• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.65-72
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• 2007

The purpose of this study was to examine the 7th national science curriculum (chemistry domain) regarding the meanings of ‘mulgil' (Korean), the particulate nature of matter, and the state of matter. It was found that the term of ‘mulgil' was being used vaguely as representing material, matter, or substance without clear definition. This was problematic by reason that it could hinder students from having the concept of substance. Regarding the particulate nature of matter, molecule was introduced as a basic unit of matter at grade 7, prior to atom and ion, which were introduced at grade 9 and 10, respectively. It is necessary to reconsider the sequence of each particle concept to provide students with more consistent and comprehensive understanding of structure of matter. In the case of change of state, key concepts such as conservation of matter or reversibility were omitted in the curriculum document, and explanations based on various aspects of particles were somewhat insufficient. The concept of matter is fundamental to chemistry, and we must recognize it as a concept that needs to be taught clearly. Implications for curriculum revision were discussed.

• School Mathematics
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• v.13 no.3
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• pp.423-446
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• 2011

In school mathematics, concepts of definite integral and integration by substitution have mathematical connection with introduction of probability density function, expectation of continuous random variable, and standardization of normal distribution. However, we have difficulty in finding mathematical connection between integration and continuous probability distribution in the curriculum manual, 13 kinds of 'Basic Calculus and Statistics' and 10 kinds of 'Integration and Statistics' authorized textbooks, and activity books applied to the revised curriculum. Therefore, the purpose of this study is to provide a teaching method connected with mathematical concepts of integral in regard to three concepts in continuous probability distribution chapter-introduction of probability density function, expectation of continuous random variable, and standardization of normal distribution. To find mathematical connection between these three concepts and integral, we analyze a survey of student, the revised curriculum manual, authorized textbooks, and activity books as well as 13 domestic and 22 international statistics (or probability) books. Developed teaching method was applied to actual classes after discussion with a professional group. Through these steps, we propose the result by making suggestions to revise curriculum or change the contents of textbook.

• The Journal of the Korea Contents Association
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• v.13 no.10
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• pp.394-402
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• 2013

The purpose of this study is to identify the effects on nursing students' interpersonal relationships and communication self-efficacy when their group activities were performed in interpersonal relationships and communication curriculum. This study employed one group pre test-post test study design. This course consisted of a total of 13 sessions, and was conducted for 100 minutes per session every week from September to December in 2012. Questionnaires were from Relationship Change Scale of Shlein and Guerney and Communication Self-efficacy developed by Ayres. Also, data were collected through the whole 161 cases, analyzed by descriptive statistics, and paired t-test along with PASW 18.0. As a result of this study, the scores of interpersonal relationships and communication curriculum self-efficacy were significantly increased. In light of these results, the application of this curriculum has an effect on interpersonal relationships and communication self-efficacy among nursing students. Accordingly, this study can be provided as basic data in order to develop and utilize the curriculum that can improve communication skills of nursing students in nursing education.

• Journal of Digital Convergence
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• v.11 no.3
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• pp.299-304
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• 2013

Culture contents are connected directly with our lives. Experts who produce culture contents or work at such industry or most of people regardless of age and gender are exposed to media contents like movie, game, animation, broadcasting and advertising. There are a number of users who use smart phones and smart pads which can view such media contents. The era of smart device which people easily surf, watch, and produce media contents will be opened. Therefore, the efficient curriculum for producing more touchable media contents should be developed continuously. Most of people recognize the necessity of educations to enhance creativity at university education. This paper intended to research the method of roles curriculum of university produce culture contents which stimulate emotion, creative and show new technology. This paper suggests academic curriculum for department of culture and contents based on the basics, even though new media device emerges the proper talents can be fostered.

• The Korean Journal of Emergency Medical Services
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• v.11 no.2
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• pp.29-50
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• 2007

Purpose: This study was carried out in order to provide the basic data for the curriculum standardization of emergency medical technology by analyzing the three-year period curriculum of 9 colleges. Method: This is the descriptive analysis of the curricular of 9 colleges. The analyzed variables were the distribution, credit, mean, frequency of the liberal arts, majors, clinical and on-the-job(OJT) training courses, and teaching profession subject. Results: 1. The number of whole subjects was 61.0, the number of liberal arts was 10.3, and the number of majors was 50.7. The completion credit was 128.3, credits of liberal arts were 15.5(12.2%), and credits of majors were 112.8(87.8%). 2. The range of credits of liberal arts was 8 to 21, and most of the liberal arts were done in the first year of college. 3. The distribution of the credits of the national examination for the license was as follows; the itemized emergency care subjects were 27.9 credits, the general emergency care was 18.5 credits, basic sciences were 17.7 credits, emergency patient care was 9.5 credits, and emergency medicine law was 3.2 credits. 4. The number of other major subjects were 10.0 and showed even distribution in each semester. 5. The clinical and on-the-job(OJT) training were 4.5 subjects, the credits of completion were 14.9 and these subjects were not in the first year of college. Conclusion: This results will be helpful data for the advanced development and standardization of the new curriculum by keeping pace with the environmental change, competency improvement and the need of the learners of emergency medical technology.

