• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.173-187
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• 2021

The purpose of this study was to investigate high school students' needs for home economics elective courses in line with the introduction of the high school credit system and the development of the next home economics curriculum. To this end, 1,689 high school students across the country were analyzed for needs of home economics elective courses (eighteen elective courses and six sub-disciplines of home economics) and differences in the needs of home economics elective courses based on gender, grade levels, and completion of home economics science subject. The research results were as follows. Among the six sub-disciplines, the preference for 'dietary life' was the highest, and in terms of teaching types, experiment and practice class had significantly higher preference in 'dietary life' than other sub-disciplines. Girls showed higher preferences for home economics elective courses than boys, and the third graders showed significantly higher preferences only for the 'dietary life' sub-discipline than the first graders. High school students who are learning or have learned the home economics science subject showed higher preference for home economics elective courses in all the sub-disciplines than those who have not learned it. Based on the results of this study, it is suggested for the national curriculum development that further researches should be actively carried out to develop home economics career elective subjects.

• Information Systems Review
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• v.10 no.3
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• pp.207-222
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• 2008

In recent business environment, we realize that MIS is taking important role in which it has been involved. However, we are having difficulty to find out the identity of MIS in business studies since MIS is derived from Micro Economics, Operations Research, Computer Science and so on. And there is no clear boundary in order to classify with other business area in consisting curriculums. Furthermore, IT staffs in the field are facing difficulties to utilize what they have learned MIS curriculums provided from business studies. In this research, we would like to present implications for development of market oriented MIS curriculums, which can be the actual needs of IT fields, through analysis of System Integration project for recent three years, analysis of IT capability based on the survey of IT consultants and analysis of application S/W technology trend in global vendor referred to "MIS Curriculum: The Current State of the Art and a Proposed Future Model (Lee et al, 2007)". As enterprise application software technology develop, the system integration can be achieved through special system solutions such as ERP, CRM, SCM, BI, etc. We also have acknowledged that solution consultants who have the ability of packaged S/W application are in demand since S/W vendors have become larger and more practical through M&A. Therefore, we have come to a conclusion regarding new direction of curriculum for increasing human power in IT industry which we demonstrated in detail through this research.

• 대한공업교육학회지
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• v.40 no.1
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• pp.121-141
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• 2015

The study applied a narrative inquiry to the undergraduate interdisciplinary course taught for three years(2012~2014). Narratively I have described interactions among teachers' and students' performing the interdisciplinary consilience course with various situations such as place, curriculum and class interaction. I have specifically illuminated a three-dimensional narrative inquiry space embracing the dilemma of the consilience curriculum, PBL(Problem Based Learning) and TBL(Team Based Learning), and an effective presentation. The result of the study is as follows: First, the ratio of giving lecture is high. The burden of doing project will be reduce if the teacher decreases the lecture up to one fourth, gives students enough time to finish their tasks, and gives them advice for a better project. Second, for opening the interdisciplinary consilience class maintaining previous college curriculum, each department has to put a 'consilience course' on the existing curriculum that allows teachers open the consilience course whenever they need to teach with other department teachers. Third, an effective teaching method using the PBL(Problem Based Learning) in Team Based Learning environment is making students to consider projects as problem situations to solve and to apply the problem situations to PBL method. Lastly, teachers should give students lots of opportunities for presenting what they have learned in the class. Three times of presentation as a team member is ideal in a semester but the way of presenting has to be changed. The students in next year will relieve the tension of 30 minute instead of 15 minute, two days instead of one day for the team presentation.

• Journal of Engineering Education Research
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• v.16 no.6
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• pp.45-51
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• 2013

The purpose of this study is to explore the evaluation of transfer and elicit the implications regarding the improvement of educational curriculum, educational method, and educational environment. In order to do this, concepts of the transfer and related theories were explored. In terms of data collection method, the researchers conducted survey and semi-structured interview with 30 graduates who majored in Mechanical engineering by using the transfer tool developed by No and Park (2011). According to the result of the survey, a high average (4.27) between major subjects and one's current jobs was revealed. In addition to this, the participants' opportunity to apply what they learned from the college to transfer to their current job setting scored average of 4.10 and this score implies fairly high application of the transfer. In terms of the participants' extent to remember the liberal arts subjects, it scored average 2.90 which was fairly low. According to the survey about the curriculum, whether the major subjects as well as the liberal arts subjects were necessary for the transfer, the participants showed average score of 3.90. Concerning the item of whether the participants received lectures including practical problems, cases, or experiences in order to increase the transfer, the participants showed 2.63 which was fairly low. The followings are the results of the interview. First, regarding majors in educational curriculum, it was shown that educational curriculum were directly applied to the transfer. Especially, it was shown that involvement in the major-related activities and team projects played a positive role, thus, the involvement in such activities should be enforced. With respect to the improvements of the major, emphasizing the internship of the major-related subjects, courses centered on monitoring the latest programs and job recruiting trends, and information of professional engineers' tests were suggested for the improvements.

