Objectives: We evaluated the learning objectives of dental hygiene courses based on Bloom's learning objectives, and analyze the degree of match with the dental hygienist's job for each detailed subject. Methods: The 5th edition of 'Dental hygiene and learning objectives' was analyzed by subject based on Bloom's cognitive domain classification from March 10 to April. In addition, the degree of match between the contents of the secondary job analysis of the dental hygienist and the learning objectives for each detailed subject were analyzed. Results: The total number of dental hygiene learning objectives was 2,975 (2,762 theory, 52 practice). Among the cognitive domains, the comprehension domain was the most common (79.8%), and the skill domain was very low (4.9%). In the job for each detailed subject of dental hygiene, the most frequently performed was 'dental prophylaxis and practice' with 103 subjects. Conclusions: Overall, dental hygiene learning objectives are mostly theory-oriented, so it is necessary to expand and improve in the direction related to the jobs that clinical dental hygienists perform in the field. In addition, it is necessary to continuously develop timely learning goals, and prepare active strategies for developing high-quality items.
Journal of Korean Academy of Fundamentals of Nursing
/
v.12
no.3
/
pp.278-283
/
2005
Purpose: The purpose of this study was to compare changes in learning objectives in Fundamentals of Nursing which were established between 2000 and 2004. Method: 2000, 2004 learning objectives were analyzed with frequencies and percents. Results: There was an increase in the total number of learning objectives used in 2004(n=534) over 2000(n=527). In 2004 compared to 2000, there was an increase in learning objectives related to nursing process, need of oxygenation, need of nutrition, need of temperature regulation, need of activity and exercise, need of comfort, medication, preoperative care. According to Bloom's taxonomy, learning objectives established in 2004, mainly consisted of three domains, 35.5% for comprehension, 23.6% for synthesis, 20.4% for knowledge Changes in learning objectives established in 2004 compared to 2000 decreases in the comprehension domain and increases in the synthesis domain. Conclusion: The learning objectives established in 2004 showed remarkable change when compared to those established in 2000. But the learning objective domains in Bloom's taxonomy were distributed unevenly. For better learning objectives in Fundamentals of Nursing, constant revision will be needed.
Background: The purpose of this study was to identify the differences in the importance of oral pathology learning objectives for instructors and clinical dental hygienists and provide basic data that can guide learning objectives for acquiring practically necessary basic knowledge in the clinical field. Methods: Through the first-stage expert meeting, 27 items with less than four points out of 129 learning objectives in 15 detailed areas were deleted, 12 additional opinions were reflected, 114 learning objectives were set, and a survey was conducted with 253 people. Results: There were statistically significant differences in 92 items after examining the difference between professors and clinical dental hygienists. Among the areas of inflammation and repair, "Can explain the five symptoms of inflammation" had the highest with a score at 4.76 in the case of the professors. Among the areas of tooth damage, "Can explain abrasion" had the highest with a score at 4.61 in the case of the clinical dental hygienists. Conclusion: I would like to propose the existing 15 detail areas and 129 learning objectives as 14 detail areas and 98 learning objectives and strengthen the job competency of dental hygienists in the future. First, you need to develop competencies that are highly relevant to your work. Second, it is necessary to develop related textbooks and educational materials based on revised learning objectives and competencies. Third, based on revised learning objectives, the dental hygienist national examination should be improved. Through these changes in education, the education of oral and maxillofacial disease subjects should strengthen job competencies among dental hygienists with learning objectives that can be applied to actual clinical practice based on basic knowledge rather than knowledge orientation. In addition, it is possible to improve the quality of dental hygiene studies.
The purpose of this study was to examine the consistency and balance of learning objectives of units and instructional units according to grades and educational domains. Educational domains were cognitive(scientific knowledge), scientific inquiry(inquiry process skills), affective(scientific attitude), and science-technology-society(STS). Learning objectives of life field of the 7th elementary science curricular teaching guidebooks were analysed. Scientific inquiry process skill objectives(43.5%) were most dominant in units, but cognitive objectives(53.9%) were most dominant in instructional units. STS objectives were most recessive in both units and instructional units. Especially, objectives of units and instructional units were shown no consistency by grade. The results of this study suggested that the textbooks and teaching guidebooks should be developed consistently by considering learning activities and contents on the basis of background and properties of science curriculum.
The Journal of Korean Association of Computer Education
/
v.17
no.1
/
pp.51-63
/
2014
Learning objectives is used to be a good guidance of a class evaluation and activity design for an effective teaching and learning activities in class. Anderson's taxonomy of Educational Objectives that was a revision of Bloom's taxonomy has presented in research field of other subject matters and used as a better guideline for analyzing learning objectives in textbook and achievement levels in test recently. This study has behaved some questionnaires for that Anderson's taxonomy is suitable for a guideline of stating learning objective in Informatics subject matter, and analyzed the learning objectives in 6 Informatics textbooks by Anderson's taxonomy. It has proposed that Anderson's taxonomy is satisfactory for expressing learning objective of Informatics subject matter in class and some dimensions, such as conceptual and procedural knowledge, understand, and apply, are much more used in learning objectives in 6 Informatics textbooks. This results will be a good case study in research about taxonomy of educational objectives and development of Informatics textbooks.
