• Journal of Information Technology Applications and Management
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• v.19 no.4
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• pp.153-169
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• 2012

In the rapidly changing field of Management Information Systems, the definition and educational programs must be continually reevaluated and revised. A study was conducted to find a way to which the modeling principle is applied for redefining the identity of Management Information Systems as an independent academic field and to develop a plausible MIS curriculum based on the modeling principle. Previous researches on the MIS frameworks, knowledge and technology requirements for IS professionals, and standard MIS curriculums were reviewed thoroughly. For this study, the Kantian cognitive model was adopted as a basis of modeling principle. The result shows that modeling ability has been the core competence of IS people in the field of MIS. The applicability of a modeling principle is also verified in establishing the identity of MIS and developing a normative MIS curriculum. For the MIS field to thrive as an independent academic field and research discipline, it is believed to be imperative for the discipline to have a unique educational goals distinguished from both other management areas, and sub-fields of computer science.

• Communications of Mathematical Education
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• v.20 no.4 s.28
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• pp.561-574
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• 2006

Mathematical creativity has been confused with general creativity or mathematical problem solving ability in many studies. Also, it is considered as a special talent that only a few mathematicians and gifted students could possess. However, this paper revisited the mathematical creativity from a mathematics educator's point of view and attempted to redefine its definition. This paper proposes a model of creativity in school mathematics. It also proposes that the basis for mathematical creativity is in the understanding of basic mathematical concept and structure.

• The Journal of Korean Medical History
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• v.28 no.2
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• pp.15-22
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• 2015

Objectives : The each college of Korean medicine in Korea adopts diverse textbooks for the medical history class, resulting in educational contents variations. This proposal aimed for the standardization of educational contents. Methods : The transition of medical history curriculum will be attempted based on the understanding of paradigm change in modern education. The first step is investigation on the course credit and curriculum grade of medical history class presented in education status reports of all Korean medicine schools. The next step is study on the various methods about changes of medical history education base on the learning objectives of colleges of Korean medicine. Results : The researchers of medical history should make an agreement on modification of learning objectives of the curriculum, and then educational standardization must be achieved by publishing a medical history textbook in accordance with the modified learning objectives. Conclusions : The researchers of medical history must collaborate to standardize medical history education by developing and applying internet-based flipped learning model.

• Fourth Industrial Review
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• v.3 no.1
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• pp.21-32
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• 2023

Purpose - This study focused on the development of a Korean language curriculum to solve the problem of Korean literacy among students from multicultural families. Research design, data, and methodology - A case study was conducted on Sim(2018)'s learner-centered learning model to develop an educational plan including AI technology, which will help students from multicultural families to effectively improve their communication and learning skills by improving their reading, writing, and speaking of Korean. Result - Total of six educational plans using AI technology (Microsoft PowerPoint's drawing function, AutoDraw, and Google's Four-cut cartoons) were developed. Conclusion - The curriculum using AI is expected to greatly contribute to the recovery of language learning ability and confidence in studies necessary to improve learners' language education.

• The Journal of Korean Physical Therapy
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• v.36 no.1
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• pp.45-51
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• 2024

Purpose: Since core competence-based training is in demand, this study aimed to develop a suitable talent model and major competencies for the Department of Physical Therapy at U University and use it to propose appropriate educational subjects. Methods: This case study was conducted at U university in Gyeongju-si, Gyeongsangbuk-do. To study curricula based on major competence, related documents were analyzed, expert opinions were obtained, and a consumer survey was conducted. Results: U University assigns major competencies for each department, develops subjects accordingly, maps them, and constructs a competency matrix. The four major competencies of physical therapy were defined as musculoskeletal system, nervous system, cardiorespiratory system and sports injury, and physical management abilities. In order to realize these major competencies, U University added subjects to its curriculum. Conclusion: The results of internal and external environmental analysis should be more actively considered to enable changes in subjects at the departmental level. In addition, the setting of major competencies should be subjected to more detailed, specific reviews to maintain the basic principles of major curricula.

