• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.115-128
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• 2018

The purpose of this study is to explore the direction of home economics education in order to strengthen students' competencies. We explored the direction of competency-based home economics class, and teaching and learning methods for strengthening subject competencies, then develop class case. The main research results of this study are as follows. First, in order to cultivate subject competencies, students should be the center of the education, class and evaluation by integrating of the curriculum-class-evaluation, so that they can grow into the subject of life. Second, to enhance subject competencies, case example of the home economics was presented focusing on integrating curriculum-class-evaluation. It is expected that this study will be able to integrate curriculum-class-evaluation into the concrete realization of subject competencies in home economics education.

• Korean Medical Education Review
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• v.25 no.3
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• pp.198-211
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• 2023

Health systems science (HSS) is recognized as the third pillar of medical education. alongside basic and clinical sciences. Today's physicians must also be systems thinkers who are able to discern how social, economic, environmental, and technological forces influence clinical decision-making. This study aimed to propose strategies for structuring an HSS curriculum that is tailored to the Korean healthcare and medical education context. First, the authors of this study conducted a survey to identify the present curricular contents of HSS related education at Korean medical schools. Second, a needs assessment was performed to determine the necessity of HSS competencies, as well as the prerequisites for the seamless integration of HSS into the existing curriculum. Third, literature reviews on HSS education at 14 US medical schools and expert consultations was conducted. We would like to propose a set of strategic approaches, classified into two levels: comprehensive and partial restructuring of the current medical curriculum to incorporate HSS. The partial restructuring approach entails a gradual, incremental incorporation of HSS content, while maintaining the current curricular structure. In contrast, a complete overhaul of the curriculum may be ideal to build HSS as the third pillar of medical education, but its feasibility remains relatively limited. The partial reorganization approach, however, has the advantage of being highly feasible. Collaborative efforts between professors and students are imperative to collectively devise effective methods for the seamless integration of HSS into the existing curriculum.

• Korean Journal of Clinical Laboratory Science
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• v.50 no.3
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• pp.289-296
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• 2018

Opinions regarding interdisciplinary unification of medical laboratory science were analyzed by an online questionnaire distributed to 255 professors and 4,000 hospital practitioners in January of 2018. The recovery rate was 79 (30.9%) for professors and 1,368 (34.2%) for hospital practitioners. In the perception survey on the duality of interdisciplinary, both the professors and the hospital practitioners reported that they felt interdisciplinary integration is necessary. The prerequisite of four-year integration was the establishment of institute of accreditation and standardization of curriculum, and the requirements for the four-year integration were considered important for adjustment of student quota and standardization of curriculum. In the four-year integrated approach, the opinion that only universities that passed the accreditation evaluation should operate a four-year system was highest among professors and hospital practitioners. The optimum capacity of university students was less than 40 in cases of 4-year integration. In conclusion, the above results suggest that the professors and hospital practitioners realize 4-year interdisciplinary integration is necessary to produce a competent medical technologist, and the institute of accreditation, standardization of curriculum, and student quota adjustment should be presupposed for 4-year integration.

• Journal of Advanced Information Technology and Convergence
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• v.10 no.2
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• pp.111-123
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• 2020

The core competencies for the 21st century are creativity, critical thinking, collaboration, and communication. In recent classes where ICT (information, communication, and technology) is grafted, a lot of efforts are also being made to increase such competencies. According to a research work, ICT is most often used as a communication channel between teachers and students or as an online collaboration tool among students. However, ICT has only played a role as a guideline for instruction, but not included in the curriculum until now. The research on methods how to integrate technology into teaching and learning is in full swing due to the development of technology and the advent of Covid-19. In this paper, we propose a technology integration hierarchy model, namely K-TIHM that can be combined with STEAM education. Since only learning environments have been proposed in the existing research for technology-based STEAM education, our model proposes a series of technology integration hierarchy that can be applied by school age along with STEAM. Also, we analyze the differences in among the Korea's ICT education operation guidelines, the Korea's Software education guidelines, and ours. The proposed model can help developing the primary and secondary school curriculum integrated with technology.

• International Journal of Knowledge Content Development & Technology
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• v.13 no.4
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• pp.27-38
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• 2023

The study investigated the Integration of Information and Communication Technology (ICT) to the Library and Information Science Curriculum: The Practicum in Library Schools in Rivers State. Descriptive survey design was used with a population 374 comprising 21 LIS educators and 353 Four Hundred Level Library and Information Science Students from University of Port Harcourt, Rivers State University, Port Harcourt, and Ignatius Ajuru University of Education Port Harcourt. Census sampling technique was used to select the LIS educators and purposive sampling technique was used to the select the Four Hundred Level LIS students. Questionnaire and checklist were used for data collection. 90% and 97% responses were found valid for analysis for LIS Educators and LIS students respectively. The study was analyzed using mean rating, standard deviation and simple percentage. The study revealed that ICT courses were integrated into LIS curriculum in Library schools in Rivers State but LIS educators lacked the ICT skills to teach ICT practicum consequently, the students were not properly taught ICT practicum. However, students had positive perception of ICT practicum. Notwithstanding, lack of ICT skills, poor policy implementation, lack of state-of-the-art infrastructure and nonchalant attitudes of staff towards the adoption of ICT constituted the challenges faced in the implementation of ICT practicum. The study therefore, recommended that the management of library schools in Rivers State should implement ICT practicum by hiring competent staff maybe from computers science department to teach the practicum for the interim. Subsequently, recruitment of librarians should include strictly ICT compliant.

