• The Journal of Korean Academic Society of Nursing Education
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• v.14 no.2
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• pp.188-194
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• 2008

Purpose: The purpose of this study was to survey the present status of the gerontological nursing course in Baccalaureate degree programs(BSN) in Korea, so as to provide basic data for developing a standard model for a gerontological nursing curriculum. Method: Data on the contents of a gerontological nursing curriculum was collected from those programs that had a gerontological nursing course. Result: The results show that 48 schools(87.3%) offered a gerontological nursing course. Twenty-five schools(45.5%) had both lectures and clinical practicum, while 23 schools(41.8%) had only lectures. Twenty-seven schools(56%) offered a gerontological nursing course as an elective. Students earned the most number of credits in their senior year. The most common credit system for lecture subjects was 2 credits with 38 schools(79.2%) and a clinical practicum was 1 credit with 20 schools(80%). The issues identified were that gerontological nursing was an elective and not a mandatory course, a lack of clinical lab hours, and a lack of common learning objectives. Conclusion: Recommendations are made for better defined curricula in gerontological nursing. In addition, further investigations of the learners or students entering gerontological nursing to facilitate curriculum development and appropriate instructional strategies are needed.

• Korean Journal of Adult Nursing
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• v.16 no.3
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• pp.388-397
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• 2004

Purpose: The purpose of this study was to explore the effectiveness of informational intervention delivered by electronic patient information board in the OR waiting room for reduction of anxiety of mothers with child having operation. Method: Nonequivalent control group non-synchronized design was used in this study. The subjects was 52 mothers whose children underwent elective surgery in one Pediatric Hospital. Informational intervention in this study consisted of four critical stages. State anxiety by Spielberger, mean arterial pressure, and heart rates at preoperative and postoperative period were measured. The data were analyzed by using Chi-Square test and t-test with SPSS/PC 10.0 program. Results: 1) There was a significant difference in the state anxiety between the control and the experimental groups. 2) There was no significant difference in the mean arterial pressure between the two groups. 3) There was no significant difference in the heart rate between the two groups. Conclusion: The results of this study indicate that informational intervention delivered by electronic patient information board would be an effective intervention during the operation in reducing anxiety of mothers with child having operation.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.441-450
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• 2018

The purpose of this study is to develop curriculum contents for assistive product specialists and to prepare professional standards for said curriculum. First, after identifying and targeting employees in the assistive product center, hospital and medical facilities staff, users of the assistive product, and instructors for the assistive product, the task importance and education required for each duty of the assistive product specialist were examined. Based on a demand analysis, the subjects(plan) for assistive product specialist was drawn and then the curriculum(plan) was developed. Regarding the developed subjects(plan) and curriculum(plan), a Delphi method was conducted with five professional panels to verify the validity. Finally, a curriculum(plan) for assistive product specialist was developed to include a total of 21 courses(17 compulsory courses, 4 elective courses) totaling 44 hours (36 hours for compulsory courses, 8 hours for elective courses). The construction of systematic content for of assistive product specialist curriculum for qualitative training of assistive product specialists is important. Through this study, it will now be possible to secure professionalism and qualitative improvements in curriculum for assistive product specialists.

• Research in Mathematical Education
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• v.7 no.2
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• pp.73-90
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• 2003

In the Republic of Korea, mathematics has always been a major blame for huge private expenditures on so-called "private education," which consists of private tutoring and lessons at "private academies of extra curricula." The private spending on out-of-school education often exceeded public expenditures on schools. In 1997, South Korean Ministry of Education reformed curriculum of mathematics along with other subjects to ease the burden of private education. The aim of this curriculum change was to put a boost on individual students' interests, affections and other attributes toward school mathematics. The essential distinctiveness of the new curriculum of mathematics compared with the previous one is as follows: 1. The implementation of so-called "differentiated curriculum" for grades 1-10. 2. 30% reduction of contents in mathematics and the reconciliation of contents. 3. Elective subjects for mathematics for grades 11 and 12. 4. More uses of technology in mathematics teaching. Firstly, we examine the background of the curriculum reform and analyze the new curriculum according to awareness of educational administrators, teaching environments of schools and readiness of mathematics teachers. Then we find out what kinds of problems it has and look for some suggestions for remedies.

• Journal of the Korean Society for Library and Information Science
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• v.15
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• pp.45-72
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• 1988

A study has been made prior to the emphatic research to see how the curriculum of the Library Science Departments, in general, has developed to date. In the principles of the composition of the curriculum of library science, research has been conducted to determine what decisions will be the most appropriate for the changing trend of the society, regarding the matters of general specialization versus subject specialization education, the definition, change and operation of the core subject, the expansion of the elective specialized subjects and the composition of the curriculum by types of the library, and the curriculum composition in terms of subject specilization. The curriculum should consist of a unified series of courses and other educational experiences, designed to meet specific program objectives. Principles and concepts should be emphasized, over routines and techniques. All students should study certain fundamental 'core' subjects, as well as more specialized electives. General education (studies outside of librarianship) should be a major component of the total education of the librarian. Fundamental core subjects should be treated as introductory courses covering deep studies that can provide the most inclusive information related to the library science field. They should be offered as pre-requisites required of all the students entering the Department of Library Science. Specialized subjects and interdisciplinary courses comprising subject concentration should be offered as electives at the advanced level.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.321-330
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• 2014

