• Journal of Fisheries and Marine Sciences Education
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• v.9 no.1
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• pp.1-30
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• 1997

The results of this study were summarized as follows : 1. In the field of general subjects, the compulsory courses are composed of 10 courses(14.3%) in 9 subjects and show only one course in one subject in Korea, while those in Japan are composed of 11-12 courses(18.3-20.0%) in 8 subjects and present each level course of primary and deepening in course. 2. In the field of general subjects, the elective courses are composed of 60 courses(85.7%) in 12 subjects in Korea, while those in Japan are composed of 48-49 courses in 8 subjects. 3. In the field of specialized subjects, the compulsory courses for streams have 3 courses(10.7%) in Korea, while those in Japan have 4 courses (16.7%) 4. In the field of specialized subjects, the compulsory courses for departments are composed of 2-4 courses in Korea, while specialized courses for departments are composed of 4 courses in Japan. 5. In the field of general subjects, unit allotment of the compulsory courses requires the completion of 70 units (37.2%) out of total 188 units(excluding extracurricular activites) in Korea, while that in Japan requires the completion of 70-90 units(38.9-50.0%) out of total 180 units (excluding extracurricular activites). 6. In the field of general subjects, unit allotment of the elective courses requires the completion of 12-36 units(6.4-19.2%) out of total 188 units in Korea, while that in Japan requires the completion of30-50 units(16.7-27.8%) out of total 180 units. 7. In the field of specialized subjects, unit allotment of the major courses requires the completion of more thar 82 units in Korea, while that in Japan requires the completion of more than 60 units, so that the units of the complusory courses for stresms of both of the countries tend to show many differences and diversity in both zone and school. Based on these results, the research concluded that the Fisheries High Schools in the two countries make up nearly similar curricula, while in Japan general subjects carry more extensive choice of courses and higher unit allotment is provided for general subjects than in Korea. It was also concluded that the curriculum for vocational education in Japan intends to develop spontaneous, creative, and soft personalities for job. This study suggests that Fisheries High School curriculum in Korea needs to be improved to give students more opportunities for course selection and to help students adapt themselves to various kinds of job groups.

• The Korean Journal of Emergency Medical Services
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• v.18 no.2
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• pp.73-94
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• 2014

Purpose: This study aims to provide suggestions for improving the liberal arts curriculum for the 3-year emergency medical technology course by conducting a comparative research on the liberal arts curricula across 10 colleges. Methods: Various aspects of liberal arts subjects, such as basic directions set out by the curriculum, credit scores, and distribution, were studied. Results: Of the 10 colleges, 9 did not stated purpose of liberal arts education. All 10 offered courses including foreign language, computer, and self-management, however each subjects did not have reflections of course visions. Findings revealed the credit score ratio of liberal arts subjects to be relatively lower than the major subjects. Students had limited opportunity to choose liberal arts subjects, with only a small proportion of the course available for elective subjects. Most liberal arts subjects were completed in the first year. Subjects' experience was not expanded and deepened gradually. Subject choices often overlapped, with limited variety of available subjects. Conclusion: For competent emergency medical technicians, the 3-year emergency medical technology course should improve the quality of its liberal arts offerings. The study of liberal arts provides the opportunity to develop broad perspectives and mature attitudes.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.217-226
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• 2020

The purpose of this research is to draw suggestions on the settling of the 2015 revised curriculum and the direction of science curriculum improvement by identifying the current status of science general elective courses for high school sophomores, and examining teachers' perception. To this end, with 12 city and provincial education offices' cooperation, we analyzed the status of science elective subjects that freshmen took in 2018 by school year, school type and region. In addition, in-depth interviews were conducted with nine science teachers of the focus group to discuss ways to improve curriculum operation and implementation of science general elective courses, and ways to raise the selection rate. The number of science general elective courses for high school students in 12 municipal and provincial education offices was confirmed to be 163,710 for Physics I, 216,754 for Chemistry I, 290,736 for Bioscience I, and 200,861 for Earth Science I. By school type, autonomous high schools have the highest completion rate, while specialized schools and vocational schools have very low rates. Units completed per semester for general elective courses were mostly three units (61.5%) and two units (28.7%). High school science teachers suggested reconstruction of three-unit elective courses that can be completed in one semester, content development focused on competences rather than knowledge, and the need for a teacher community to improve teachers' teaching competences. Based on the results of the research, ways to operate high school science elective curriculum in preparation for the high school credit system were suggested.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.40-52
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• 2020

