• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.3 no.2
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• pp.1-29
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• 2008

The objective of this study is to develop new entrepreneurship education program and to enhance the program by applying new program. First, this paper examined domestic studies for preceding research on entrepreneurship education, and did foreign studies as theoretical background based on the examination. And this paper drew new models for entrepreneurship education program by analyzing education program from American and Japanese graduate school of entrepreneurship. The model of entrepreneurship education program was drawn by theoretical range, educational system and practical model, and presented reform measures by applying that on the Graduate School of Entrepreneurship. The range of entrepreneurship education program is defined from the moment when an entrepreneur decided to his entrepreneurship to initial growth stage, and should educate specific knowledge required to the development of companies and measures against potential problems on the way to growth it. An entrepreneurship training program should be organized curriculum by the growth stages of company.

• Journal of Science Education
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• v.44 no.1
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• pp.84-91
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• 2020

In this study, we investigated the elements of knowledge and information processing competence of science inquiry activities in grades 3-6 science textbooks. For this purpose, the elements of knowledge and information processing competence were extracted and a framework for analysis was created. Analysis of eight science textbooks for grades 3-6 in elementary school was carried out using the analysis framework. The following results were obtained by the analysis framework: First, we divided the knowledge and information processing competence into five elements: 'collection,' 'analysis,' 'expression,' 'selection,' and 'evaluation.' Second, the elements of knowledge and information processing competence of science inquiry activity of elementary science textbooks were not evenly composed. The science inquiry activities of elementary science textbooks focused on 'collection' and 'analysis' among the five elements of the knowledge and information processing competence, followed by 'expression,' 'selection,' and 'evaluation.' As a result, we found that a science inquiry model or a science instruction model is needed to develop the knowledge and information processing competence in elementary school science curriculum.

• Journal of the Korea Convergence Society
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• v.11 no.1
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• pp.267-277
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• 2020

The purpose of this study is to analyze the needs of experts in childhood education field on what is the primary core competency of the beginning childhood teachers to cope with the future society. For this, the survey was conducted for 252 of teachers in charge, assistant directors, and directors who are currently working at the daycare centers and kindergartens in Busan and Gyeongsangnamdo. In order to derive the requirement and priority on the core competencies required to beginning childhood teachers, 3-step analysis method of paired t-Test, Borich Needs Model Analysis, and the Locus for Focus was used. As a result, seven sub-competencies of five competencies of cooperation, communication, self-improvement and development, vocational ethics, and emotional intelligence was identified as the core competencies required by priority to the beginning childhood teachers in order to cope with the future society. These results may provide the basic data for designing the competence and field-based curriculum in the teachers' training schools for pre-service childhood teachers.

• Journal of the Korean School Mathematics Society
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• v.19 no.1
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• pp.103-122
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• 2016

The purpose of this study was to analyze the sentences related with mathematical modeling in the third and fourth grade mathematics textbooks in accordance with changing of Korean mathematics curricula. In the preliminary analysis, the researchers used the criteria that Kim(2010) had analyzed Mathematics in Context[MiC], and analyzed South Korean textbooks from the perspective of mathematical modeling. The researchers revised them for the analysis criteria among South Korean elementary mathematics textbooks and employed them as the analysis framework of the present study. From the mathematical modeling perspective, the study reached the following conclusions in accordance with the change of textbooks from the 7th curriculum to the 2009 revised curriculum. The contexts of real-world situations presented in the textbooks are increased in all areas except Probability and Statistics areas, the methods of expression of mathematical model are diversified in all areas except Patterns area, and the communication types are also diversified and frequencies increased in all areas except Patterns area. Based on this research, several suggestions were made for the development of future textbooks.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.109-117
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• 2010

The purpose of this study is to examine the effect of higher grades in elementary the science process skill, academic achievement and teaching learining perception by Digital Text-book in elementary science lesson. To verify research problem, the subject of this study were sixth-grade students selected from two classes of an elementary school located in Ulsan : the experimental group is composed of thirty-one students who were participated in Digital Text-book, and the other is composed of thirty students(comparison group) who were participated in teacher map based learning situation. During eight weeks, Digital Text-book instruction was executed in th experimental group while the teacher map based instruction in controled group Post-test showed following results: First, the experimental group showed a significant improvement in the science process skill compared the comparison group. Second, the experimental group did not showed a significant improvement in the Acdemic Achievement compared th the control group. Third, the experimental group showed a significant improvement in the teaching learning perception compared the comparison group. In conclusion, Digital text-book model was more effective than the teacher map based teaching model on science process skill and teaching-learning perception. However, since the study has a limit on an objet of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.570-584
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• 1999

The units about electricity in 5th and 6th science curriculum for elementary school was analyzed and the elementary students' understanding of related concepts was investigated. This study was to make connection between the research about alternative concepts and writing textbooks. It was found that students' response had following characteristics. They had strong belief that the + and - ends of battery should be connected. However this belief was not complete because students did not understand that the other circuit elements had to be connected properly. When the circuit involve more than one bulbs or batteries, they counted the number of batteries or bulbs only and paid little attention to the connection of them. In explaining circuits and the brightness of the bulbs in the circuits. students tried to explains the circuit using scientific terms but failed to used them properly. Although the concept of resistance was not dealt explicitly. student had reasonable qualitative understanding about resistance. According to response of students, several suggestions might be made for the curriculum. The structure and the circuit elements and the proper connection needs to be taught. Also more emphasis is necessary to pay attention to the connection in addition to the numbers of bulbs or batteries. Finally, it needs to be investigated carefully if it is better to introduce some qualitative model to explain the amount of current through bulb depending on the connection and the number of bulbs. It might also be better to introduce some terms, such as current and resistance with the model.