• Journal of Korean Library and Information Science Society
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• v.49 no.3
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• pp.331-359
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• 2018

The purpose of this study is to analyse the Big6 model and the Big6 modification model to find out the characteristics of the Big6 model and to derive implications for applying the Big6 model in the field. For this purpose, the information literacy standards of the AASL and the ACRL were compared with the Big6 model. The Big6 model, influenced by Bloom's taxonomy was analyzed alongside the Big6+3 model, the Big8 model and the modified Big6 model, provided by LG Science Land. As a result, the Big6 model could be used as an information problem-solving model, metacognitive activation strategy, and scaffolding to improve students' information literacy. In addition, it could be used as a model for constructivism, inquiry-based learning, the integration of curriculum, collaborative education, and ICT technology. How teacher-librarians or librarians apply the Big6 model is related to the improvement of critical thinking skills. Teacher-librarians and librarians need to plan situations, subjects, topics, and methods in a systematic and specific way when applying the Big6 model to the information literacy curriculum.

• Journal for History of Mathematics
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• v.15 no.2
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• pp.113-124
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• 2002

The main purpose of this study is to classify types of class using computer in the school mathematics classroom. For this purpose, we will first survey the Tyle's theory relate to the curriculum model and its details. Then we will investigate the crucial points using computer in the school mathematics classroom in the viewpoint of Glaser's teaching model. From this, we will device several types of mathematics class using computer.

• Journal of the Korean Chemical Society
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• v.63 no.4
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• pp.289-306
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• 2019

The purpose of this study is to compare the contents of chemistry textbooks developed according to the 2015 revised curriculum with the contents of the 2009 revised curriculum to research the change in "the development and use of models". To do this, we analyzed 8 kinds of Chemistry I textbooks and 6 kinds of Chemistry II textbooks from the 2015 revised curriculum and compared them with 4 kinds of Chemistry I textbooks and 4 kinds of Chemistry II textbooks from the 2009 revised curriculum. The scope of the analysis was the explanations of the textbooks related to aqueous electrolysis experiments. In order to compare the contents regarding electrolytes when the same experiments are interpreted with different models, we analyzed contents of 4 kinds of middle school science textbooks from the 2015 revised curriculum and 9 kinds of middle school science textbooks from the 2009 revised curriculum. As a result of the analysis, the same experiment was explained by different models according to the grade level and unit, and all explanations were limited to a single model. Also, the tendency to limit the kinds of electrolytes for controlled experimental results is more pronounced in the 2015 revised curriculum than in the 2009 revised curriculum. From this results, we suggest that efforts are needed to reflect the "development and use of models" in chemistry textbooks developed according to the 2015 revised curriculum.

• The Journal of Korean Association of Computer Education
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• v.11 no.1
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• pp.33-46
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• 2008

There exist many differences between new Informatics curriculum and the current Computer curriculum. Since the new curriculum introduces new section of "Problem-solving methods and procedures" which are not included in current computer curriculum, it is required to define and specify objectives and content units of "problem solving methods" and "programming" topics for the new section. In this paper, we define and specify the objectives and detailed contents by surveying various computer curriculums used in many other countries. Then, the specified objectives and content units are validated by a group of computer education experts. The final results of specified objectives show that areas of "comprehension", "application" and "synthesis" take relatively high percentage over the other areas. In the content specification, we set the content structure by describing how to solve a given real-world problem with a non-computerized way, followed by representing or transforming it with a corresponding computerized model.

• Journal of Korea Game Society
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• v.14 no.6
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• pp.79-88
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• 2014

In this research, we investigated how interactive digital serious games could be used in traditional, offline, school classrooms. We asked four teachers from four different schools to use a job training serious game in their traditional job training curriculum and the teachers used the game in anyway they intended. As a result, the two main ways to integrate gaming into traditional curriculum were gaming within the curriculum and gaming outside the curriculum, although both methods were used to support the main curriculum. When the game was used outside the curriculum, teachers almost always had the students play the game during the computer lab class. Students also played games voluntarily during recess and at home. The factors that affected how the game was used were teacher, student, and location and accessibility of the computer.