Riemann Sum, which was the definition of definite integral in the previous curriculum, but "F(b)-F(a)" for an indefinite integral F(x) of a function f(x) and real numbers a and b. This change gives rise to differences among ways of introducing definite integral and explaining the relationship between definite integral and area in each textbook. As a result of this study, we have identified that there are a variety of ways of introducing definite integral in each textbook and that ways of explaining the relationship between definite integral and area are affected by ways of introducing definite integral. We expect that this change can reduce the difficulties students face when learning the concept of definite integral.

• Journal of Society of Preventive Korean Medicine
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• v.12 no.2
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• pp.73-83
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• 2008

The rapid change of the health and medical environment and the globalization of medicine has driven doctors to converge and analyse of new and up-to-date medical information and decide to what to make decision for diagnosis and treatments in clinical practice. Medical environment goes with the changes with social environment such as rapid increase of aging population, changes of disease pattern, formation of new area of experts except doctors, government intervention for the medical system, medical insurance of the charges of medical treatment, a increased desire for human rights. These trends should be adopted rapidly to the education system for the students of medical school. The learning objectives of the preventive medicine was developed in 1995 and underwent necessary revision of the contents to create the first revision in 2006. However, the required educational contents of health promotion and disease prevention have been changed by the new trends of medical education such as PBL and integrated curriculum and the 2006 revision does not satisfy these needs. We formed a task force which surveyed all the Western and Traditional Korean medical colleges to describe the state of preventive medicine education in Korea, analyzed the changing education demand according to the change of health environment and quantitatively measured the validity and usefulness of each learning objective in the previous curriculum. With these results, for the good education for preventive medicine, each Traditional Korean medicine schools need more preventive medicine faculties and teaching assistants and opening of some required subjects such as Yangsaeng and Qigong. And future studies of the learning process and ongoing development of teaching materials according to the new learning objectives should be undertaken with persistence in order to ensure the progress of preventive medicine education.

• Architectural research
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• v.13 no.2
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• pp.13-21
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• 2011

Since 2002, Architecture Schools in Korea was changing long traditional architectural education system from 4 years generalized architectural engineering curriculum to 5 years professional architecture program. Until 2010, 76 architecture schools have changed their program to 5 years course which was focused to design studio education. It was a very rapid change and there was not much time develop their own system which could represent institutional identity, character of students and local environment. Korea joined as a regular member of Canberra Accord in 2010 and it is meaningful to compare Korean architecture program contents to another country education contents. US architecture programs were selected for this comparison study. The goals of this study are to create a comparable understanding the form of contents of Architectural Education in US and Korea and to verify the substantial equivalence of these systems. To achieve above goals, three public institutes of each country were selected and analyzed with general information, history, resources, curriculum and the matrix of Student Performance Criteria for quantitative comparison. For qualitative comparison education context of programs were analyzed with program missions, the way of advising, professional connection and distribution of faculty loads.

• The Journal of Korean Physical Therapy
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• v.10 no.1
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• pp.241-251
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• 1998

This research has been studied proper physical therapy curriculum to produce 21 century physical therapist according to the change of the times by industrialization and specialization. The curriculums of 13 colleges and 5 universities was analysed. The curriculum analysis was made up the comparision and the analysis by a liberal arts point the teaching profession point a major point a clinical practice paint the rates of total opening subjects. The analyzing results were as follows: 1. A point of the credits a liberal elective subject is the small number 2. To deeping of major by spreading major foundation 3. Lack of the time for the clinical practice education.

• Korean Institute of Interior Design Journal
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• no.3
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• pp.58-63
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• 1994

As following four steps, we can make a development about Model-Curriculum of Interior Architecture by an approach of occupational cluster in a College. Step. 1.Selecting of an occupational cluster in which students want to get a job. Step 2. Abstracting and analyzing about occupation , job and task of occupational cluster. Step.3. Selecting of courses by the systematization of occupation, job and task. Step.4. Selecting the goals of instruction in Interior Architecture. Through the above steps, the change of occupation has been promoted among occupational cluster by the development of curriculum based on the planning of Interior Architecture which has the widest range of job and task.