• Research in Mathematical Education
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• v.24 no.3
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• pp.137-173
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• 2021

Research and national standards, such as the Next Generation Science Standards (NGSS) in the United States, promote the development and implementation of K-12 interdisciplinary curricula integrating the disciplines of science, technology, engineering, mathematics, and computer science (STEM+CS). However, little research has explored how teachers provide epistemic support in interdisciplinary contexts or the factors that inform teachers' epistemic support in STEM+CS activities. The goal of this paper is to articulate how interdisciplinary instruction complicates epistemic knowledge and resources needed for teachers' instructional decision-making. Toward these ends, this paper builds upon existing models of teachers' instructional decision-making in individual STEM+CS disciplines to highlight specific challenges and opportunities of interdisciplinary approaches on classroom epistemic supports. First, we offer considerations as to how teachers can provide epistemic support for students to engage in disciplinary practices across mathematics, science, engineering, and computer science. We then support these considerations using examples from our studies in elementary classrooms using integrated STEM+CS curriculum materials. We focus on an elementary school context, as elementary teachers necessarily integrate disciplines as part of their teaching practice when enacting NGSS-aligned curricula. Further, we argue that as STEM+CS interdisciplinary curricula in the form of NGSS-aligned, project-based units become more prevalent in elementary settings, careful attention and support needs to be given to help teachers not only engage their students in disciplinary practices across STEM+CS disciplines, but also to understand why and how these disciplinary practices should be used. Implications include recommendations for the design of professional learning experiences and curriculum materials.

• The Journal of Korean Association of Computer Education
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• v.14 no.6
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• pp.19-30
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• 2011

This study analyzed characteristics of computer education from the perspective of $21^{st}$ Century Skills and Computational thinking. $21^{st}$ Century Skills are essential skills for success in today's world. They include critical thinking, problem solving, communication and collaboration. Computational thinking is a necessary ability in the age of convergence and a core concept of computer science education. This study first examined characteristics of $21^{st}$ Century Skills and Computational thinking. Then, it analyzed the relationship between these two skills and 'Informatics' curriculum. 'Informatics' is an elective course in K-12. The results of this study emphasized the importance and the necessity of computer education in the K-12 level.

• Culinary science and hospitality research
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• v.12 no.3 s.30
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• pp.75-90
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• 2006

The purpose of this study is to understand how to activate field training internships through former researches related to training internships. The concept of field training is the same as education of work experience. Students have experienced the skills of practical jobs in the tourism industry and could enhance acquisition of professional theories. According to domestic former researches, students who participated in hotel field practice hardly satisfied with internships due to unreasonable duties, burdens and circumstances regardless of efficiency of school curriculum. Also, they showed dissatisfaction with compensation. However, foreign studies have only focused on communication between hotels and schools. Finally, in order to activate industrial field training internships, schools and hotels have more delicate harmonization to address training internship problems. In addition, promoting field training internships must include proper incentives and must be supported by school. And also the hotel management must offer incentives to the students who are under field training internships in the hotel. From internship programs, students could get much more benefits in hotel job application.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.729-750
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• 2012

The purpose of this study was to develop science education content standards, to guide in developing k-12 national science curriculum, and to provide guidance for local districts and schools to effectively apply the national science curriculum to their school curriculum. We suggest ideas for science education content standards, describing how science education content standards would look through reviews of literature for background research, surveys, and interviews to set the frame, developing standards for each sub-component, and examining and revising. The science education content standards consist of situation, components, and performance. Situation refers to when, where, and how science was needed. Components refers to what kind of knowledge and what kind of process and understanding should be taught in school science, like Nature of Science, Scientific Creativity, Scientific Inquiry, & Disciplinary Core Ideas. Performance refers to what we would like to achieve through science education.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.603-609
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• 2005

Students obtain most concepts through textbooks, and teaching-learning activities between teachers and students. Accordingly, if science teachers already have misconceptions they will inevitably affect students' scientific concept. This study found many problems in teachers' cognition on the concepts of nuclear radiation. Because 12th grade physics II is classified as an optional subject in the 7th curriculum, teachers have few chances to teach it and, more importantly, have difficulty in teaching it because of the need to prepare students for the university entrance examination. The concept of radiation must be taught correctly because of its emergence in the 'environment' unit of 10th grade Science. Finally, results from this study can help science teachers teach these difficult concepts more correctly. In addition, results can also be useful in in-service retraining programs.

