• International journal of advanced smart convergence
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• 제9권2호
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• pp.147-156
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• 2020

ACM's CSTA has drafted standards for computing curricula and recommended them to schools in the United States. The five core concepts of the US elementary school computing curriculum are computing systems, network and the Internet, data and analysis, algorithms and programming, and impacts of computing. In 2005, Korea prepared ICT education guidelines, including five fields, their subfields, and achievement criteria for each subfield. In the 2015 revised curriculum, software education was introduced and five achievement standards were set. The ACM CSTA has 18 achievement criteria up to K-2 and 21 achievement criteria up to K-5. If we compare the 39 achievement standards of the US to Korea, Korea's 2005 ICT education guidelines include 25 of these, and the 2015 revised curriculum includes 5 of them. In this study, we aim to study the CSTA achievement criteria that second graders should know and the achievement criteria that fifth graders should know. This is compared and analyzed with Korea's 2005 ICT Guidelines and 2015 Software Curriculum. In comparison with the number of achievement standards, the US elementary school's computing achievement standards are much higher than in Korea. Comparing with each standard, there are many areas that are not covered in Korean curriculum, and we can see that the 2015 curriculum has rather receded from 2005.

• 공학교육연구
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• 제25권1호
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• pp.12-21
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• 2022

The College of engineering's capstone design is student-team-centred learning based on project-based learning and is one of the most important courses for students aiming to be competent professional engineers capable of solving real industrial problems. Therefore, in order to resolve the capstone problems, various face-to-face contacts such as frequent industrial site visits, multiple meetings with diverse people including team members, and repeated contacts with course-supervising and team-advising professors are prerequisite processes. However, according to the transition to fully online education due to the global pandemic of COVID-19, capstone design courses for 2020 and 2021 were also conducted online. Based on the modified students' evaluations of educational quality (SEEQ) with 3 perspectives such as curriculum, teaching-staff and students themselves, this study compares their evaluations of offline capstone designs from 2013 to 2019 and online capstone designs in 2020 and 2021 in the context of COVID-19. In 3 perspectives, the difference in students' evaluation of the online capstone between the beginning and the end of the course shows a positive effect, which is better than the offline capstone. Also, in various dimensions for each perspective, the online capstone shows a better evaluation than the offline capstone. These findings suggest that the online capstone design curriculum can be expected to have educational effects as well as students' satisfaction with the online curriculum in the future.

• 한국가정과교육학회지
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• 제8권2호
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• pp.65-79
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• 1996

This study proposes a model curriculum for Vocational Home Economics High School in the 7th Curriculum Revision. The model in the study is first drawn from the assumptions that reflect ever changing demands of industrial society for Home Economics education. Another perspective employed in the study is historical analysis that focuses on the evolution of the Vocational Home Economics Curricula from the 1st through the 6th revision. This study also employes comparative research tools for the national level comparison such as USA, Japan, Taiwan, and Korea. The proposed model curriculum in this study is concluded from those step-by-step studies as follows：1) Problem definition and design in current curriculum for Vocational Home Economics high school； 2) Needs and roles analysis of Vocational Home Economics high school for the future； and 3)Historical analysis of our curriculum revisions in the past and coparative analysis with other countries. Authors conducted this research project for 3 month period from June 15, 1996 to September 15, 1996. During this period, authors collected the data and information through those method as an extensive literature review, survey and interview, and curriculum specialist conference. The key and critical features of the proposed curriculum in the study are as follows：1) In the numbers of department, a proposed model curriculum offers 8 as opposed to 6 in the 6th revision, reflecting two additional departments of “Elderly Welfare”and “Cosmotology”. 2) In the statement of educational objectives, a model curriculum emphasizes a more concrete statement to each specific skills according to the changing societal needs. 3) In the numbers of total subject matters, there would be 40 in the new as opposed to 23 in the current curriculum. Among these changes, 17 would occurr in the newly introduced subject matters, while 11 would simply change the subject matter name. Among 40 subject matter, “Introduction to Computer” and “Home Economics in Vocational Education”would be required subject matter. 4) In the total numbers of required unit for graduation in three years, a model offers 86∼132 unit. A maximum unit for each subject matter would be 12.

