• 한국가정과교육학회지
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• 제29권4호
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• pp.15-30
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• 2017

본 연구의 목적은 중 고등학교 기술 가정교과의 '인간발달과 가족'영역의 내용체계와 연계하여 부모교육을 실시하는 방안을 모색 해보는 것이다. 이를 위해 2015개정 기술 가정교과의 '인간발달과 가족'영역의 내용체계와 2016년 여성가족부에서 제시한 대학생을 위한 예비부모교육 표준강의안의 내용을 비교 분석하여 그 연계성과 위계성을 고찰해보았다. 연구결과 첫째, 2015개정 중학교 기술 가정교과 '인간발달과 가족'영역 내용체계는 대학교 예비부모교육 표준강의안 구성내용과 연계성을 갖는 것으로 나타났다. 둘째, 2015개정 고등학교 기술 가정교과 '인간발달과 가족'영역 내용체계는 대학교 예비부모교육 표준강의안 구성내용과 연계성을 갖는 것으로 나타났다. 셋째, 2015개정 중 고등학교 기술 가정교과 '인간발달과 가족'영역의 내용체계와 대학교 예비부모교육 표준강의안은 위계성을 갖는 것으로 나타났다. 연구결과를 토대로 부모교육을 중 고등학교 가정과 교육내용과 통합하여 실시하는 것이 효율적인 방안임을 논의하였다.

• 한국과학교육학회지
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• 제21권5호
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• pp.867-892
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• 2001

In both Korea and the U.S., science education leaders and specialists insist that there is a shortage of curricula to address the new national science education guidelines in support of reform. This paper addresses development of new curricula for science education reform in the hopes of facilitating further development of guideline-based curricula. We examine Korean and U.S. thematic-based (Korean Science Field Trip at Cultural Sites Program and U.S. Graduate Teaching Fellows in K-12 Education) and project-centered (Korean Teachers for Exciting Science and U.S. Foundational Approaches in Science Teaching Program) programs. Using the criteria of rationale for curriculum, content and scope, processes of implementation, and assessment strategies, we identify the curricular components that are common across four successful secondary science programs and determine which of these components address the national guidelines. Our findings indicate that common components of these four programs meet the expectations of the science guidelines being used to revamp science education in both countries. Therefore, these programs not only engage secondary students and teachers in practicing successful science education, but also lead to successful science education practices that can be incorporated in the future development of curriculum to support secondary science reform.

• 대한간호학회지
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• 제24권3호
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• pp.473-483
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• 1994

In order to prepare for the coming twenty first Century and to meet changing societal dedmands and health needs, it is necessary to develop a new conceptual framework for curriculum the colleges of nursing. The specific objectives of this project were to ; 1) address the problem areas of the existing curriculum which were identified in the first phase of this study ; 2) develop a conceptual framework which will meet faculty, student and societal needs : and 3) identify the content of the curriculum In order to accomplish the objectives, the curriculum committee held 30 weekly meetings during the period of October, 1992 and December, 1993, There also were two workshops with college of nursing faculty members. The Philosophy and objectives of education were revised on the basis of the essential concepts of nursing : human being, nursing, environment, and health. From these basic concepts, six essential components were identified for the conceptual framework. These were nuring process, communication, professional roles, client, and nursing. These six components are interrelated in the curriculum. The complex interrelationship among the six components were presented on horizontal and vertical axes. Concepts related to steady improvement were put on a vertical axis. For example, concepts of client, health, and nursing are included in all levels of nursing curriculum and students are expected to retain and accumulate more complex contents as they progress in curriculum. Concepts on the horizontal axis are nursing process, communication, and professional roles. These concepts are unique to nursing and are common to any level of curriculum. Students are expected to study these concepts through all levels of the curriculum. It is expected that the objectives of the college of nursing will be accomplished when the courses and content of the curriculum are based on this conceptual fremework.

• 한국초등과학교육학회지:초등과학교육
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• 제31권2호
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• pp.154-163
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• 2012

In this study, we analyzed the proportions of STS content, components, topics, and types of the activities of STS content in the elementary science textbooks developed under the 2007 Revised National Curriculum. The analyses of the results revealed that the percentage of STS content included was 15.9% by the number of pages, and 13.5% by the lesson hour. By the components of the STS content, the proportion of 'application of science', 'science-technology and our life' and 'social problems and issues' were large. Most STS topics were related to the 'effects of technological developments' and 'environmental issue', and the topics of 'family and population' and 'human engineering' were few. By the types of the activities, reading was the most, and investigation and writing were also found. Compared with those of the science textbooks developed under the 7th National Curriculum, the variety of components of the STS content increased, but the proportion of STS content and the variety of activities of STS content decreased in the science textbooks developed under the 2007 Revised National Curriculum.