• Journal of Digital Convergence
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• v.12 no.11
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• pp.339-348
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• 2014

As future society will be strengthened by interdisciplinary study and education, we have to prepare general education curriculum which provide critical thinking, problem-solving, creativity, communication abilities. Those curriculum will help to nurture students who lead our future society. Now we prepare new curriculum to train students to understand the computer science and software needed to create their own, and we could cultivate students having ability to create interdisciplinary study by using programming skill. So we ran a computer programming class during a semester for the freshmen's capacity building on computing-thinking ability using the Python language. We analyzed the effectiveness and showed that student's curiosity and motivation to want to learn computer programming occurred, their various skills for interdisciplinary ability were improved.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.585-594
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• 2014

In terms of development for CMC computer science curriculum was started from 2006 year, and it was confirmed at 2013 year and adapting through 1 to 8 grade. CMC is focused on the "Develop computer fluency, not just computer literacy", "Develop thinking process skills, not just content mastery", and "Highlight the interconnectedness of knowledge, not just address a topic/subject in isolation" as a base of the curriculum. CMC have selected core factors which are Thinking process skills, Computer literacy integrated with fundamental concepts and thinking skills, Thematic integration, Spiral curriculum, and Scalability. Once CMC have been developed as a common computer curriculum by India government, both of computer training course and textbook development were conducted by government. In addition, they are trying to enforce the computer education. It suggests to Korea some significant points which were the necessity of Computer education as an independent subject and the requirement of Software education and Computational thinking as an educational content.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.480-493
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• 2005

The development of modem technology made people more aware of the importance of science education, which was followed by research on textbooks based on the new curriculum. This study compared physics textbooks that were published after the new curriculum started in 2000 and 2002 in Korea and Japan, respectively, and aimed to become a reference for further improvement of science curriculum and textbook reform. The results were as follows : 1. The number of teaching topics in Korean science textbook is greater than those in Japan. 2. In detail, the field of physics appeared to be relatively more important in Korea's textbooks, while it was the field of biology that was given more weight in textbooks in Japan. 3. The textbooks in Korea and Japan covered in more detail the concepts of 'power and energy' and 'electricity and magnetism', respectively. 4. The textbooks in Korea introduced the contents of magnetism initially, whereas their counterparts in Japan, the contents of light. As a whole, the contents of the science textbooks in Korea and Japan were very similar. However, more detailed concepts were included in Korea's textbooks, and therefore, Korea's textbooks seemed to have richer contents than Japan.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.607-616
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• 2016

Computational thinking is complexity and independent subject matter being capable to learn concept of computer science and providing methodology of problem solving. Also many experts have said that computational thinking will be grow essential tool in the further developing information society. Thus our country has been trying to introduce it in the K12 informatics subject matter education. Therefore we proposed a introducing method of computational thinking being appropriated of a character of it in the informatics curriculum. To do this, we analyzed character and worthy of it, advanced model cases introducing it into the curriculum. And we proposed that introduced case of it into curriculum is divided 3 cases archiving computational thinking itself, being connected aim of general subject matter with it and computer science education. According to this advanced cases, this study selected permeative style of computational thinking with the informatics subject matted curriculum. This method is divided achievement criterion into contents and means. also we proposed that contents area of informatics subject matter achievement criterion is composed Computing System, Information Life, Software and means area can be filled with subset of computational thinking. This introducing method can make informatics subject matter education settle subject matter helping problem solving through computer system beyond character of technology oriented subject matter.

• Journal of dental hygiene science
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• v.9 no.3
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• pp.271-278
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• 2009

The purpose of this study was to investigate the educational status of dental hygiene process of care and to provide foundation for introducing curriculums focused on it. Questionnaire (14 questions) on educational status of clinical dental hygiene based on dental hygiene process of care was distributed in 50 dental hygiene schools with full classes. Research was performed with structured questionnaires on the basis of previous literatures, and interview and email survey was conducted. Collected data were analyzed with Frequency analysis, Descriptive statistics, and Chi-square test using SPSS 12.0, and the results were as follows. The average student to clinical dental hygiene faculty ratio of 22 to one regardless of year of curriculum. Sixty two point five percent of dental hygiene school reported having a curriculum about comprehensive dental hygiene process. Regarding the distribution of lecture and practical curriculums, they were less focused on dental hygiene diagnosis (68.8%), planning (65.6%) and evaluation (68.8%) than on assessment and implementation. Just over half (56.7%) reported having education of dental hygiene process of care during the course of curriculum. In conclusion, it is most desirable to provide integrated education based on dental hygiene process of care by reinforcing dental hygiene diagnosis, planning, and evaluation step.