• Korean Medical Education Review
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• v.16 no.3
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• pp.111-118
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• 2014

Over the last century, medical education in North America has evolved by identifying educational challenges within its own socio-cultural context and by appropriately responding to these challenges. A discipline-based curriculum, organ-system or integrated curriculum, problem-based curriculum, and competency-based curriculum are historical examples of the educational solutions that have been developed and refined to address specific educational challenges, such as students' lack of basic scientific knowledge, lack of integration between scientific knowledge and clinical practice, and lack of clinical practice. In contrast, Korean medical education has evolved with the influence of two forces: (1) the adoption of educational solutions developed in North America by pioneers who have identified urgent needs for medical education reform in Korea over the last three decades, and (2) the revitalization of Korean medical schools' curricula through medical education accreditation and national medical licensing examination. Despite this progressive evolution in Korean medical education, we contend that it faces two major challenges in order to advance to the next level. First, Korean medical education should identify its own problems in medical education and iteratively develop educational solutions within its own socio-cultural context. Secondly, to raise reflective doctors who have scientific knowledge and professional commitment to deal with different types of medical problems within a continuum from well-defined to ill-defined, medical education should develop innovative ways to provide students with a balanced spectrum of clinical problems, including uncertain, ill-defined problems.

• Journal of Digital Convergence
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• v.20 no.3
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• pp.105-115
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• 2022

This study compares the perspectives of experts and the public on the 2015 revised curriculum. To do this, research papers and newspaper articles were collected from October 2013 to May 2020. During this period, 1152 research papers and 692 newspaper articles were collected, and semantic network analysis was performed. As a result of the study, the educational expert group showed great interest in the core concept of the development of the revised curriculum focused on the abstract concept, while the public focused on the practical problems and consequences of the revision rather than the development of the revised curriculum itself. These results not only show the gap between the perspectives of the educational expert group and the public but also raise the need for effective communication to bridge the gap.

• Journal of Digital Convergence
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• v.15 no.12
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• pp.127-136
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• 2017

The purpose of this study is to explore some directions and alternatives for reforming the school education system, which is one of the core policy agendas of the Korean society that has met the upcoming 4th industrial revolution era and intelligence information society. Korean school education is a supplier-oriented system that does not take into consideration student's individual needs and aptitudes, and maintains uniform educational and learning practices while strengthening the characteristics of factory school model of the early 20th century. Especially, according to the excessive follow-up of the college entrance examination of the people the de-contextualization of knowledge and the instrumentation and learning of the education has been deepened. For the reform of the education system, first, it should transform the curriculum delegation system from the current administrative to teacher-based system. Second, we need to dismantle the bureaucratic corps of teacher that erodes the autonomy of the teacher and should establish the professional teacher system. Third, we should overcome egoism of each curriculum territory and reform the teacher education system. Fourth, it is necessary to overhaul the system of education and administrative bureaucracy as well as to overhaul the system of educational law. Fifth, it is necessary for the school administration to provide more effective communication between learners and teachers.

• 대한공업교육학회지
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• v.33 no.1
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• pp.134-148
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• 2008

In this study, a survey was conducted to determine the understanding by teachers at KIPO-funded high schools of the specialized training of invention patent personnel. The subjects were 4 high schools and 126 copies of questionnaires were collected for analysis. The results of this study are as follows. First, teachers understand that it is particularly important to provide a specialized training for students so that they can more effectively adapt to the changes in their lives. They also consider basic job skills training, moral education and job readiness training as equally important. Second, they recognize the necessity for a specialized training of invention patent personnel. Third, they think that redundant teachers arising from the reform of the curriculum for specialized training should be provided with minor training. Fourth, they think that the reform of the curriculum for specialized training should consider the following aspects: the development of a curriculum for invention patent-specialized high schools, the strengthening of administrative financial supports, the creation of a consensus among those involved for the success of the specialized training, the development of textbooks and materials, and the consideration of the future prospects and current conditions of the invention patent industry. Fifth, they think that the successful operation of specialized high schools requires the consideration of the following factors: users' understanding, conformance, selection & concentration and uniqueness.

• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.147-158
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• 2005

Computer education was started first step as the subject matter at 7th curriculum. Up to the present, It grown up the research scope continuously bat has several issues about education as subject matter. This paper discusses the issues related to speciality development of computer subject matter of elementary school. It make inquiries into the present state about it and is proposed theoretical base for systematic frameworks of it First of all, It is analyzed the curriculum, information infrastructure, human resource, learner, support system, contents related to computer subject matter of elementary school. Based on it, It is proposed concept, structure, scopes of the computer subject matter and a reform measure of teacher education program.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.487-494
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• 2009

Since the term, 'scientific literacy' was introduced by P. D. Hurd in 1958, it has been used as a term, representing major goals in science education. In Korea, the term 'scientific literacy' was used in the statement of the summative objective of the 2007 science reformed curriculum. But in various educational contexts m which teachers and researchers works, the definition of the term has not been used consistently. This phenomena would be interpreted as showing limits of the term describing the goals of science education. This study examined the historical change in the meaning of the term in purpose of trying to anchor the definition. In this study, the changing period was divided into before introducing the term and after. The after era was divided into the period of confusing and anchoring in the meaning, and the period of expanding the meaning. Especially, after science as intellectual ability was conceptualized in science education communities, the meaning of scientific literacy was partially confused. In current time, as the concepts of language in cognitive science influenced the use of language in science education, the trends of expending the meaning of scientific literacy has been grasped in science education community.

• Korean Medical Education Review
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• v.15 no.3
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• pp.144-150
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• 2013

Before Outcome-based curriculum reform, medical graduate school and medical schools of korea need to understand limit or threshold of outcome-based education's point of view. This article examines the multi-dimensional concept of competence suggested by Stoof and colleagues and discusses about implication for outcomebased education in medical education of Korea. Because Stoof and colleagues's five dimensions of competence reveal various concepts and educational methods of competence. Therefore, It is possible to use to identify the strengths and weaknesses of outcome-based education of Korea as a reference standard. Five dimensions of competence suggested by Stoof and colleagues is consist of 'personal vs. task characteristics,' 'individual vs. distributed competence,' 'specific vs. general competence,' 'levels of competence vs. competence as a level,' and 'teachable vs. non-teachable.' Implication for outcome-based education in medical education of Korea is, first, that It should recognize to outcome-based education as a one of educational models approaching to competence. Second, discussion about competence should be expanded from pre-medical education to graduated medical education and continuing medical education.

• International Journal of Knowledge Content Development & Technology
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• v.6 no.2
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• pp.93-108
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• 2016

Rethinking and re-conceptualization of knowledge organization has become necessary as a result of recent changes brought by digitization, networked resources, and interdisciplinary shifts. This paper calls for a review of curriculum and changes in teaching approaches to respond to these changes. The paper suggests expanding the scope of knowledge organization by adding new topics, and recommends placement of these topics in different courses (introductory or foundation courses, core or required courses, and electives or specialized courses) for a balanced approach. The paper also proposes a change in the mindset about the target of these courses and recommends knowledge organization work be extended from institutions to individuals. It is also suggested that knowledge organization work responsibilities are broadened to involve authors, knowledge workers, and information users rather than restricting it only to trained information professionals. The paper highlights that the digital environment makes it necessary to change the context for teaching KO courses and goes beyond the collection of information resources and addresses personal information management needs as well. The paper concludes that fundamental changes tantamount to re-conceptualization of the area of knowledge organization, which is expected to open up new opportunities for information graduates aspiring to work in information environment beyond libraries.

• Journal of the Korean School Mathematics Society
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• v.13 no.2
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• pp.243-262
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• 2010

CRESST(the National Center for Research on Evaluation, Standards, and Student Testing at UCLA) is now carrying out the research, which was scheduled for a five year period from 2007 to 2011. This research aimed at testing the effectiveness of the formative assessment program by continuously conducting the program on the target group and steadily applying the recurring feedback, in order to reform the teachers' teaching and to facilitate students' learning. To do this, CRESST has set out to develop the material for 7th graders since January 2007, and KICE(Korea Institute of Curriculum and Evaluation) have been running a collaborated research since July 2007, while sharing the instructional materials developed by CRESST. In 2008, the pre-test was conducted prior to this study in 2009. Especially, this paper deals with the Korean 7th graders' scholastic achievements in algebra domain measured by PowerSource(c). In addition, this study would examine the responses of teachers and students on its application.

• School Mathematics
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• v.12 no.2
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• pp.193-217
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• 2010

CRESST(the National Center for Research on Evaluation, Standards, and Student Testing at UCLA) is now carrying out the research, which was scheduled for a five year period from 2007 to 2011. This research aimed at testing the effectiveness of the formative assessment program by continuously conducting the program on the target group and steadily applying the recurring feedback, in order to reform the teachers' teaching and to facilitate students' learning. To do this, CRESST has set out to develop the material for 7th graders since January 2007, and KICE(Korea Institute of Curriculum and Evaluation) have been running a collaborated research since July 2007, while sharing the instructional materials developed by CRESST. In 2008, the pre-test was conducted prior to this study in 2009. Especially, this paper deals with the Korean 8th graders' scholastic achievements in algebra domain measured by PowerSource(c). In addition, this study would examine the responses of teachers and students on its application.