• 한국가정과교육학회지
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• 제29권3호
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• pp.49-75
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• 2017

본 연구는 가정과교육과정에 내재된 신념과 가치를 바탕으로 의생활 영역에서의 가정과교육과정 구성요소의 내적 일관성을 검토하고 대안적 예시 제안을 통해 교과의 정당성을 제공하는 데 목적이 있다. 이를 위해서 비판과학 관점이 내재된 2007 개정과 2009 개정, 2015 개정 가정과교육과정의 의생활 영역에서 가정과교육과정 5가지 구성요소-가족, 사회, 교육목표, 교육내용, 교수방법-에 대한 가정(assumption)이 어떠한 관점을 취하고 있는지 검토하고, 그 결과에 기초한 의생활 교육내용의 예시를 제안하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 2007 개정부터 2015 개정 가정과교육과정까지의 의생활 영역에서 가정과교육과정 5가지 구성요소 중 가족, 사회, 교육목표, 교수방법에 대한 가정(assumption)은 비판과학 관점을 취하였고, 교육내용에 대한 가정(assumption)은 전통적 관점을 취하였다. 이에 가정과교육과정 구성요소가 내적 일관성을 지니기 위해서는 교육내용에 대한 가정(assumption)은 '가족의 일'로서 의생활 문제를 다루도록 전환시켜야 하며, 가족과 교육목표, 교수방법에 대한 가정(assumption)에서는 가족행동체계와 교사의 역할에 대해 보완시켜야 할 필요가 있었다. 둘째, 논의된 결과를 토대로 가정과교육과정 구성요소의 내적 일관성에 기초한 의생활 교육내용 대안을 제시하기 위해 비판과학 관점으로 의생활 교육내용을 제안하였다.

• 보건교육건강증진학회지
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• 제17권1호
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• pp.185-213
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• 2000

The purpose of this study is to analyze and compare dental hygine curriculum of three countries--Korea, U.S.A., and Japan--, focusing on the ways of organizing content. In this study, 30 curriculum documents of dental hygienist in U.S., Japan, and Korea were analyzed and discussed by a framework of analysis which was constructed referring to Tylerian curriculum model. Using this framework, three kinds of key components of curriculum document were compared according to specific elements of each component. More specifically, comparing those curriculum documents, we must consider the dimension of content organization. In this study, the problem of course organization was viewed on three dimensions: continuity, sequence, and integration of curriculum content. Based on the results of this study, the conclusions are as follows. 1. Courses of dental hygienist education should be organized so that the curriculum foster the cumulative and continuous learning. It will be accomplished by considering the essential procedures or sequence of dental hygiene activities. 2. When organizing curriculum elements, we should consider the continuity dimension of learning content. Continuity deals with the vertical manipulation or repetition of curriculum components. In other words, it accounts for the reappearance in the curriculum of certain major ideas or skills. Therefore, courses should be based on the level of the dental hygienist activities in order to ensure a continuity of learning experiences. 3. Dental hygienist curriculum must be organized in a way to integrate the logic of dental hygiene as a discipline with the process of dental hygiene performance. Integration refers to the linking of all types of knowledge and experiences contained within the curriculum design. It emphasizes horizontal relations among various content topics and themes involving all domains of knowledge recognized. Thus, courses of dental hygiene curriculum should be integrated to allow college students to obtain a unified view of knowledge and an in-depth meaning of the dental hygiene as a profession.

• 의학교육논단
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• 제10권2호
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• pp.19-24
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• 2008

Purpose: The 'learning cycle' proposed by Guilbert in 1981 has been accredited as an effective and useful model for curriculum design. Three components of learning cycle, learning objective, instructional method, and assessment are connected organically and form basic structure of curriculum. In this study, we intend to analyze how the learning cycle and its three components are applied to present medical curriculum and examine the points at issue of the learning cycle in medical education. Also, we try to identify the educational significance of the leaning cycle in medical education. Results: First, concerning the learning objective, it was identified that impractical and abstract expressions are major controversial points. Also, there is a need to make learning objectives covering entire medical curriculum. Second, because of various structural problems, it is hard to practice new and various instructional methods. Third, even though there is a growing need for medical curriculum to develop and utilize more various and detailed assessment and evaluation, it was revealed that only are standardized and traditional assessments mainly used. Conclusion: Synthetically, we have some suggestions as follows. First, it is necessary to specify and actualize the learning objectives. Also, instructional methods and assessments should be diversified. And finally, there is a need to build organic and delicate medical curriculum by applying the learning cycle to medical education more actively.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제34권2호
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• pp.119-134
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• 2020