Changes are expected in the future, and the future society will expect changes in education. Science curriculum needs to reflect such demands for changes in the future of education. Hence, this study explored ways to reflect the changes demanded by the future society in science education. In this study, we investigated the major issues and directions for improvements based on the findings from questionnaires given to 447 primary and secondary school science teachers as well as in-depth interviews with 12 experts. We explored the problems of the 2009 revised national science curriculum including organization of science elective courses, fusion 'science' as an elective course, intensive course-taking of science, career-focused science curriculum, variation of completion units in science elective courses, and fairness of science elective course selection in college entrance. In addition, we proposed ways to organize science curriculum around core competencies and STEAM education suggested by science teachers. According to the results, we need to add such key competencies as basic learning abilities, self-identity, and moral competencies to science curriculum in addition to existing key competencies including problem solving and communication. Regarding the fusion science, experts contended that convergence of science courses should come before that of science and other subjects, and that STEAM with science as the axis was the desired form of convergence. We also need to establish a curriculum development center that exclusively focuses on science curriculum research and development.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.609-620
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• 2010

The purpose of this study was to examine school-level science elective-centered curriculum operation and teachers' perception of their instruction of elective-centered science courses. Data were collected from 12 science teachers in 12 high schools in the metropolitan Seoul area through semi-constructed interviews. The results showed that students were supposed to select science subjects under insufficient guidance and their choices on subject were also restricted due to school administrative processes such as teacher's instructional time allocation. Participants were well-perceived different group characteristics among humanities course and science course students toward science learning, still, they felt difficulties in valuing students' variety by differentiating contents and teaching methodologies due to school assessment system and workload of extra instructional material preparation. Influenced by the current college entrance examination system, low motivation for humanities course students and students' choice concentrated in chemistry and life science for science course students, were pointed out as main problems. As a way to improve science education for 11th - 12th graders, developing customized science curriculum for humanities course and science course respectively, changing of entrance system into increasing importance of science for students who will major in non-science fields, and designations of essential prerequisite science subject for students who will major in engineering & science fields, were suggested.

• Journal of Fisheries and Marine Sciences Education
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• v.2 no.1
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• pp.1-14
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• 1989

The authors studied on the modification of the curriculum for the department of fishing technology in Fisheries junior college, by collecting and analyaing the references, questionaires and consultation according to the trends in industry and employment. Especially, rapid develop of the fishing technology with the modernization and automatization of fishing vessels, the present curriculum formulated in 1983 is required to be rearranged. Accordingly, the authors studied on the development of characteristic curriculum which could cultivate the professional fishing engineers. The results obtained can be summarized as follows : 1. Total open credits should be 160 credits. 2. Cultural subjects are set 32credits, 20% of total open credits, but the subjects may be choosen by the situation of each fisheries junior college. 3. Major subjects are set 128 credits with 36 subjects including the 3rd year course. 4. The proportion of the compulsory to the elective credits in the major subjects are made 1 to 2. 5. Compulsory major subjects are set 29 credits with 11 subjects during the 1st and 2nd year course. Training on the board (I) and (II) are set 40 credits during 3rd year course and evaluated as pass or not. 6. The proportion of the credits of subjects concerning to fishery and navigation is made 1 to 1. 7. In order to strengthen the computation education, the E.D.P.S. is sets 3 credits in the cultural subjects.

• Journal of the Korean earth science society
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• v.43 no.4
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• pp.557-566
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• 2022

The purpose of this study was to examine the status of the field application of the Science II career electives with the application of the 2015 revised curriculum up to the 3rd year of high school. This study focused on examining high school science teachers' perceptions of the student-participatory class and process-centered assessment in Science II subjects, which are career-intensive high school science electives. A total of 192 science teachers responded to the survey questionnaire, and 12 teachers participated in interviews. In the in-depth interviews conducted to supplement the survey results, questions were asked about changes in the overall class, the status of student-participatory classes, and changes in the assessment of Science II subjects due to the emphasis on process-centered assessment. The main research results included teachers' perceptions of changes in teaching and assessment methods with the application of the revised curriculum, the degree to which the eight skills used in Science II classes develop the key competencies of science, and the teaching and assessment methods commonly used in Science II classes. Science teachers generally agreed with the purpose and necessity of introducing student-participatory classes and process-centered assessment, which are the core purpose of the 2015 revised curriculum. However, they had difficulties in practice due to the excessive content of Science II subjects. Problems were also encountered with securing objectivity and fairness during assessments and the operation of online science classes due to COVID-19.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.129-149
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• 2021

The purposes of this study were to examine the current status of the establishment of home economics-related departments in colleges and universities and the changes required in the home economics curriculum of secondary schools, and to structure the elective courses of home economics subject(group) that can be organized in the next high school curriculum. To achieve these purposes, related literature and data were analyzed, and a questionnaire survey and FGI were conducted by home economics experts. The research results are as follows. First, home economics was considered to be highly related not only to the human ecology but also to social sciences, education, engineering, and arts and physical education. The numbers of technical colleges and 4-year universities with departments related to home economics were 1,405 and 961 respectively in 2019. Therefore, it was confirmed that there is a sufficient basis for opening home economics subject(group) elective courses in high school. Second, in the secondary school home economics curriculum, the concepts of culture, relations, independence, and sustainability were emphasized based on the changing life patterns and values. It was proposed that the contents of the home economics course would be structured in a way that allows deep and high-level thinking and helps students to enjoy culture. This demand can be implemented by diversifying, specializing, and structuring the elective courses of the home economics subject(group). Third, a total of 18 elective subjects and subject outlines were structured in the fields of child/family, food/nutrition, clothing, housing, consumption/family management, and home economics integration. This study results will contribute to the establishment of the high school credit system by providing basic information for organizing the next home economics curriculum, and expanding the options for home economics subject(group) to high school students.