The purpose of this study is to explore ways to change high school earth science elective courses with the introduction of the high school credit system in 2025, and ways to restructure them in preparation for the next curriculum revision. For this purpose, Delphi surveys with earth science education experts, a survey with in-service earth science teachers, and in-depth interviews with experts were conducted. According to the results, we need to consider four keywords such as cultivation of earth science literacy, connection with student career paths, emphasis on the fun of earth science itself, and student selection rate and college entrance exam in restructuring Earth science electives. Based on this direction, we composed four subjects: Earth System Science emphasizing earth science literacy, and three such subjects reinforcing career connection as Solid Earth Science, Atmospheric and Ocean Science, and Space Science. To resolve concerns about falling selection rate of earth science courses with the introduction of the high school credit system, it is necessary to re-establish the status of the earth science subjects including enhancing the career connection of the earth science electives. Follow-up studies are necessary to elaborate and publicize the titles and core concepts of Earth science electives.

• Korean Journal of Head & Neck Oncology
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• v.21 no.1
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• pp.26-31
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• 2005

Backgrounds and Objectives: Squamous cell carcinomas of the oral cavity(SCOC) in TNM stage I & II have relatively high chance to be cured compared to those in the advanced stage, but sometimes result in the treatment failure with poor prognosis. There have been few reports on the patterns of failure and the clinical courses for SCOC in stage I & II after the failure of initial treatment. This study is directed at identifying the clinical outcomes of stage I & II SCOC and the salvage rate after initial treatment and suggesting an optimal level of treatment by analyzing the patterns of failure. Material and Methods: The medical records of 36 patients with SCOC, initially diagnosed between 1995 and 2001 as TNM stage I & II were reviewed retrospectively. The patterns of failure, salvage treatment, clinical courses, and the survival of these subjects were analyzed. The minimum follow-up period of no-evidence of disease(NED) was 12 months with an average of 32.2 months. Results: Overall rate of the treatment failure in SCOC of stage I & II was 41. 7%(15/36 cases). Most of the treatment failure in the subjects with stage I tumors occurred in regional lymph node. Local failure was the most frequent form of failure in the subjects with stage II tumors after wide excision of primary tumor with elective neck dissection and/or radiation therapy. No significant correlation was noted between the safety margin and the local failure. Elective neck dissections in stage I & II SCOC had a tendency to reduce regional failure (p=0.055). The salvage rates at 24 months were 85.7% in stage I, and 37.5% in stage II. The 3-year survival rate after the failure of initial treatment was 55.0%. Conclusion: SCOC of stage I & II after the failure of initial treatment showed poor prognosis despite of the salvage treatments. This study implies that the elective neck dissections for regional lymph node should be required for SCOC of stage I & II to reduce the treatment failure.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.112-122
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• 2021

The goal of this study is to explore ways to restructure Convergence Elective Courses in science in preparation for the high school credit system, ahead of the 2022 revised science curriculum. This study started from the problem that the 2015 revised science curriculum has not guaranteed science subject choice for students with non-science/engineering career aptitudes. To this end, a survey was conducted by randomly sampling high schools across the country. A total of 1,738 students responded to the questionnaire of 3 science elective courses such as Science History, Life & Science, Convergence Science. In addition, in-depth interviews with 12 science teachers were conducted to examine the field operation of these three courses, which will be classified and revised as Convergence Elective subjects in the 2022 revised curriculum. According to the results of the study, high school students perceive these three courses as science literacy courses, and find these difficult to learn due to lack of personal interest, and difficulties in content itself. The reason students choose these three courses is mainly because they have aptitude for science, or these courses have connection with their desired career path. Teachers explained that students mainly choose Life & Science, and both teachers and students avoid Science History because the course content is difficult. Based on the research results, we suggested ways to restructure Convergence Electives for the 2022 revised curriculum including developing convergence electives composed of interdisciplinary convergence core concepts with high content accessibility, developing convergence electives with core concepts related to AI or advanced science, developing module-based courses, and supporting professional development of teachers who will teach interdisciplinary convergence electives.