Teacher guidebooks are practical and commonly used resources for teachers to deliver the goals and contents of science curriculum in classroom teaching. Thus, the alignment of teacher guidebooks and science curriculum could be critical to undertake the effectiveness of curriculum implication in science classrooms. This study is to investigate how the learning objectives of science curriculum are implicated in teacher guidebooks by analyzing the dimensions of knowledge and cognitive process in learning objectives in both documents. Grade 3~4 learning objectives (82 objectives in the curriculum, 459 in the teacher guidebook, 541 in total) in 2009 Revised science curriculum and teacher guidebooks were coded and analyzed based on the Revised Bloom's Taxonomy. The analysis focused on how the knowledge dimensions and cognitive processes of the curriculum were emphasized and restructured in the teacher guidebooks to examine the coalition between the two important documents. The study found: 1) the learning objectives in Grade 3~4 in both documents were skewed to certain knowledge dimension (conceptual) and cognitive process (understand); 2) there was a high coalition between unit objectives and lesson objectives in the teacher guidebooks, however, relatively low coalition between the curriculum and the teacher guidebooks; and 3) learning objectives in the curriculum were delivered in teacher guidebooks in various patterns (similar, detailed, additional, in portion, and the same), and 'detailed' and 'additional' were frequently shown. There also appeared new objectives in the teacher guidebooks, which were not present in the curriculum. The findings in this study could provide some suggestions to the current project of developing 2015 Science Curriculum in regard to understanding the dimensions of knowledge and cognitive process of learning objectives and their alignments with textbooks and teacher guidebooks.
Objectives : The each college of Korean medicine in Korea adopts diverse textbooks for the medical history class, resulting in educational contents variations. This proposal aimed for the standardization of educational contents. Methods : The transition of medical history curriculum will be attempted based on the understanding of paradigm change in modern education. The first step is investigation on the course credit and curriculum grade of medical history class presented in education status reports of all Korean medicine schools. The next step is study on the various methods about changes of medical history education base on the learning objectives of colleges of Korean medicine. Results : The researchers of medical history should make an agreement on modification of learning objectives of the curriculum, and then educational standardization must be achieved by publishing a medical history textbook in accordance with the modified learning objectives. Conclusions : The researchers of medical history must collaborate to standardize medical history education by developing and applying internet-based flipped learning model.
This study was designed to identify school health nurses' attitudes toward sex education through a Q-methodological approach. Research was done from Apr. 3, 1995 to Oct. 15, 1995. A final Q-sample was selected to 37 statements out of initial 128 statements after consultation from counselors, educators and writers related to sex education. The P -sample was consisted with 32 school health nurses in Chonbuk province. The collected data were analyzed by Quanal program on PC. The results of the study were as follows: School health nurses are categorized into 6 types. The first type, receiving type with cognition deficiency about general learning objectives of sex education were consisted with 4 subjects. The second type, valuing type with cognition deficiency about general learning objectives of sex education were consisted with 6 subjects. The third type, adopting behavior type with cognition deficiency about specific learning objectives of sex education were consisted with 5 subjects. The fourth type, receiving type with cognition deficiency about specific learning objectives of sex education were consisted with 5 subjects. The fifth type, making sense of information type with cognition deficiency about specific learning objectives of sex education were consisted with 5 subjects. The sixth type, adopting behavior type with cognition deficiency about general learning objectives of sex education were consisted with 7 subjects. As a result of this study, we may realize necessity of prepared sex educators. Sex the educators must be fully cognitive and affective toward sex education before practicing sex education.
The preventive medicine learning objectives, first developed in 1977 and subsequently supplemented, underwent necessary revision of the contents for the fourth time to create the fifth revision. However, the required educational contents of health promotion and disease prevention have been changed by the new trends of medical education such as PBL and integrated curriculum, the rapid change of the health and medical environment and the globalization of medicine. The Korean Society of Preventive Medicine formed a task force, led by the Undergraduate Education Committee in 2003, which surveyed all the medical colleges to describe the state of preventive medicine education in Korea, analyzed the changing education demand according to the change of health environment and quantitatively measured the validity and usefulness of each learning objective in the previous curriculum. Based on these data, some temporary objectives were formed and promulgated to all the medical schools. After multiple revisions, an almost completely new series of learning objectives for preventive medicine was created. The objectives comprised 4 classifications and 1 supplement: 1) health and disease, 2) epidemiology and its application, 3) environment and health, 4) patient-doctor-society, and supplementary clinical occupational health. The total number of learning objectives, contained within 13 sub-classifications, was 221 (including 35 of supplementary clinical occupational health). Future studies of the learning process and ongoing development of teaching materials according to the new learning objectives should be undertaken with persistence in order to ensure the progress of preventive medicine education.
Journal of The Korean Association For Science Education
/
v.35
no.3
/
pp.375-382
/
2015
Textbooks corresponding to curriculum goals are necessary because they are specific products of curriculum and are the most important materials for teaching, learning, and evaluation. In particular, learning objectives written in textbooks should be clearly described because they play a role in promoting learning by showing learning goals to learners clearly. This study analyzed the characteristics of verbs used as predicate of learning objectives written in high school physics I and II textbooks of Korea and compared them with physics textbooks of Singapore and the United States. Results show that Korean textbooks have less kinds of verbs compared to those of Singapore and the United States, and the verbs with abstract and comprehensive meaning such as 'understand' and 'know' were mainly used. In American textbooks, it was noticeable that no verbs have been used by more than 10%. When classifying the learning objectives in the two Korean textbooks, cognitive domain accounted for 98 to 99%, and inquiry domain accounted for only 1% to 2%. With regard to physics textbooks of the United States, inquiry domain accounted for a large proportion of domains in learning objectives compared with physics textbooks of Korea and Singapore. Physics textbooks of Singapore were similar to those of Korea in that learning objectives were biased toward cognitive domain, but differed from those of Korea in that learning objectives were specifically described using action verbs.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.