• 한국수학교육학회지시리즈A:수학교육
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• 제58권4호
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• pp.531-543
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• 2019

본 연구는 2009개정 교육과정과 2015개정 교육과정을 반영한 교과서에서 연속확률분포를 정의하고 도입하는 방법에 대해 비교 분석하였다. 2015개정 교육과정을 반영한 확률과 통계 교과서는 연속확률변수를 가부번집합인 확률변수로 정의하기보다는 특정 범위의 모든 실숫값을 가지는 확률변수로 정의하였다. 또한 연속확률분포를 도입함에 있어 균등분포를 이용한 방법과 상대도수밀도를 이용한 방법을 사용하였다.

• 한국도서관정보학회지
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• 제32권4호
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• pp.171-196
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• 2001

본 연구는 현행 전문대학 문헌정보과 교과과정을 비교 분석하여서 시대의 변화에 따라 도서관 업무도 변하고 그와 관련된 문헌정보와 교과과정도 변하는 모습을 보도록 하여 전문대학 문헌정보과 교과 과정이 이론보다 실무연습에 강조되어야 할 필요성이 있음을 알게 하는 것이다. 이렇게 하기 위해서는 도서관 현장에서 요구되는 새로운 지식을 파악하기 위한 문헌조사와 국내 전문대학 문헌정보과의 교과과정을 비교·분석하여 공통교과목을 도출하며 새로운 모형교과과정표를 작성하는 것이다.

• 한국항해항만학회:학술대회논문집
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• 한국항해항만학회 2018년도 추계학술대회
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• pp.193-199
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• 2018

AI의 급격한 발전으로 자율운항선박의 개발도 머지않은 장래에 실현될 것으로 보인다. 그러나 해양대학의 교과과정은 이러한 시대적 발전추세에 대비하지 못하고 있는 것이 현실이다. 게다가 의무승선기간 만료 후 상당수의 초급 해기사들이 육상직으로 이직하는 현실에서 항해학 관련 세부전공 또한 진화하고 있는 해운산업의 전문분야를 교육하는 데는 한계가 있어 보인다. 이 글은 주요 해양대학의 항해학 관련 커리큘럼을 비교 분석한 것이다. 이들 국가들은 STCW를 인준한 국가들이므로, 항해사를 양성하는 데 STCW에서 요구하는 과정을 모두 교육해야만 한다. 이들 해양대학의 항해학 전공 커리큘럼은 대동소이할 것으로 생각되었지만, 실상은 차이가 큰 것으로 나타났다. 따라서 이들 주요 해양대학의 커리큘럼을 비교 분석함으로써 우리의 항해학 전공 교과과정이 적절하게 짜여져 있는지 검토해 볼 필요가 있다. 이는 궁극적으로 급격한 기술발전에 대비하고, 육상직으로의 이직에 대비할 수 있는 이상적 교과과정을 개발하는 데 참조가 될 수 있을 것이다.

• 대한치과기공학회지
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• 제31권4호
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• pp.67-84
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• 2009

The purpose of this study was to furnish data for a new curriculum of the "Bachelor's Degree Course at Junior College" in Korea. Domestic three colleges and one university were selected for comparative analysis about curriculum of the dental laboratory technology. Moreover, three colleges and three universities were selected in Australia, Canada, and USA which are preferred highly on overseas employment by the korea students of dental laboratory technology. From the six colleges and four universities, number of subjects and credit hours on special study were acquired and compared. Between domestics, an agreement on special study were compared. Transferable subjects from korea to foreign were acquired. From the number of subjects and credit hours on special study comparing, following results were obtained. The results were as follows; 1. The ratio of the number of subjects and credit hours on special study were averagely 78.2% and 83.7% in domestic college, 70.8% and 69.7% in domestic university. 2. The ratio of the number of subjects and credit hours on special study in Canada was similar to domestic but those in Australia and USA were less than domestic. 3. Between domestics, an agreement of subjects and credit hours on special study were 81.2% and 84.2% in Catholic University of Busan, 72.2% and 76.4% in Daejeon Health Science College, 71.2% and 72.8% in Gwangju Health College University, 65.1% and 65.9% in Shin Heung College University respectively. 4. Transferable subjects from Korea to Australia or Canada was more than USA. Those to Australia was similar to Canada. These results suggest that the degree of special study in domestic is more than foreign, transferable subjects from Korea to Canada should be profitable and those data is furnish for a new curriculum of the "Bachelor's Degree Course at Junior College" in Korea.

