• 한국초등수학교육학회지
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• 제20권2호
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• pp.215-238
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• 2016

교육과정 개정 주기의 단축으로 인해 새로이 고시된 2015 개정 수학과 교육과정에서는 개정의 취지와 방향에 따라 내용상의 적잖은 변화가 야기되었다. 초등학교의 경우, 학습자의 학습 부담 경감 및 교과 역량 강화를 위한 시간 확보의 차원에서 많은 내용이 삭제 또는 상향 이동된 것으로 나타난다. 본 연구는 2009 개정 교육과정과의 비교를 통해 2015 개정시 큰 변화가 야기된 주제에 대해 역대 교육과정에서의 관련 내용의 지도 시기와 내용 범위를 조사하여 변화의 적절성 및 방향성을 검토하는 것을 목적으로 한다. 구체적으로, 수와 연산 영역에서 자연수의 혼합 계산과 분수와 소수의 혼합 계산, 도형 영역에서 물체의 위치와 방향, 측정 영역에서 아르(a)와 헥타르(ha), 톤(t), 수의 범위와 어림하기, 원기둥의 겉넓이와 부피, 규칙성 영역에서 규칙과 대응, 정비례와 반비례이다. 분석 결과는 향후 초등 수학과 교육과정의 방향성을 설정하는 데 시사점을 제공할 것으로 기대된다.

• 대한약학회:학술대회논문집
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• 대한약학회 1999년도 PharmWorld
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• pp.30-60
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• 1999

In spite of many studies of The Korean Association of College of Pharmacy for improvement of the Korean pharmacy education and decrearing to change 4 year curriculum for pharmacy education to 6year curriculum from 1998 by The Ministry of Health and Wellfaire, there are many problems right now in view of the student-oriented education in front of the revolution program of The Ministry of Education. So the student-oriented reformation for pharmacy education in Korea was studied not only by observations of worldwide pharmacy education and pharmacy system, but also by 416 questionaires from many kinds of man and women such as pharmacists in drug store and hospital(159), administraters of The Ministry of Health and Wellfaire (59), professors in college of pharmacy (65), researchers in pharmaceutical company (31) and seniors in college of pharmacy(102).It shows that our Korean pharmacy education was a type of teacher-oriented education which is caused by the short time-education, a lots of subjects in the examination for pharmacy license and egoism of professors for their subjects, and so our teacher-oriented education have to change to the student-oriented education for the most function of pharmacist which is the pharmaceutical care for patients. For the preparing the clerkship/externship for one year, we have to change 4 year curriculum to 6 year curriculum for clinical pharmacy edu-cation, and also subjects of pharmacy in the national examination for pharmacy liciense have to reduce within 3-4 subjects of totally non-subject examination. The Korean Association of Collage of Pharmacy of Pan-pharmaceutical Revolution Association must purchase them and their program can be begun right now in spite of loss of the pharmacist supplement for 2 year and preparing the program of 6 years curriculum. Our teaching purposes of departments of pharmacy and manufacturing pharmacy were respectively clinical pharmacy, and development of new drug and compounding of many kinds of commercial drugs, but we have been not gone to their goals, respectively, because of short time-education for pharmacy as compared as world-wide pharmacy education containing the clerkship/externship and same twelve subjects in their examination for pharmacy license. Most function of pharmacist in Korea are the development of new drug, and social and administrative pharmacy in health care for patients, and so we have to teach them in the department of maunfacturing pharmacy.

• 대한가정학회지
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• 제45권4호
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• pp.1-16
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• 2007