• Journal of Korean Classical Literature and Education
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• no.32
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• pp.63-118
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• 2016

The purpose of this study is to examine the change in literary materials in secondary school Korean textbooks and literature textbooks as per the 2009 revised curriculum. Literary materials in secondary school Korean textbooks have increased student awareness of literary canons because these have been taught and learned through public education. Seodongyo, Gemangmega, and Gasiri in classical poetry and the tale of Heungbu, Pongsan Mask Dance, the Tale of Ch'unhyang and the tale of Honggildong(by Heo Gyun) in classical prose are published in secondary school Korean textbooks and literature textbooks as per the revised curriculum of 2009. A three-verse Korean ode and a classical novel are the most chosen genres in classical literature.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.227-238
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• 2021

Ecocentric worldview is considered as worldview that overcomes present environment problems and increases animal right. This study explores the formation of an ecocentric worldview for 4th-6th graders based on Peter Singer's research that divides the development of morality into family-centered, species-centered, and ecocentric worldview. The subjects of this study were 77 4th graders, 84 5th graders, and 91 6th graders in Daegu Metro- politan City. The results of surveying students' worldview based on the questionnaire developed by dividing into 6 questions are as follows. In most of the items in grades 4-6, the rate of formation of a species-centered worldview or a family-centered worldview was higher than that of an ecocentric worldview. However, in the case of 6th grade students was significantly higher than in other grades because they learned lesson on wolf restoration in the 5th grade science class. This may be seen as an effect of education, but since the ecocentric worldview did not appear high in other questions, it is reasonable to assume that 6th graders simply recited what they learned rather than forming a true ecocentric worldview. Therefore, there is a need for education that can help students to think, judge, and act on the basis of the ecocentric worldview consistently in any situation, rather than just memorizing the knowledge of the ecocentric worldview learned.

• Journal of the Korean Society of Marine Environment & Safety
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• v.27 no.1
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• pp.97-112
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• 2021

This study introduces lessons learned from investigation and analysis of major domestic and overseas cases of marine chemical incidents involving hazardous and noxious substances (HNS) during maritime transportation by chemical tankers carrying petrochemical products in bulk. The study then suggests plans to improve domestic marine HNS training curricula based on these lessons. Lessons learned from six incident cases are classified into the following six categories: 1) incident-related information, 2) safety, 3) pollution, 4) response, 5) salvage and 6) others. Based on these six categories, it is suggested that the curriculum provided by the Marine Environment Research & Training Institute for marine pollution prevention managers aboard noxious liquid substance carriers should be changed from the existing two-day training of eight subjects (16 h) to a three-day training of sixteen subjects (24 h). In addition, it is proposed that the marine chemical incident response course of the Korea Coast Guard Academy should be changed from the existing five-day training of fifteen subjects (35 h) to a six-day training of thirty-two subjects (48 h). These results are expected to contribute to sharing experiences and lessons learned about response to marine chemical incidents and to be used as basic data for improving the education and training courses for response personnel in preparedness for marine HNS incidents.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.1
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• pp.38-54
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• 2018

The purpose of this study is to compare the concepts and inquiry activities of textbooks in Korea and Singapore textbooks focused on the field of geology, and to provide implications for the future development of Korean curriculum and textbooks. For the study, it was selected as the 2015 revised science textbook in Korea and 'My pals are here' that is the most used textbook in Singapore. The results of this study are as follows: First, Korea had a lower level of concept than Singapore. Second, we could confirm that Korea is composed of 'inquiry' centered compared to Singapore. Third, Korea deal with only one concept in one grade, however Singapore is structured so that concepts are divided hierarchically into several grades. Fourth, Singapore has been instructing students to learn how the learned concept interact with the Earth, which is different from Korea. These results may give implications for the curriculum composition and textbook development in Korea.

• School Mathematics
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• v.15 no.4
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• pp.701-721
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• 2013

In this study, I set the 5th grade children mathematically gifted in elementary school to pose freely the creative and difficult mathematical problems by using their knowledges and experiences they have learned till now. I wanted to find out that the math brains in elementary school 5th grade could posed mathematical problems to a certain levels and by the various and divergent thinking activities. Analyzing the mathematical problems of the mathematically gifted 5th grade children posed, I found out the math brains in 5th grade can create various and refined problems mathematically and also they did effort to make the mathematically good problems for various regions in curriculum. As these results, I could conclude that they have had the various and divergent thinking activities in posing those problems. It is a large goal for the children to bring up the creativities by the learning mathematics in the 2009 refined elementary mathematics curriculum. I emphasize that it is very important to learn and teach the mathematical problem posing to rear the various and divergent thinking powers in the school mathematics.

• Nutrition Research and Practice
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• v.1 no.1
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• pp.46-51
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• 2007

The study objectives were to increase both the stage of readiness to eat fruit and vegetables as well as the intakes of women who participated in the Expanded Food and Nutrition Education Program (EFNEP) for families with limited incomes. The intervention was to enhance the currently used curriculum, Eating Right Is Basic III (ERIB3), with stage-specific processes based on the Trans-Theoretical Model of readiness to change. Trained EFNEP community workers taught the enhanced curriculum to 90 mothers in the experimental county and to 53 mothers in the control county. Pre- and post-intervention measures included stages of readiness to eat fruit and vegetables and to intake as assessed by 24-hour dietary recalls and staging questions. Most women recruited into EFNEP were in Action and Preparation Stages (53.5%). Fruit and vegetable intakes showed a linear trend along with the Stage of Change for fruit and vegetable. After intervention, some combination of the ERIB3 and the fruit and vegetables-enhanced ERIB3 resulted in a reported 1/2 servings/day increase in fruits and vegetables in both the control and the experimental counties, although changes were not significant. EFNEP women also moved along the Stage of Change Continuum for fruits and vegetables in both counties. The percentage of people who ate 5 or more servings of fruit and vegetables was significant, however, only in the experimental group. We encourage health professionals to apply lessons learned from this intervention and to continue to pursue theoretically based interventions to change dietary behaviors.