• Journal of the Korean School Mathematics Society
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• v.18 no.3
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• pp.311-334
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• 2015

This study compares and contrasts elementary mathematics curricula of Korea, China, Japan, and USA, as a part of efforts to compose contents of global elementary mathematics. This paper analyzed the similarities and the differences of mathematical contents in the domain of geometry. On the basis of this comparative analysis, this paper included implications that are expected to be informative in the revision of the Korean mathematics curriculum.

• Journal of Digital Convergence
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• v.15 no.11
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• pp.603-610
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• 2017

This study was to explore perceived difficulties from before entrance into physical education in graduate school of education to before graduation. Participants were PETE graduate students in Seoul and Gyeonggi province and survey was used to collect data. Among 100 copies of data, 95 copies had been used for actual data processing. Frequency analysis was conducted by using SPSS 21.0. The results are as follows. First, participants had trouble in financial difficulty before entering graduate school, but the financial difficulty was considered normal by other new difficulties. Second, much time spent for graduate school of education was considered one of biggest difficulties, but the burden of curriculum was relatively low. Third, anxiety about future career that started from before entering graduate school lasted until graduation. Fourth, lack of knowledge was considered as one of biggest troubles before graduation. Conclusively, physical education in graduate schools need to develop career education as well as evaluation system for the qualitative growth.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.6
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• pp.131-142
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• 2016

Since global circumstances have become competitive, entrepreneurship has been regarded as the most important factors in economic revitalization not only in korea but also internationally. According to these changes, public entrepreneurship education has been started from the year of 2004 establishing Entrepreneurial Graduate School as a part of governmental plan. Although entrepreneurship education history is not long enough in korea, but the need for entrepreneurship education in social is now going ahead of the public education systems such as universities and graduate schools. Therefore, this study is conducted for the purpose of drawing the subject frame for systematized integration curriculum of entrepreneurship education through evaluating the importance of the subjects by Analytic Hierarchy Process analysis after being composed of 6 modularity in the Entrepreneurship subjects. This was structured based on studying the current status for entrepreneurship education in domestic universities and graduate schools. The research findings under the condition of Judgement consistency ratio 0.1 are as follows. The most important factors are in order as following; "Entrepreneurial Issues for Fund"(.242), "Entrepreneurship Plan"(.195), "Entrepreneurship & Entrepreneurship mindset"(.161), "Entrepreneurial Issues for Growth & Development"(.160), "Management Skill & Strategy"(.150), and "Special Entrepreneurship"(.093). Then, these findings also represent subfactors as well. The results of this study provide the practical guidelines where the curriculums needed for the entrepreneurship education at graduate schools by suggesting consistency for the systematic and comprehensive curriculum design. It was reflected the survey result from the graduate students taking the entrepreneurship subjects. Therefore, it will contribute the foundation of the present curriculum of Entrepreneurial Graduate School.

• Journal of the Korean Society of Systems Engineering
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• v.11 no.2
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• pp.31-40
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• 2015

KEPCO International Nuclear Graduate School (KINGS) is dedicated to nurturing leadership-level professionals in nuclear power plant (NPP) engineering. KINGS have designed curriculum based on two philosophies. First, we balance aspects of discipline engineering, specialty engineering, and management engineering in the framework of systems engineering. Second, KINGS have designed the curriculum so that students can learn and experience the know-what, know-how and know-why level knowledge of NPP engineering and management. The specialization programs are opened during the 2nd year for 3 trimesters and those are a process of learning through practical project courses. The objectives of the specialization programs are to help students to learn the NPP life cycle technologies in highly structured and systematic ways. The systems engineer program (SEP) is one of the specialization programs. A practical case of the SEP which was applied to the project course for the NPP electric power system design education will be elaborated in this paper.

• Proceedings of the Korea Society of Design Studies Conference
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• 2005.05a
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• pp.244-245
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• 2005

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.2
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• pp.285-297
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• 2001

The rapid changes in graduate nursing curriculum have resulted in many challenges to the contents in masters and doctoral program of nursing. In order to meet the changing consumer demand, to respond the specialization in clinical practice and to reflect the evolving trend in the discipline and science of nursing, this study focussed on analyzing the present graduate nursing curriculum of one college of nursing in Seoul, Korea. In order to analyze the present curriculum, data were collected by survey from the enrolled graduate students, And curriculum contents of 10 graduate nursing curricula in Korea and 6 in United States were analyzed through internet information. Based on the data from the enrolled students' responses on educational goal and objectives and divisions of nursing and the data from the graduate curriculums of other universities both in Korea and United States suggested the future direction of graduate nursing curriculum of S university as follows; It is required that theoretical development, as well as education of enhancing clinical competences and preparation of specialization, innovative work for the change and global nursing should be included in the curriculum. Majority of respondents were agreed with 6 division of nursing(Adult nursing ,Maternity nursing ,Pediatric nursing, Community nursing, Nursing administration) and the integration of nurse clinical specialist course(such as oncology nursing specialist) into the regular courses in Master and Doctorate program was required.