The purpose of this study was to explore the identity of home economics(HE) education by assessing perceptions of HE teacher, students, and general adults regarding the images and characteristics of HE education. Respondents in this study were 234 HE teachers, 505 students, and 264 general adults. Questionnaires were collected through both online and offline. The image and the characteristics of HE education were the factors of the identity that were also the byproducts of HE education operation of the past and present, and had the characteristics in changing in accordance with the change of time. The current image of HE education was shown to positive recognition as the curriculum helpful to the actual living and future living for the HE teacher, students, and the general adults. For the HE teacher, it had strong emotionally warm image similar to the image of 'home', and it was connected to the curriculum image to be acknowledged as good problem solving teachers in terms of competence and conservative image. However, on the images of the HE curriculum and HE teacher, the HE teachers had the most positive recognition, and on the image of the HE curriculum, the students had the most negative recognition while the image of the HE teacher, the general adults had the most negative recognition. The general adults among the three groups recognized the HE curriculum as the most technical oriented curriculum while the students recognized as interesting curriculum, curriculum contributing on society. In the meantime, for the characteristic of the HE education, the HE teachers recognized that it had weak female curriculum characteristics and strong living functional curriculum characteristics, and the practical curriculum characteristics would be important in the future. Accordingly, the identity of the HE education formulated might be considered as the practical curriculum that was helpful to problem solving in actual living of the family and family members with the connection to the concept of 'home'. However, depending on the definition on implication of practice and issue of actual living, the characteristics and appearance of the HE education had been changed and might interpret as changing according to the above.for the fertility policy and the methods for the estimation of the child cost were suggested based on the results.

• 한국초등수학교육학회지
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• 제23권4호
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• pp.437-457
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• 2019

본 연구에서는 우리나라 초등학교 수학과 교육과정 중 도형 영역의 내용 및 성취기준이 어떻게 변화되어 왔는지 분석하였다. 이를 위해 2015 개정 교육과정을 기본으로 한 분석틀을 기초로 시기별 성취기준을 연속형, 소멸형, 추가형으로 분류하여 그 특성을 살펴보았다. 도형 영역에서 연속형 성취기준은 전체의 51%이고, 학년 및 영역의 변동 없이 지속된 성취기준이 많았다. 소멸형 성취기준은 전체의 20.4%이고, 제3차의 수학 현대화의 영향으로 급격하게 도입되었던 학습 내용들이 제4차 교육과정에서 삭제되면서 가장 많이 소멸되었고, 제7차 교육과정 이후에는 단계형 교육과정과 학년군의 도입으로 학습 내용이 통합되거나 중학교로 이동되면서 소멸되었다. 추가형 성취기준은 전체의 28.6%이고, 제7차 교육과정에서 공간 감각 기르기가 도입되면서 성취기준이 가장 많이 추가되었다. 도형 영역에서 추가형 성취기준이 소멸형 성취기준보다 많은 것은 학습 내용 축소라는 교육과정 개정의 큰 흐름에도 불구하고 시대에 맞는 기하 내용을 적극적으로 도입하려고 노력한 결과라고 할 수 있다. 이와 같은 연구의 결과가 향후 교육과정 개발 시 새로운 성취기준의 구성에 있어서 기초자료로 활용되기를 기대한다.

• 한국초등과학교육학회지:초등과학교육
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• 제34권3호
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• pp.288-296
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• 2015

This study aimed to analysis of concepts and inquiry activities related to the 'Earth Science' area in the South Korean elementary school textbooks to the current and to seek the improvement of future textbook. For the study, we were collected South Korean elementary school textbooks to the current. After the collection had been made, we were analyzed related to the 'Earth' area in the South Korean elementary school textbooks and were extracted central concepts and inquiry activities. The result of this study: First, there were 'A change in the land', 'Strata and Fossil', 'Volcanoes and Earthquakes', 'Earth and Moon', 'The weather', 'The Solar system and the Star', and 'Seasonal Change' in the central concepts related to the 'Earth' area in the South Korean elementary school textbooks to the current. Second, central concepts were almost the same but the curriculum was changed. Third, inquiry activities also were confirmed to be maintained with little change. This result was believed that it can provide a variety of suggestions at this point in changing the curriculum.