• Journal of People, Plants, and Environment
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• v.23 no.3
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• pp.321-332
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• 2020

Background and objective: The concept of 'money' in the numbers and operations domain is a fundamentally necessary domain of economic life. This study was conducted to examine the effects of a horticulture-mathematics integration program on mathematical attitude and money calculating ability of high school students with intellectual disabilities. Methods: We analyzed the changes in the mathematical attitude and money calculating ability of students with mild intellectual disabilities in S special school in the city of D, Republic of Korea, with 12 students in the control group and 12 students in the experimental group, from August 27 to October 29, 2019. Results: The results of the comparison showed no statistically significant changes in the three items of mathematical attitude for the control group, while the experimental group, which took part in the horticulture-mathematics integration program, showed statistically significant differences across all three items, such as self-concept about the subject (p = .003), attitude toward the subject (p = .004), and study habit related to the subject (p = .012). The horticulture-mathematics integration program, which was developed by integrating horticultural activities and the mathematics curriculum, used plants and horticultural activities to provide students with positive experiences in mathematics. These included the sense of closeness, curiosity, interest, attention, and enjoyment, leading to positive changes in mathematical attitude. In terms of money calculating ability, both the control group and experimental group showed statistical differences across the three items, but the experimental group showed greater degrees of increase, 15.0 or more, in the scores compared to the control group. Conclusion: These results suggest that utilizing horticultural materials as a part of purchase learning programs with elements of money calculation chapters in the mathematics curriculum could lead to the improvement of students' ability in money calculation. These positive changes are thought to be related to the high degrees of interest in horticulture among students, which led to active participation in the program and enabled the simple and repeated purchase activities in the program to generate positive changes in the money calculation ability of the students.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.277-290
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• 2010

This study reviewed elementary school teachers' opinions on the integrated curriculum in terms of the 2007 curriculum draft revision, as well as surveying their requests in regards to the 2009 curriculum draft revision. This study was conducted by means of questionnaires with 183 elementary school teachers. Most agreed that a theme-based-integrated curriculum was better than studying separate subjects, but most also argued that it takes considerable time reorganize and implement the integrated curriculum. Successful implementation also requires further teachers' training and their cooperation. The theme-based texts have already been in use from 2009 for first and second grades. Teachers prefer training courses which focus on the integration of the subjects, understanding the nature of each subject and sharing ideas and tips. Such training can assist in identifying the gaps between the curriculum plans and real classroom applications. Furthermore it can present clear guidelines to help ensure that the curriculum is organized effectively and well managed. Networks of specialized personnel or programs were also found to be very good resources both in and out of school.

• The Journal of Korean Association of Computer Education
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• v.7 no.3
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• pp.23-33
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• 2004

In the knowledge-based society, ICT should take an integral part in K-12 curriculum. The purpose of this paper was to investigate the means to integrate ICT into K-12 curriculum. For the purpose, we reviewed the current national curriculum in light of ICT use. From the review, we identified that the recently revised 7th national curriculum reflected the necessity of using ICT in the view point of knowledge-based society, but it did not include the ICT specifically as a critical element of the curriculum. We discussed the meaning of ICT integrated curriculum, and also the role of ICT as a component of the curriculum. Finally, we suggested the direction of restructuring the curriculum as we consider integrating ICT into it.

• Journal of the Korean Institute of Educational Facilities
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• v.5 no.4
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• pp.5-17
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• 1998

The curriculum of technical high school has been revised many times during the past several decades because of the changes of educational circumstance. The educational goals in technical high school get toward the integration of theory and practice in every one course of major subjects in near future. In the usable methods of the classroom, the use of general classroom is lowered byway of the increase of the practice rate in special classroom, there by, in the situation that is high with respect to specialized curriculum and practice the classroom. Composite of curriculum is more effective. For these reasons, the architectural planning, especially the arrangement of classrooms and practice space according to the new curriculum has been more important than before.

• Journal of the Korean School Mathematics Society
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• v.4 no.1
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• pp.1-8
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• 2001

This paper discusses some variables of innovation arised in the Mathematical Curriculum reform, This means that we should consider the curriculum change based on those variables so that the Mathematical Curriculum could be created on our culture, need of industrial society and nation's system. Those variables could be described as follows. (1) Extension of Compulsory Education (2) Needs of industrial society (3) Change of School environment (4) Integration of School subjects The research method used in the study was the interview-analysis method which the researcher firstly send the questionnaire and then have interviews with the target people. This study also suggests informally a possible solutions of problem that current mathematical curriculum is faced. Those solutions include the change of mathematics syllabus based on the adaption toward the real problems arised in real world.