• Journal of the Korean Chemical Society
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• v.45 no.6
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• pp.595-602
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• 2001

The basic tenet of science education by the 7th national curriculum for middle school students is teaching by learner's academic levels. It is a kind of new approach to both of teachers and students, but there has been little preparation in school fields for the new approach. Therefore, this study reviewed the characteristics and constraints of the approach, and suggested the types of learning methods for the approach. And then this study explored the guidelines for writing a lesson plan for the science education by the 7th national curriculum. Specifically, this study presented an example of lesson plan for a unit of middle school chemistry.

• East Asian mathematical journal
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• v.34 no.2
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• pp.103-125
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• 2018

This study was conducted as a part of the project to evaluate the quality of mathematics instruction in the national curriculum system. The purpose of this study is to measure the consistency between teaching goals of mathematics curriculum, contents presentation of textbooks, and testing including adequacy of each element in mathematics instruction for 8th grade. To do this, we used MIQP (instructional quality profile for Mathematics) developed basing on the instructional quality profile (IQP) in the previous research of the project. First, the quality of textbooks' content presentation for 8th grade was found that the desirable levels in number and operation area and geometric area was relatively less compared to other areas, but it was generally good. Second, it was found that the quality of mathematics testing for 8th grade was good in terms of consistency with the curriculum's teaching goals, consistency with the content presentation of textbooks, and adequacy of testing. However, regional differences in the quality of testing showed that there were some deficiencies in regions outside the metropolitan.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.795-799
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• 2022

In recent years, with the rapid development of artificial intelligence technology and an explosion of interest in it, education on artificial intelligence is spreading to various fields. As a result, many universities are establishing artificial intelligence-related departments or expanding their quota. In line with this trend, University C has newly established the AI operation department in line with the industrial base in the region. In this paper, a curriculum was developed for the newly established AI operation department, and this curriculum was designed and developed focusing on subjects reflecting the demands of industries based on AIOps (Artificial intelligence for IT Operations). To this end, a consultative body was formed with industry experts, and opinions were collected through a survey.

• Journal of Technologic Dentistry
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• v.44 no.1
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• pp.8-14
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• 2022

Purpose: This study aims to provide basic data for developing and improving a nationwide curriculum for advanced courses in dental technology departments. Methods: For the study, the 2021 academic curricula for all six universities with operating departments for advanced study of dental technology were investigated from November 18 to December 10, 2021. If a curriculum was not available for analysis on the university's website, it was obtained via e-mail or phone and then analyzed. Results: The curricula offered advanced courses in a range of 7~14 subjects, with an average of 9.7 subjects. The total number of credits ranged 20~33, and the average for all universities was 25.2. Among the total subjects opened, digital-related subjects comprised the largest proportion at 26.2%, followed by other major-related subjects (e.g., dental techniques, occlusion, and implants) and other liberal arts subjects. Conclusion: The study revealed that the curricula for bachelor's-level dental technology course at universities adequately reflect the industry demand. In the future, university leaders must maintain ongoing collaboration and consultation with industry experts with regard to school curricula for analyzing the education demand and industry prospects, including careers.

• 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.

• Journal of Practical Engineering Education
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• v.13 no.3
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• pp.461-471
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• 2021

This study investigated the application and satisfaction of the global industrial technology curriculum for foreign students at J University in Korea. In order to derive the global industrial technology curriculum, industry needs were analyzed, and the appropriateness of the curriculum was identified through the current status of the root industry. In order to investigate the satisfaction with the application of the global industrial technology curriculum, a questionnaire survey was conducted in the form of an in-person interview for two months from August to September 2021 for foreign students. The questionnaire surveys included general information of the subjects, the status of completion of the curriculum, questions about class satisfaction, the process of obtaining certifications, and whether or not they were employed. As a result of the study, the reasons for choosing the curriculum of the respondents were their interest in subjects related to the root industry (welding, machining, etc.) and the issuance of Korean employment and visas (E-7). The most preferred subject was welding practice at 36.8%, and in terms of subjects considered necessary, the subject of basic major terminology was the most at 29.2%. The difference in satisfaction between graduates and current students who applied the same curriculum was tested, and as a result of the analysis, it was confirmed that there was no difference in satisfaction between current students and graduates through the t test (significance level p=0.05). We believe that this study is meaningful in that it provides basic data for the domestic industrial technology curriculum for foreign students and suggests the direction of related research in a time when the existence of universities is threatened due to the decrease in the school-age population.