• 한국지구과학회지
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• 제41권4호
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• pp.405-414
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• 2020

In this study, we analyzed the development of high school students' argumentation through their writings on socio-scientific Issues (SSI) related to the Climate Change Unit in the Earth Science I curriculum. Pre- and post-writing assignments on the two main causes of global warming were analyzed and compared. In addition, an in-depth interview of the focus group was conducted with 7 students who showed a distinct change in the level of argumentation. According to the results, 16 of 52 students remained at the same argumentation level in pre- and post-writing assignments, and students remaining at Level 2 among five levels had difficulty in understanding the Toulmin's argument pattern (TAP) structure. Using the TAP structure, 29 of 52 students demonstrated increased argumentation levels in the post-writing assignments. The conclusions include that writing lessons on SSI using the TAP in Earth science classes can improve the level of high school students' argumentative writing, and that the level of students' argumentation can develop with the elaboration of their level of falsification. Also, it is suggested that the science curriculum should increase students' science writing competencies by specifying science writing as one of the goals.

• 대한가정학회지
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• 제48권9호
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• pp.89-102
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• 2010

The purpose of this research was to elucidate the relevance of the area of home economics in practical arts (technology & home economics) curriculum to green growth education, finding applicable cases of green growth education content in the field of home economics education. Given this base, we performed a survey with people who majored in home economics education and elementary school teachers on how green growth education related to their education. We studied applied cases and performed a survey by open-ended questions that extracts the green growth education content. In synthesizing the results of these studies so far, we have concluded that home economics education is much related to green growth education, and that with a change of people's conceptions when relating school life to household life, home economics can be a very useful subject that can lead to the practice of the green growth education.

• 공학교육연구
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• 제15권5호
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• pp.14-18
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• 2012

Shu-gyo-ryoku, a program to enhance students' academic and career skills, was begun in the academic year 2011. Under the new program, "Career Planning" and "Career Design" were introduced as part of the liberal arts education for incoming freshmen. Approximately 500 students majoring in engineering enrolled in "Career Planning" in which they study a "curriculum map" and how it relates to their future fields of employment. The curriculum map illustrates the connections between classes and increases students'understanding of the curriculum structure. In small groups, students discussed the curriculum in order to develop sketches of their career paths. In addition, students answered a career anchor test and though several communicative activities, improved their communication skills. A portfolio system was built into the university network to record the learning history of each student. Students are able to check their learning histories and reflect on the change in themselves during their academic careers.

• 한국과학교육학회지
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• 제13권2호
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• pp.198-209
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• 1993

This paper was made for the purpose of research for newly formed of Common Science subject and setting up for Common Science subject's place. For this purpose, I 1) reviewed the bacground of curriculum revision and newly formed Common Science subject. 2)reviewed the change of the current of science education and the study of Common Science subject in Korea. 3) examined Common Science subject as integrated science The results were as follow: l.Newly formed of Common Science subject motivated by current of science education in the wordwide, direction of the 6th curriculum in Korea and the actual condition of integrated science in foreign country. 2.1t emphasize on learning of inquiry method than system of knowlege,introduction to material connected with real life and science and technology in society in the Common Science subject. In principle,the level of concept in Common Science subject keep within level of Science subject in middle school. 3.Common Science subject is characterized by integrated science. And Common Science subject have to become more integrated science in the textbook and the teaching-learning as well as in curriculum.

• 의학교육논단
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• 제19권3호
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• pp.121-128
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• 2017

When a new educational system for college students in South Korea was established in 1946, the National Committee for Educational Planning adopted a 6-year curriculum of medical education, consisting of a 2-year premedical component and a 4-year medical component. For more than half a century, the premedical curriculum has received little attention. However, it is very important for premedical students to have a range of experiences that could be useful in their future medical careers. In 2005, another change was made to the system of medical education, in which medical schools without a 2-year premedical curriculum were established. This began to stimulate interest in premedical education, and more and more professors have become interested in premedical education as 6-year medical colleges have become more popular than before. Since 2015, the Education and Cultural Center of the Korean Association of Medical Colleges has annually hosted a workshop for redesigning premedical education; these workshops quickly fill up with registrants, reflecting the participants' lively interest in premedical education. The problems of premedical education are mostly due to students' and educators' attitudes. A more effective approach will be needed in the educational system of the future to train highly competent medical doctors. To judge whether an educational program is successful, its aims must be clearly articulated. For this reason, medical colleges must prepare premedical education curricula based on their educational aims. It is expected that the system of premedical education will be strengthened in the future due to the growing awareness of its importance.