• Journal of the Korean School Mathematics Society
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• v.25 no.1
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• pp.19-38
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• 2022

This study aims to find ways to improve the statistics education policy in Korea for the future based on the results from examining the high school statistics curricula in Korea and New Zealand. The statistics curriculum in New Zealand was analyzed comparatively with the corresponding contents of the probability and statistics domain in the Korea 2015 revised national mathematics curriculum. The analysis centered around achievement goals and key ideas of each of the two curricula. This comparative analysis provides implications on finding a direction in line with the global trend in the curriculum for statistics education and ultimately for Korea's statistics education for the future.

• Journal of the Korean Society of School Health
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• v.15 no.1
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• pp.107-121
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• 2002

In this study we analysed time allotment and the contents of a health textbook and its teacher's guide book of the 7th elementary curriculum. We intended to offer the basic data needed to establish the single health education. So the analysed results are as follows according to the health education model developed by the korean nursing association and health teachers' meeting and the teaching time allotment presented by the teacher's guide book. It's goal is practice in regular class time of the subjects for the time and contents of health education in the 7th elementary curriculum. The total class periods of health education of the 7th elementary curriculum are 229 hours and annual periods of health education per year are an average of 38 hours. The health education of the 7th elementary curriculum is separated into the 9 following subjects: Wise life, Pleasant life, Righteous life, We are 1st grade, Physical education, Science, Social studies, moral education and Practical course. The health education of the 6th elementary curriculum was combined with the units of physical education, but in the 7th curriculum it must be separated by a single, required health subject. The contents of health education of the 7th elementary curriculum is mostly dominated by units of community and environmental health with a total of 55 hours (24%). Therefore, the units of home health and social health, development of physical strength are fairly insignificant. The newly added contents in the 7th curriculum are "pregnancy and child birth, the protection and counterplan from rape, the reasons and prevention of stress, the reasons and the treatment of obesity, the damage of smoking and drinking, etc. According to the result above, we must establish the criteria for each year's health education in the 8th elementary curriculum. The contents of mental health, home health and social health should be revised and added new items. The health education that is separated in some subjects now must be established as a systematically integrated health education.

• The Journal of Korean Society for School & Community Health Education
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• v.2 no.2
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• pp.39-55
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• 2001

The purpose of this study was to provide the necessary fundamental data in composing a systematic text content of the public health by analyzing each text, domain, and teaching contents suggested in the textbooks as well as teachers' guides of the 7th elementary school education curriculum, while the study subjects were as follows. 1. The health education content suggested in the 7th physical education curriculum were analyzed and examined. 2. The health teaching content of each textbook in the 7th elementary school curriculum was to be analyzed and examined. In order to resolve the above research issues, the physical, spiritual, and social domain along with the (1) Proper living habit, (2) Health and nutrition, (3) Sex education, (4) Prevention of the sense-organic diseases, (5) Cleanliness of food, (6) Oral hygiene, (7) Individual health and public health, (8) Safety in living, (9) Abuse and usage of medication, educational content suggested in the 7tand (10) Environment pollution focused around the health of the elementary school education curriculum was analyzed and its outcome was as below First, compared with the 6th elementary school education curriculum, the health content suggested in the 7th elementary school education curriculum was decreased. Second, although each grade's teaching content of the health domain in the physical education was considered in its structure following after the according systems, they were preponderant in partial subjects such as the safety in living, nutrition, proper living habit, sport, and health in sport. oo. Third, the health education content was organized in 4 units such as the physical growth and development, prevention of diseases, safe living, and leisure living(leisure, spiritual health, and etc.) for the 3rd and 4th grade. Then, as for 5th and 6th grade, it was organized in 3 units such as the understanding the human body, prevention of disease, and leisure and safe living. Fourth, in the physical educational health domain, a strong point was constructed within the physical, spiritual, and social areas of the elementary school physical education. Fifth, the number of the public health education contents directly related with the health education was 43 as with 25 indirect contents. Sixth, each grade's domain unit structure of the public health content was heavy upon the physical and social area throughout every grade while in opposite, the spiritual domain' s unit structure was weak. In according to each grade, the physical domain was stressed in 4, 5, and 6 grades while the social domain was stressed in 1, 5, and 6 grades.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.4
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• pp.295-314
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• 2013

The purpose of this study is to analyze the curriculum of iSchools in North America. To achieve the aim of the study 17 iSchools and the same number of L-Schools were chosen from the same regional area. Data were collected mainly through each of their official websites and email inquiry. The graduate courses were classified into 8 domains judging by its title, and conducted t-test for a comparative analysis with L-School curriculum using SPSS 19.0. It is found that 'Information Studies', 'Practicum and Study', and 'Library and Information Center Management' domains were dominant in iSchool curriculum. In the comparative analysis, 'Study in Library and Information Science' domain showed lower percentage, whereas 'Information Studies', 'Library and Information Center Management', 'Practicum and Study' domains showed higher percentage than the L-School curriculum.