• Journal of the Korea Convergence Society
• /
• v.9 no.6
• /
• pp.9-16
• /
• 2018

The purpose of this paper is to reveal the limitation of previous studies on curriculum re-construction and to suggest an alternative for curriculum re-construction. Through the literature review, this paper finds that previous studies quiet over the direction about selecting as well as organizing contents. In order to overcome the weaknesses of previous studies, this paper embraces the interest of learner for establishing the direction of curriculum reconstruction. To be more specific, this study shows that how can the ideas of growth, habit, and interest of John Dewey connect to contents-selecting and organizing in the process of instruction. As a result, this paper helps curriculum discourses to make progress for various direction and helps teachers to reconstruct the contents based on interests of their students.

• Journal of Korea Multimedia Society
• /
• v.6 no.4
• /
• pp.685-697
• /
• 2003

The Web based multimedia programmes/courses are becoming widely available in recent years. Most of these courses focus on Behaviorist way of learning, which does not promote deep learning in any way. For Adults this approach further incapacitated, as it does not satisfy Andragogical needs. The search for Constructivist way of learning through the web applied to Indian conditions led to need for developing a curriculum development approach that would promote construction of knowledge through web based collaboration. This paper attempts to reengineer existing curriculum development processes and lays out a framework of‘Problem Based Online Learning (PBOL)’curriculum design. In this context, entire curriculum development life cycle is evolved and explained. This is a part of doctoral work (Ph.D), which is in progress and being undertaken by K.James Mathai, and guided of Dr.D.S.Karaulia.

• Journal of the Korean Institute of Landscape Architecture
• /
• v.42 no.3
• /
• pp.13-24
• /
• 2014

This study investigates the practitioners' perception of Landscape Education in the universities in order to satisfy the demands of the rapidly changing industry. The survey was conducted for 257 practitioners to analyze the overall perception of Landscape Education, the importance and utilization of each course in universities, and the importance and utilization of each landscape process step. The overall perception of Landscape Education was slightly negative, and more practical education was demanded to improve the students' adaptability on the job. Practitioners suggested that universities should teach more practical expertise and related fields. They re-educated deficient aspects such as practical skills, computer techniques and legislational knowledge through the new employee training. The survey also showed that professors should be most responsible for a better education; however, students and practitioners have to endeavor together. According to the findings, planting design, landscape design, landscape materials, landscape planning and landscape construction as well as management were important. They are also considered as practical courses. However, practitioners perceived that university education was not sufficient for the constructional process. This means that Landscape Education in the universities has been more focused on planning and design. Because the universities are essentially for the research and study, changing the curriculum as practitioners suggested is not necessary. Nevertheless, it suggests for more practical education and balanced curriculum including construction and management that should be seriously considered. This study was focused on the practitioners' perception. Many of the respondents were from Seoul metropolitan area, therefore, it's hard to generalize the findings. A further study should be considered that would include instructors as well as students.

• Journal of the Korean Institute of Traditional Landscape Architecture
• /
• v.37 no.3
• /
• pp.134-147
• /
• 2019

The purpose of this study was to analyze the functional unit system of NCS landscape field for correction and supplementation of NCS landscape field and the contents of the four-year college landscape course subject. First, 24 unconsolidated four-year universities were selected, and FGI was conducted and verified for 816 courses in 24 universities. The results of the study are summarized as follows, with three sections three, nine divisions and 65 sub-category. First, landscape design subjects accounted for 40.0% of the subjects organized by four-year universities. In addition, the ratio of 12.9% for ecological landscape, 11.3% for landscape construction, 10.2% for others, 10.0% for landscape information, 6.6% for landscape culture and 3.7% for landscape management was surveyed. Balanced and efficient modification and reinforcement of NCS is required in the future. Second, 10(18.9%) units with matching NCS performance criteria and educational objectives were found to be capable of different units(18.9%), 15(28.3%), and 37subjects with inconsistent NCS unit capability (56.9%). Third, looking at the criteria for the reference of each unit of capability presented by the NCS, it is deemed that one unit of capability should be organized separately to improve the practical ability, since it includes the contents of basic knowledge learning. Fourth, the objectives pursued on the basis of the contents of the NCS capability unit and four-year college curriculum were developed by focusing on the development of unit capabilities in the field of landscape construction and landscape management compared to the field of landscape design. It has been shown that a balance is needed for future development. This study is intended to put forward further research that re-examine specific curriculum assessment criteria that have not been classified in the course of classifications based on the curriculum handbook, which excludes interferences from each school.

• Journal of Fisheries and Marine Sciences Education
• /
• v.4 no.2
• /
• pp.109-120
• /
• 1992

The auther reported the distribution of fisheries high schools and arrangement of curriculum in Japan in the forward report, and describes on the outer apparance and substantiality of education of fisheries high schools in Japan in the present report. 1. The rate of population to the number of fisheries high school shows 2,350 thousands in Japan, compared with 3,250 thousands in Korea. Then the rate in Korea is 1.4 times as high as that in Japan. 2. The rate of pupil to the whole regular instructors for fundamental subjects and for vocational subjects in the fisheries high schools, and also the rate to the instructors for vocational subjects show 10.4 and 16.3 in Japan, compared with 18.2 and 30.2 in Korea. Then the rate in Korea is 1.8 times as high as that in Japan. In addition to the instructors for vocational subjects. trainer and assistants for technical training-are employed in Japan compared with no such instructors or assistants in Korea. Then the rate of pupil to the whole instructing staffs in Korea is 2.4 times as high as that in Japan. 3. 81 percents of training ships in Japan are larger than 400 gross tons, which is extremely higher to that in Korea. The rate of gross tonnage of the ships to the number of trainees shows 6.2 tons in Japan compared with 1.1 tons in Korea. Also such large dimensioned training ships are newly built every other 12 years. the construction cost per 1 gross ton of such ships are said as 2.5 to 3 million yen, which corresponds to 15 to 18 million wons, and is over 3 times as much as that in Korea. 4. The basic education on the marine field is widely diffused in Japan. For an example, swimming pools are prepared not only in fisheries high schools but also in primary schools although it is rate even in fisheries high schools or colleges in Korea. 5. Almost all provinces which locate on the seashore have at least one fisheries high school and the curriculum is arranged to match the needs of local districts, then the management of school is tightly linked to the local government. 6. Entrance system is also flexible and recommended entrance system for successors of fishermen is settled. 7. Re-education of instructors for the new subjects which should be prepared to match the demands of ages are supported by local government in the aspect of time and budget. 8. The special two-year course for advanced seamen' s education is attached to some fisheries high schools and the graduates are qualified to get the third grade marine officer's or engineer's liscence.