초·중학교 교육과정에서 공통 교육과정의 역할을 고려한다면, 학생들이 학교 학습과 실생활을 영위하기 위한 기초 학력을 탐색하여 명료화하는 것이 필요하다. 기초 학력은 특정 교과에의 활용을 지향하는 것이 아니라는 점에서 여러 교과를 아우르는 총론 교육과정에 명시되고 여러 교과 학습을 통해서 체계적이고 반복적으로 지도될 필요가 있다. 이와 같은 관점에서 본 연구는 영국, 캐나다, 호주 교육과정을 분석하고, 총론과 여러 교과 교육 전문가들을 대상으로 설문 조사를 실시한 결과를 바탕으로 수리력의 개념과 구성 요소 및 수리력의 수준을 제안하고 교육과정 총론과 교과 교육과정에 반영하는 방안을 제시하였다. 구체적으로 교육과정 총론에서는 수리력을 간단히 명시하고 교과 교육과정에서는 수리력 관련 내용을 암시하는 방안, 총론에서는 수리력의 개념, 구성 요소, 수준을 제시하고 교과 교육과정에서는 수리력 코드를 기술하는 방안 두 가지를 제안하였는데, 두 가지 안 모두 전문가들의 높은 동의를 얻었다.

• 한국초등과학교육학회지:초등과학교육
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• 제36권2호
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• pp.113-128
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• 2017

This study aims to investigate the research trend of elementary environmental education. Thus, author keywords were extracted from a total of 197 academic these related to elementary environmental education during two different periods when detailed goals were applied to the 2007 and 2009 revised curriculums respectively, and then this study analyzed the network of author keywords. The results of this study can be summarized as below. Firstly, as a result of analyzing the frequency of author keywords from academic theses related to elementary environmental education, this study discovered 369 author keywords from the period when detailed goals were applied to 2009 revised curriculum. Out of them, it was found that the keyword, 'climate change education', showed the highest frequency, followed by 'environmental literacy' and 'environmental perception', except such central keywords as 'environmental education' and 'elementary school student'. From the period when detailed goals were applied to the 2007 revised curriculum, a total of 394 author keywords were discovered, and the keyword, 'environmental literacy', showed the highest frequency, followed by 'environmental perception' and 'ESD (education for sustainable development)'. Secondly, as a result of analyzing the network of author keywords, this study found out that in the total number of network connections, average connection degree, density and clique, the period when detailed goals were applied to the 2007 revised curriculum was somewhat higher than the period when detailed goals were applied to the 2009 revised curriculum. As a result of analyzing the centrality of author keywords, this study found out that during both the periods, 'environmental perception' and 'environmental literacy' were high in degree centrality and betweenness centrality, except such central keywords as 'environmental education' and 'elementary school student'. As a result of analyzing the components of author keywords as sub-networks, this study discovered 9 components from the period when detailed goals were applied to the 2009 revised curriculum and 6 components from the period when detailed goals were applied to the 2007 revised curriculum. During both the periods, the largest component was composed of keywords high in degree centrality and betweenness centrality.

• 치위생과학회지
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• 제11권5호
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• pp.455-462
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• 2011

치과위생사 전문직업성에 영향을 미치는 교육과정 구성 요소를 분석하고, 추후 교육과정 구성요소별로 치과위생사의 신념과 태도를 강화시킬 수 있는 교육과정의 구체적 개선 방향을 탐색하는데 의의를 둔다. 본 조사는 2009년 4월 10일부터 2009년 6월 12일까지 직 간접 방문 및 우편, E-mail을 통하여 이루어졌으며, 연구대상은 치위생(학)과 학생 934부, 치위생(학)과 교수 76부, 치과위생사 285부로 총 1,295부를 대상으로 분석한 결과 다음과 같은 결론을 얻었다. 1. 치과위생사 전문직업성 향상을 위해 치과위생사 양성 교육과정의 교육목표적 요소는 대인관계술과 자기계발을 위한 측면을 보다 적극적으로 교육과정 운영에 포함시켜야 할 것이다. 2. 치과위생사 전문직업성과 치과위생사 양성 교육과정의 교육내용은 학습자가 치과위생사로서의 성취감과 만족감을 얻을 수 있는 강한 욕구가 형성되도록 학습자의 학습필요나 만족을 충족시킬 수 있는 내용으로 선정하고, 이와 함께 교과적 중요성과 사회적 타당성 준거를 함께 고려해야 한다. 3. 치과위생사 전문직업성 향상을 위해 현행 교육과정 속에서 계열성의 원리는 관계하지 못하고 있는 것으로 나타났으며, 이는 각 교과의 특성과 채택하는 교수 방법을 학생의 학습경험 속에서 보장 할 수 있도록 개선되어져야 할 요소이다. 4. 치과위생사 전문직업성과 치과위생사 양성 교육과정의 교육평가 요소에 있어 치과위생사 국가시험은 치과위생사의 여러 측면을 평가할 수 있도록 개선되어져야 할 필요성을 보였으며, 국가시험과 함께 현행 치과위생사 양성 교육과정의 학교평가가 강화되어져야 할 필요성이 있는 것으로 사료된다. 그러므로 학교평가에서 평가의 내용과 평가의 방법적 측면이 함께 고려되어야 한다.