• Korean Institute of Interior Design Journal
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• no.29
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• pp.145-152
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• 2001

Open education, which has been introduced spontaneous1y to many countries, has been giving some strong influence to the primary education in Korea and has been widely used in Korea itself. This report deals with the ineffectiveness of the learning space which has been divided into common classroom and particular classroom. The division of the learning space sets the problem of defining which is the particular of common subject, and the problem of a child to move around for different subject. For the architectural design of school, it is essential for learning space to be suitable for the characteristics of each subjects. The space needed for individual subjects requires tole learning space that is different to the space needed for basic academic subjects. The introduction of different corners in the classroom can be the solution. Individual corners can be divided into the necessary coner, the standard corner, the elective corner and the corner fur facilities.

• Journal of The Korean Astronomical Society
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• v.29 no.spc1
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• pp.445-449
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• 1996

We introduce the National Science Curriculum issued by the Education Ministry in Korea. Astronomy should be given and taught as compulsory courses in Nature of elementary school, Science of middle school, General Science of high school, and as elective courses in Earth Science I, II. Astronomy concepts have been designed in sprial pattern. College levels of astronomy have been given as majoring in astronomy course, cultivating one for earth science pre-teacher students and cultural subjects for non-major students

• East Asian mathematical journal
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• v.38 no.2
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• pp.241-256
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• 2022

Practical Mathematics is one of the career elective subjects in the 2015 revised mathematics curriculum for high school. This study examined how well the practical mathematics textbooks reflect the recommendations and visions suggested by related professions and organizations with respect to career preparation, especially for students enrolling in engineering industry-focused specialized high schools. Also, this study looked more closely into the contents of practical mathematics in terms of the consistency among different textbooks and the advancement from middle school contents in similar domains.

• Journal of Technologic Dentistry
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• v.6 no.1
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• pp.31-86
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• 1984

The educational purpose of a junior college is believed to be to effectively train and produce professional workers equipped with the knowledge and skills required in various technical fields of modern society. Since dental technology takes its share of an important role through the enhancement of people's health and the construction of a whlfare society, the prosthodontia department is imposed with a great responsibility to train highly skilled, responsible dental technicians who will meet the social demands. To attain this goal, those who are in charge of the training and education should place emphasis on the development of better educational programs. In other words, the present curriculum which is lacking in many comprehensive aspects, is not satisfactory to provide the students with the required know-how and qualities. As is known, a currculum is the detailed guidance to the efficient operation of an educational program, and that of dental technology is not an exception. In addition, dental technology requires very detailed programs in training, because it requires both diversified and comprehensive application of serveral different fields. The following are the main points to be taken into consideration in developing an effective curriculum for this department. 1. The curriculum should be gradually expanded so that the fundamental subjects will contain principal theories which can be directly applied to the specified majoring subjects. 2. An effective arrangement of time tables should be provided so that basic practice and experiments can be conducted in direct connection with the leatures on the basic theories. 3. For a creative and up-to-date curriculum to help cope with the problems in achieving the aims of technological development and scientific education, intensive and extensive studies should be done on the curricula developed in the advanced countries. 4. The specific majoring subjects should be rearranged to contain new theories which are beneficial to dental technology. As an institution which is spearheaded for ondustrial-educational cooperation, the Junior collegeis role demands that the department should make every possible effect to cultivate highly-skilled technicisns. The following suggestions are made to help work out an ideal curriculum. 1. The basic theory subjects should be selected with consideration toward closely related majoring subjects. 2. The curriculum should be efficiently operated to effectively relate theories with experiments. 3. Subject importance must be rearranged ; It has been found that the ideal proportion of cultural, elective and required subjects is 20%, 20% and 60% respectively. 4. The credit allotments should be reconsidered: The total credits required for completion should preferably be 80; 16 for the cultural and the elective subjects respectively and 48 for the required subject. 5. A Commissioned education system should be formalized for strengthening industrial educational cooperation. 6. Experiments and practice should be intensified with the support of improved laboratory facilities. 7. The training period should be expanded form the present two years to three of four years, in order to produce more highly qualified technicians.