• Journal of the Korean Institute of Rural Architecture
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• v.6 no.2
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• pp.1-10
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• 2004

The purpose of this study is to clarify the actual condition of the layout and floor planning of elementary schools for the 7th education curriculum. This article discuses about the basic characteristics of the plan composition and the outdoor spaces of 35 elementary schools in Gyeongnam prefecture. The results of this study are summarized as follows; 1) To respond to the 7th educational curriculum, unit classrooms need to be expanded or space for a multi-purpose room needs to be secured to serve the following purposes: the operation of educational program by the level and offering of unified Subjects. overall, elementary schools need to seek ways to deal with problems associated with space composition, types of classrooms, and changes in the number of classrooms so that the 7th Educational curriculum can be carried out smoothly. 2) Different from the past, various plan types are available nowadays. Even in case of schools with the same class size, their areas were different by 130 percentages or higher. Therefore, practicality needs to be more focused than facility standards in order for the school to cope with changes in future educational environment. 3) When designing the elementary school in the future, more space needs to be assigned for learning by expanding facilities - special purpose classrooms and supporting facilities - to accommodate students' various learning activities. In addition, faculty facilities need to be rearranged to promote research and development as well as to ensure the operation of the educational program. And, resident facilities that consider the close connection with the local community need to be rearranged in an efficient manner as well.

• Journal of the Korean association of regional geographers
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• v.19 no.4
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• pp.775-786
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• 2013

Although the Dept. of Geography in Korea has contributed to the social development of Korea with a remarkable growth for a short period, their social status and influence have not greatly improved and the graduates in Geography do not have many job opportunities. The low social statue and the limited job opportunities of the Dept. of Geography in Korea was due to the failure of the creation of their demand and the expansion of their sphere in response to the social changes and developments of Korea. In France, the Dept. of Geography has raised their social standings through the suited curriculum system to generate their demand and enlarge their domain with the social changes and development of French. The Dept. of Geography in Korea also needs not only the expansion of sphere but the building of the proper curriculum system for the creation of demand.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.63-75
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• 2007

This study investigated how the contents of biology domains that were dealt with in the 7th national elementary-school science curriculum were in turn dealt with in the other subject matter areas. Through this, it was hoped that the place and identity of biology as a subject could be more clearly established and defined and additionally, more basic data for developing the new national science curriculum could be acquired at the same time. Subject matter areas that overlapped with biology in the 7th national elementary-school curriculum were practical arts, social studies and physical education. The structure and composition of specific components that were dealt with by these subject matter areas were very different from those of science, and the analysis showed that they failed to correspond across grades. Moreover, topics such as 'natural calamities and the environment' and 'human reproduction' that were dealt with by other subject matter areas, but not in science must be included for developing the new national science curriculum. Accordingly, when it comes to composing the contents of each subject matter area during creation of the new national curriculum, the relevant experts in related subject matter areas should be mobilized to conduct in-depth analysis of the following areas: viability, the most appropriate level of difficulty, and appropriateness of any hierarchy of relative importance between subjects. Additionally, efforts to reflect any improvements in the way the new national curriculum is developed which come about through this research are needed.

• Journal of Korean Home Economics Education Association
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• v.2 no.1
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• pp.91-99
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• 1990

By the comparative analysis of middle school Home Economics curricula in the U.S, Sweden, japan, Taiwan, and Korea, this study attempts to understand the current Home Economics education and to access its trends for each country. Based on the findings of the analysis, this study also seeks to get the major implications of the analysis for the betterment of the Korean Home Economics Education. The main sources of information and data analyzed here are :1)curricula for 10 School Districts in Pennsylvania state as representives of the U.S ; 2)Home Economics curriculum for middle school in Sweden ; 3) Home Economics Teaching Guidelines in Japan ;4)Home Economics curriculum in Taiwan ; and 5) Home Economics curriculum in Korea. Content Analysis technique is applied in this study. The major elements of contents include :1)structure of the curriculum ;2)subject name ; 3)time allotment; 4)goals and objectives ; 5)subject areas and content composition ; 6) other related characteristics for the implemention of the curriculum Summarized results of the study outline as follows; 1)Home Economics is offered as independently required subject without sex discrimination in all five countries. 2)Time allotment for Home Economics in Sweden is double that in the other countries. 3)The common goals of Home Economics courses is practical learning experiences closely related to reality. 4) In terms of subjects areas, Food and Nutrition, Clothing & Textiles, Housing Human Development, and Child care are offered in three of four countries, which is also similar to those of Korea. In addition Consumer Education is also covered in the U.S., Sweden and Korea. 5)Curriculum can be utilized as instructional planning materials due to the clear specification of instructional method, materials, and evaluation method on the curriculum, especially in the U,S, and Taiwan.