• The Mathematical Education
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• v.29 no.1
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• pp.21-34
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• 1990

This is a study on an instruction of estimation for error correction in the calculation with a computer or a calculator. The aim of this study is to survey a new aspect of calaulation teaching and the teaching strategy of estimation and finally to frame a new curriculum model of estimation instruction. This research required a year and the outcomes of the research can be listed as follows: 1. Social utilities of estimation were made clear, and a new trend of calculation teaching related to estimation instruction was shown. 2. The definition of estimation was given and actual examples of conducting an estimation among pupils in lower grades were given for them to have abundant experiences. 3. The ways of finding estimating values in fraction and decimal fraction were presented for the pupils to be able to conduct an estimation. 4. The following contents were given as a basic strategy for estimation. 1) Front-end strategy 2) Clustering strategy 3) Rounding strategy 4) Compatible numbers strategy 5) Special numbers strategy 5. In an instuction of estimation the meaning, method. and process of calculation and calculating algorithm were reviewed for the cultivation of children's creativity through promoting their basic skill, mathematical thinking and problem-solving ability. 6. The following contents were also covered as an estimation strategy for measurement 1) Calculating the sense of quantity on the size of unit. 2) Estimating the total quantity by frequent repetition of unit quantity. 3) Estimating the length and the volume by weighing. 4) Estimating unknown quantity based on the quatity already known. 5) Estimating the area by means of equivalent area transformation. 7. The ways of instructing mental computation were presented. 8. Reviews were made on the curricular and the textbook contents concerning estimation instructions both in Korea and Japan. and a new model of curriculum was devised with reference to estimation instruction data of the United States.

• Journal of Korean society of Dental Hygiene
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• v.7 no.4
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• pp.595-609
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• 2007

The purpose of this study was to classify the courses of the dental-hygiene curricula into several categories by field, to incorporate the subjects in the same category into an integrated course, and to suggest how to ensure the successful phase-in application of integrative education according to Ronald M. Harden's 11-stage integrative ladder model. The findings of the study were as follows: 1. When the existing curricula were analyzed, it's found that many credits were provided to the courses in the area of basic dentistry that offered both theory and practice. In particular, the subjects tested by the national examination were offered by every college. In the field of public oral health, the largest number of credits was allocated to theory of oral prophylaxis and practice courses. In clinical area, clinical practice, in the area of dental office management, dental insurance course was given the largest credit. There were 31 to 61 major subjects in the colleges, which indicated that the major subjects were segmented in detail. 2. It seemed necessary to incorporate the subjects in the field of basic dentistry into oral biology, and theory of oral prophylaxis/practice, preventive dentistry/practice, preclinical stage, emergency treatment and introduction to dental hygiene should be integrated in to clinical dental hygiene. The courses in clinical area should be combined into clinical dentistry, and in the field of medical management, dental insurance, hospital management and medical relation law should be incorporated into management of dental clinic. 3. In the 11-stage integrative ladder, the subjects in the same field could perfectly be incorporated as the stages advanced. Each of the subjects was less emphasized, and communication and joint plans among teachers who were respectively in charge of the courses were increasingly considered important. Specifically, there should be a consensus among the teachers in regard to the outline of teaching programs, order of education. objects and objectives of programs and what and how to evaluate.

• Journal of the Korean Society for Library and Information Science
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• v.41 no.2
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• pp.387-412
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• 2007

Recently, countries have recognized the significant to instruct the information literacy to library users so that they can positively and actively use the information. However, among the courses of library and information science in the colleges of South Korea which educate the potential librarians, few courses have the objectives to make the students obtain the abilities to teach the information literacy in the future. Since this lack of appropriate educations is reflected on the fields of library, the librarians have many difficulties in preparing for and performing user instructions. As an alternative solution for this problem, this study suggests opening a course, information user instructions, in the curriculum of library and information science of the colleges in South Korea and concretely demonstrated the curricular model. Also the course syllabus displays when this course would open.

• Journal of Elementary Mathematics Education in Korea
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• v.8 no.1
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• pp.23-43
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• 2004

The purposes of this study are, by referring to various previous studies on problem posing, to re-construct problem posing steps and a variety of problem posing learning materials with a problem posing teaching-learning model, which are practically useful in math class; then, by applying them to 4-Ga step math teaming, to examine whether this problem posing teaching-learning model has positive effects on the students' problem solving ability and mathematical attitude. The experimental process consisted of the newly designed problem posing teaching-learning curriculum taught to the experimental group, and a general teaching-learning curriculum taught to the comparative group. The study results of this experiment are as follows: First, compared to the comparative group, the experimental group in which the teaching-teaming activity with problem posing was taught showed a significant improvement in problem solving ability. Second, the experimental group in which the teaching-learning activity with problem posing was taught showed a positive change in mathematical attitude.