• Korean Journal of Clinical Laboratory Science
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• v.50 no.3
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• pp.320-330
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• 2018

This study analyzed the curriculum and clinical practicum of the department of clinical laboratory science in Korea. The 2017 educational curricula of all 3-year and 4-year universities were analyzed. Clinical practice was conducted by a questionnaire. As a result of curriculum analysis, the 3-year curriculum was able to grasp the curriculum that focused on the national examinations of medical technologists, and the 4-year curriculum was open to a variety of subjects reflecting the changes in the future, but only at a few universities. In addition, the autonomous enrollment application made it possible to take a national examination without enrolling in courses that students find difficult in major courses. In the case of clinical practice, it was difficult to standardize in various practical institutes, practice periods, and practice credits. Therefore, it will be necessary to standardize the composition of the credits according to the duration of clinical practice and the duration of education. Moreover, is necessary to revise the curriculum in consideration of medical technologist job analysis and clinical field, and it will be necessary to standardize the curriculum and clinical practice model through the Medical Technologist Evaluation Center.

• Journal of the Korean Society of Costume
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• v.64 no.6
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• pp.16-32
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• 2014

This study aims to compare the current conditions of fashion education organizations in Korea and China. The results are as follows: 1. As for the departments related to fashion in Korea, the department of clothing was most frequently found in the fields of everyday science and natural science and design was most frequent in art related fields. 2. As for the departments related to fashion in China, the department of design was usually found in the fields of spinning and weaving, art, fashion, and others, and a college was dedicated to is having departments related to the fashion industry, much larger in scale compare to Korea. 3. Subject analysis found that both Korea and China put the most weight on the subject of design than any other fields. 4. Subject analysis of the fashion related departments in Korea found that all three department groups put considerable weight on clothing design and clothing composition subjects with other subjects having greater parts in the curriculum. 5. As for the departments related to fashion in China, design-related subjects were most frequently found, irrespective of the title of the fashion department, and the subjects concerning fashion marketing were widely distributed. 6. It seems that the curriculum for fashion colleges in China have been affected by the characteristics of the university before absorptive integration and setting based on the local characteristics rather than by the characteristics of the college. 7. For the curriculum of Korea, it is necessary to divide theoretical and practical ones and to develop practical subjects in association with experts in actual fields. China needs to take into account the local characteristics due to its global curriculum and large area.

• Journal of Technologic Dentistry
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• v.30 no.2
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• pp.93-103
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• 2008

This research is designed for a consumer, not a supplier when it was designed. And the purpose is to present the reference data which is in order to improve the curriculum by analyzing the present subject of the curriculum. The research collected the curriculum for Dental Technology from a total of 20 schools --3-year colleges and 4-year colleges-- all in Korea. And we analyzed the average credits of subjects from students. As a result of this analysis, we get the conclusion below: 1. In a distribution which students answered about each subjects; Dental esthetic, Dental morphology I II, Dental morphology practice I II, and Seminar don't have many credits and mostly have a converged tendency in high points, according to the arithmetic mean of the major basis subjects. 2. In an analysis of the correlation which is based on the distinction of sex; Dental ceramics practice III, Medical terminology, Seminar, and The major basis subjects have a meaningful difference. (${\rho}$ < 0.05) 3. In an analysis of the correlation which is based on an age; The major basis subjects, and the application subjects have meaningful difference. (${\rho}$ < 0.05) 4. In a correlation coefficient between subjects; The correlation coefficient of the major application subjects is higher than the major basis subjects. According to the student ? t, we found that the level of significance is ${\rho}$ < 0.001, which is meaningful. We feel that Department of Dental Technology also highly need to design, and conduct focusing on a consumer who is working at the society, not a supplier. And we need to increase or decrease credits which have a meaningful difference.

• Korean Medical Education Review
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• v.22 no.1
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• pp.46-54
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• 2020

The purpose of this study was to examine professors' and students' perceptions of curriculum that fosters character in medical school. 'Character' can be defined as a desirable personality and the ability to be a good person. A total of 264 subjects (professors=131, students=133) participated in the study. Survey questions were divided into the three parts (education needs, factors of character, and curriculum management strategy). Data were analyzed by using t-test and one-way analysis of variance. Both professors and students recognized the need for character education. Professors were more aware of the need for education than students (t=4.35, p<0.01), and clinical professors were more aware of the need for education than basic medical science professors (t=3.48, p<0.01). Premedical students were more aware of the need for character-centered education than medical students in the later stages of their education (t=3.41, p<0.01). Professors and students commonly referred to 'consideration and communication' as the most important factor in building character. Professors considered 'self-regulation' more important than the students recognized, while students perceived 'wisdom' as more important than the professors did. There was a difference in preference for curriculum development (creating new subjects vs. revising existing subjects) between the two groups. However, both groups agreed on the teaching and evaluation methods. In conclusion, both groups acknowledged the need for character education. However, there were differences in perception on the major factors of character and preference for curriculum development. The results of this study may assist in designing character education in medical education.