• The Korean Journal of Emergency Medical Services
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• v.19 no.2
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• pp.83-97
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• 2015

Purpose: Although appointed as a national competency standards (NCS) based reserves department, the department of emergency medical technology, an NCS-based emergency department, is mainly focused on subject deduction for a NCS-based curriculum. Methods: Job models were formed and verified by combining the competency unit of NCS and the duty of Developing a curriculum (DACUM) based on the development procedure indicated in the guidelines for a NCS-based curriculum. The mapping method of the subject was performed by deducting necessary competency units (duty) and competency unit elements (task) by connecting with the composition items of NCS and DACUM. Results: Job models combined with job analysis for the NCS and DACUM were reduced to 13 competency units (duty) and 79 competency unit elements (task). A modified method such as the 1:N method was mainly applied as a subject-matching method with consideration of the competency level and size of the competency unit. Conclusion: It would be a desirable direction to develop a NCS-based curriculum in the center of the practice subject in consideration of the size of the competency unit and competency level of the competency unit element. The existing curriculum should be promoted as a field-oriented curriculum at the complementary level.

• The Mathematical Education
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• v.62 no.2
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• pp.269-287
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• 2023

Matrix theory is widely used not only in mathematics, natural sciences, and engineering, but also in social sciences and artificial intelligence. In the 2009 revised mathematics curriculum, matrices were removed from high school math education to reduce the burden on students, but in anticipation of the age of artificial intelligence, they will be reintegrated into the 2022 revised education curriculum. Therefore, there is a need to analyze the matrix content covered in other countries to suggest a meaningful direction for matrix education and to derive implications for textbook composition. In this study, we analyzed the German mathematics curriculum and standard education curriculum, as well as the matrix units in the German Hesse state mathematics curriculum and textbook, and identified the characteristics of their content elements and development methods. As a result of our analysis, it was found that the German textbooks cover matrices in three categories: matrices for solving linear equations, matrices for explaining linear transformations, and matrices for explaining transition processes. It was also found that the emphasis was on mathematical reasoning and modeling when learning matrices. Based on these findings, we suggest that if matrices are to be reintegrated into school mathematics, the curriculum should focus on deep conceptual understanding, mathematical reasoning, and mathematical modeling in textbook composition.

• Journal of Korea Multimedia Society
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• v.19 no.6
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• pp.1065-1073
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• 2016

In this paper, we examined informatics textbooks for middle school students in accordance with 2009 revised curriculum through conducting both content analysis and surveys. The content analysis was analyzed the composition and contents of textbooks. Survey questionnaires were based on the authorization criteria and selection standards of informatics textbooks. The content analysis demonstrated that there were discrepancies among textbooks in areas such as the total number of pages, related material, the number of core concepts introduced in each chapter, and the application of software. The survey results showed that two sections - 'Expression and Modification' and 'Text' exhibited the most positive results, and the 'Creativity' section the least. Using the findings above, we present alternative ways to improve qualities of these textbooks.

• Journal of architectural history
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• v.32 no.2
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• pp.21-35
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• 2023

The purpose of this study is to develop a method for establishing an educational system for World Heritage interpretation applicable to World Heritage sites and to design an education program for World Heritage interpretation by applying the developed education system in this study. This study first identified the definition of interpretation and the relationship between interpretation and education through previous research and analyzed the role and significance of heritage interpretation due to the paradigm transition in the capacity building of World Heritage sites. Next, the educational status of World Heritage interpretation was analyzed through educational institutions, educational subjects, and curriculum examples. Finally, this study argues that a method for establishing a World Heritage interpretation education system should be presented according to the composition of the curriculum, and the interpretation curriculum planning by interpreters should be proposed focusing on the Outstanding Universal Value (OUV) of World Heritage sites.

• The Journal of Korean Association of Computer Education
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• v.20 no.3
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• pp.25-33
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• 2017

Countries that considered importance of the quality management of higher education are strengthening through various systems and methods. Field of computer science also, they have constantly made efforts, such as constituting standards of curriculum for the management of the quality of higher education. If we know the priorities of the knowledge area mentioned in the standard of curriculum of computer science, we can give implications to the composition of the content system. Therefore, we derive the ranking based on base on CS2013 the lesson time number of Tier 1, Tier 2, Elective, and detail areas for content elements. As a result, the knowledge area with the highest priority was Software Development Fundamentals. The knowledge area is recommended as a beginner course in CS2013 because it is a basic element. The priorities of these areas may provide implications for future elementary and secondary informatics curriculum, higher liberal arts informatics curriculum, Informatics curriculum of teacher training agency.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.249-272
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• 2014

The purpose of this research is to investigate the differences between early childhood teacher's perception and implementation of the composition direction and details of 5 criteria of "Nuri curriculum by age for 3 to 5 year-olds". As basic research data, this research is to contribute to understand the actual needs of on-spot teacher training, in the early implementation stage of Nuri curriculum, and to be used as basic data to effectively support and execute teacher training, so that "Nuri curriculum by age for 3 to 5 year-olds" can settle as educational basis of stable educational policy in the future. This research used PASW 18.0 program to analyze the difference of early childhood teachers' perception and implementation about Nuri curriculum. Results of this study were as follows; First, the general trend of early childhood teachers' perception and implementation was analyzed by average and standard deviation. Second, to see the difference between perception and implementation of Nuri curriculum for the entire group of early childhood teachers surveyed, matching sample t-test was used.