• 한국과학교육학회지
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• 제10권1호
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• pp.17-31
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• 1990

The purpose of this study is to make a comparative analysis of the educational bojective, organization, contents, teaching and evaluation of the biological curriculum in high school of Korea and the United States. The results are summarized as follows: 1. In case of the educational objectives, both Korea and the United States emphasize the importance of the process of inquiry, experimentation and observation. Particularily, great emphasis is placed upon the human centered curriculum by reinforcing the relationships between the nature and human being. 2. In regard to the educational organization, eleven credit units(Science I: 5 credits, Biology: 6 credits) is allocated in Korea, and ten credit unit, in the United States. Both of Korea and United Stats designate the biology as elective course. But the science I course is designated as required in Korea 3. This study have been analyzed the educational contents of the two countries within the framwork of the basic concepts and essential informations contained in the curriculum. Results of the analysis as follow: The educational contents have less quantity and lower level in Korea than in the United States. And interrelations among the other curricula are not well considered in the curriculum of Korea/ On the other hands, interrelations among the oter curricula are fully considered and the purpose for emphasizing the importance of the process of inquiry course is well considered in the United States. The themes are stressed on "Structure and Function" (34.5%), "Genetic continuty" (21.3%), "Diversity and Unit" (14.2%) and "Regulation and Homeostasis" (10.3%) in Korea, and in the United States "Structure and Function" (27.3%), "Diversity and Unity" (25.6%), "Genetic continuty" (17.9%) and "Organism and Environment" (9.3%). 4. Regarding the educational guidance, both of Korea and the United States emphasis the interrelation of the basic concepts and principles within the total framwork. Also observation and experimentation, safety education, interest of students, life dignity, pretection of nature, social biology are reguired being paid special attentions. 5. In case of evaluation, both of Korea and the United States are the same in all of methods of evaluation. But the United States is grest stressed on reading and writing.

• 한국학교수학회논문집
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• 제25권1호
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• pp.19-38
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• 2022

본 연구는 우리나라와 뉴질랜드의 고등학교 통계 교육과정을 비교 분석하여 도출된 결과를 바탕으로 향후 우리나라 통계 교육정책의 개선 방향을 모색함에 그 목적이 있다. 이를 위하여 뉴질랜드의 전반적인 통계 교육과정을 분석하였고, 우리나라 고등학교 2015 개정 확률과 통계 교육과정에 상응하는 뉴질랜드 통계 교육과정의 수준 7과 수준 8의 성취목표 및 핵심 아이디어를 중심으로 살펴본 후에 우리나라 확률과 통계 교육과정과 비교 분석하였다. 이러한 비교분석을 통해 향후 우리나라가 지향해야 할 통계 교육과정 및 통계교육에 있어서 세계적인 추세에 부합하는 방향성을 모색하는데 기여하고자 하였다.

• 비교교육연구
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• 제27권3호
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• pp.75-100
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• 2017

2015 개정 교육과정이 단위 학교에 적용되고 있는 상황에서, 이 연구는 호주와 영국의 국가교육과정 적용과 지원 사례를 살펴보고 우리나라 국가교육과정 적용 지원에 대한 시사점 얻기 위한 목적으로 수행되었다. 연구 목적을 달성하기 위해 호주와 영국의 국가교육과정 적용 지원과 관련 문헌 및 자료들을 검토하고 각 국가의 교육과정 담당자 및 교사를 대상으로 심층 면담하여 분석하였다. 연구 결과는 세 가지 주제로 분석되었다. 첫째, 호주와 영국에서는 국가교육과정 개발 과정을 공개하고 교육 당사자 간에 활발하고 적극적인 소통이 이루어지고 있었으며, 이는 국가교육과정에 대한 사회적 공감대를 형성하게 하고 새로운 교육과정을 보급 전파하는 기회로도 작용하고 있었다. 둘째, 호주와 영국은 교사들이 국가교육과정을 적용할 수 있도록 워크숍 형태의 교사연수나 특화된 온라인 프로그램을 활용한 연수, 교과별 교사 네트워크나 TS(Teaching School)을 활용한 교사 전문성 신장에 많은 관심을 두고 있었다. 셋째, 호주와 영국 모두 정부가 발행하는 교과서는 없었으나 교사들이 국가교육과정을 적용할 수 있도록 다양한 유형의 교수 학습 자료를 개발하여 제공하고 있었으며, 교육과정과 관련된 자료를 쉽게 찾아 다운 받을 수 있도록 온라인 사이트들을 서로 연동하여 개발하는 등 자료의 활용도를 높이기 위한 노력을 하고 있었다. 이 연구는 이러한 연구결과를 토대로 우리나라 국가교육과정 적용 지원 방식에 대한 시사점을 도출하여 논의하였다.