• Journal of the Korean Chemical Society
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• v.53 no.6
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• pp.784-792
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• 2009

In this study, we investigated the unsuitable cases for the hierarchy of the curriculum in science 'teaching-learning lesson plan' which is on the web site of the each city's support center for teaching and learning and Seoul Science Park with a purpose of giving helpful data for science teachers at lessons. The investigation is limited to 'Three states of matter' unit for the 7th grade and the content elements used at analysis was the "state changes of matter", "molecule" and "molecular model". The case found for unsuitable case for the hierarchy of the curriculum was phase equilibrium, ice crystal theory, peculiar property of water, classification of solid, thermal energy and physical change at the "state changes of matter". While the "molecular model" showed molecular motion and density. On the other hand, no case was found at "molecule".

• School Mathematics
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• v.19 no.4
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• pp.713-729
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• 2017

It is the 6th curriculum that first officially mentioned the use of calculators in elementary mathematics education in Korea. Since then, the curriculum has been more widely used than in the beginning. However, in actual textbooks, it is still not enough to see the utilization situation, and guidance in this textbook is very scarce. In particular, there is no relevant study that meets the standards of achievement of the curriculum. The purpose of this study is to investigate the contents of the research on the use of the calculator in the course of the curriculum change after the 6th curriculum, and to present the complex calculation, mathematical concept, mathematical principles and rules, mathematical problem solving. In addition, the course is presented in the textbooks that are appropriate for the achievement criteria and the application process for each topic.

• Journal of the Korea Society of Computer and Information
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• v.27 no.6
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• pp.149-155
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• 2022

In this paper, we propose the importance of character education in nursing curriculum. It is quite difficult to define what character is. It is solely because a person's character is very abstract yet comprehensive at the same time. Nevertheless, the East defines character as someone's personality that he or she is naturally born with. Someone's character contains two elements: what he or she was born with, a nature, and how the person has and is to become. The nature is difficult to change through education since one is born with such disposition. However, another half of one's character can be educated to be reformed and developed in the right manner. And this specific education is called character education. Today in Korea, education to cultivate one's character has become a cause celebre, especially when evaluating a nursing department's certification. To be a good nurse, one must not only be skillful but also has the ability to help others or make ethical and clinical judgments. Yet, most nursing departments in Korea out there are overwhelmingly focused on the curriculum related to obtaining licenses and to become a registered nurse. Thus, this is to suggest alleviating such a stress and expanding the curriculum for character education.

• Journal of the Daesoon Academy of Sciences
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• v.46
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• pp.1-32
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• 2023

The purpose of this article is to critically reflect on the 2022 national curriculum on religions. The perspective of this reflection is that since the religious curriculum is meant to be a national curriculum, it should be applicable to all high school students, be shareable, and function as a place for meta-reflection regarding the proper use of the category of religion. For this purpose, I reviewed the form and content of the 2022 curriculum on religions in Section 2. The form of the 2022 curriculum on religions looks similar to the previously utilized curriculum. However, the main change is that the subject of religions was arbitrarily placed into the category of 'subjects for choosing a career.' And the 2022 curriculum on religions has two characteristics in terms of content: the orientation of 'making religious people (spiritual formation)' and the reemergence of the concept of 'pseudo-religion.' In Section 3, I delved into the orientation of 'making religious people through religious reflection' among the characteristics of the 2022 curriculum on religions. In this process, I discovered that the concept of 'reflection as a metacognitive technology,' which was the core of the prior curriculum and school education, was transformed into the concept of 'religious reflection,' and the concepts of spirituality and religiosity were also added. In Section 4, I delved into the dichotomy of 'religion and pseudo-religion.' 'Pseudo-religion' is a new focus in the 2022 curriculum on religions. In this process, I revealed that the concept of 'pseudo-religion' is a combination of an outdated administrative term of the Japanese Government-General of Korea during Japan's occupation of Korea, and as such, the term is inherently value-laden and harmful. I also revealed that determining 'pseudo-religion' in school education regenerates the colonial Japanese Government-General's biased attitudes toward Korean religions and forces teachers to 'invent' (detect or personally appraise) modern day pseudo-religions through arbitrary judgements. The 'curriculum to emphasize religious reflection and detect pseudo-religions in order to create religious people' can distort the subject of religion in the national curriculum as into a 'subject for religion (promotion or degradation).' If this distortion continues, the appropriateness of curriculum on religions existing within the national curriculum will eventually become a subject of debate.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.203-219
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• 2016

The purpose of this paper was analyzing the contents of life science area in elementary science textbooks according to Korean science curricula change to get suggestions for the advancement of science curriculum. The framework of content analysis was developed by revising TIMSS 2015 life science evaluation framework. The results of this research were as follows: 'The differences of living things and non-living things appearing in the first grade mostly were not included in the 1st, the 6th and the 2009 revised curricula. Contents emphasizing rural life were appeared from 'Teaching themes period' to the 2nd curriculum period, disappeared from the 3rd curriculum period until the 2009 revised curriculum. Contagious disease was emphasized in all elementary grades in the 1st curriculum period, which reflected a social phenomena emphasizing health and hygiene after the Korean War. Mostly fungus was included until the 7th curriculum period and bacteria and virus were added from the 2007 revised curriculum period. The way of improving health was emphasized continuously.' The differences of living things and non-living things should be included in elementary science curriculum for the correct 'life' concept formation of elementary students. 'Strategies for helping the living of descendants' and 'the heredity of animal and plant' which were appeared in the lower grades, should be included at the higher grades with greater depth. The incoming elementary science textbooks also need to include science contents about evolution in greater depth, along with human health.