• Title/Summary/Keyword: and Curriculum

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Study on the Current Status of Data Science Curriculum in Library and Information Science and its Direction (문헌정보학과의 데이터 사이언스 커리큘럼 개발 실태와 방향성 고찰)

  • Kang, Ji Hei
    • Journal of Korean Library and Information Science Society
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    • v.47 no.3
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    • pp.343-363
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    • 2016
  • This study determines 69 iSchools provided which data science curriculum, and presents the direction for Korean LIS schools. It is certain that iSchools extend their subject territory including areas related to health, technology and biotechnology. However, this phenomenon is not actively observed in Korea. iSchools also focus on the area about how to process and manage data. iSchools, in deed, offer courses regarding data science, data management and data security. The 'database' was a higher proportion of 'data warehouse' curriculum, and, 'data statistic and analysis' curriculum are forming similar portion. As a result of analysis of the iSchool's curriculum and comparison with Korean curriculum, this study suggests: the expansion of LIS curriculum related to data science; the enhanced role of the data translational data science; development of curriculum to raise the mathematical analysis capabilities, development of specialized curriculum and experimental classes; and support new knowledge skills to interact with technology.

Parent Education in Home Economics Education (가정과 교육에서의 부모교육 - 중·고등학교 교과과정을 중심으로 -)

  • Chung, SoonHwa
    • Journal of Korean Home Economics Education Association
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    • v.29 no.4
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    • pp.15-30
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    • 2017
  • The purpose of this study was to examine the relational components of parent education curriculum for college students and home economics curriculum for middle and high school students in Korea. The continuity and hierarchy of the parent education curriculum for college students and the 'human development and family' domain of home economics curriculum for middle and high school students were examined. The major findings were as follows. First, the components of 'human development and family' domain of middle school home economics curriculum in 2015 revision were considerably related with the components of parent education curriculum for college students. Second, the components of 'human development and family' domain of high school home economics curriculum in 2015 revision were considerably related with the components of parent education curriculum for college students. Third, the components of 'human development and family' domain in middle and high school home economics curriculum in 2015 revision and parent education curriculum for college students showed a hierarchical pattern in range and depth of contents. On the basis of these findings, the effectiveness of teaching parent education in middle and high school curriculum was discussed.

A Study on Curriculum Development for Fundamentals of Nursing at the Graduate Level (대학원 기본간호학 전공 교육과정 개발을 위한 연구)

  • Chang Sung-Ok
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.12 no.2
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    • pp.162-170
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    • 2005
  • Purpose: This study was conducted to develop a curriculum model for fundamentals of nursing at the graduate level which reflects a consensus of educators and the students in Korean nursing society. Method: A survey was used with three groups to identify consensus on a curriculum model for fundamentals of nursing at the graduate level; 42 educators in fundamentals of nursing, 11 nurse educators whose major was not fundamentals of nursing and 70 nurses with a bachelor degree in nursing. Results: Consensus on a curriculum model at the graduate level were delineated from analysis of the survey, Based on these results, a curriculum model fur fundamentals of nursing at the graduate level is outlined: As one major area of nursing, fundamentals of nursing focuses on nursing practice based on basic human needs. Thus main focus of the curriculum for fundamentals of nursing at the graduate level is research performance and theory development on nursing interventions to meet basic human needs in clinical settings. Conclusions: A curriculum model for fundamentals of nursing at the graduate level suggests that its application may have a positive impact on development of distinct knowledge body for fundamentals of nursing that will differentiate the content of education for undergraduate and graduate levels of nursing. However, the suggestion for the curriculum model needs to be refined and developed for application.

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A study on Analysis of Level Relevance for Kindergarten Curriculum in terms of the Kindergarten and Elementary School Curriculum Articulation (유치원과 초등학교의 교육과정 연계성 관점에서 본 유치원 교육과정 수준 적합성 연구 - 5세 누리과정과 초등학교 1~2학년군을 중심으로 -)

  • Kwon, Jeom Rae
    • The Mathematical Education
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    • v.54 no.2
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    • pp.143-165
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    • 2015
  • The purpose of this study is to find out the level relevance of the kindergarten curriculum in terms of the kindergarten and elementary school curriculum articulation. For this purpose, a model was developed to assess the level relevance of the curriculum. Next, the achievement standards of the curriculum were analyzed by using this model. Finally, teachers' guidebooks were analyzed, too. The following results were obtained from the analysis. First, five of the 14 achievement standards are rated as 'relevant', and nine of them were 'irrelevant'. Also, six of the irrelevant achievement standards were rated as 'overlap', two of them were rated as 'retrogression', and one of them was rated as 'gap'. I found a lot of problems with the level relevance in the kindergarten curriculum. As the results to analyze teachers' guidebooks, I found that there were the great frequency difference in the activities of teachers' guidebooks.

A Study on the Perspectives of Implementing National Early Childhood Education and Care Curriculum: Comparison with 6 OECD Nations' National Early Childhood Education and Care Curriculum (국가수준 영유아보육과정 실행의 관점에 관한 연구: OECD 6개국의 국가수준 영유아보육과정의 비교를 중심으로)

  • Chung, Shun Ah
    • Korean Journal of Childcare and Education
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    • v.10 no.1
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    • pp.147-164
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    • 2014
  • This study aims at analyzing 6 OECD countries' (Australia, New Zealand, Sweden, Norway, England, South Korea) national early childhood care and education curriculum (framework) based on the perspectives of its implementation. Its design and development always focus on how the national early childhood education and care curriculum will be applied in the early childhood settings in a correct and faithful way. As a result, teachers are considered the user or deliverer of the national curriculum rather than the one who interprets it and construct their own curriculum in accordance with their students. Five OECD countries which have achieved an integrated system between early education and care systems, take the constructive view of designing and applying the national curriculum. Accordingly, a national early childhood education and care curriculum within an integrated system should be developed in Korea, in order to accept the constructive view of curriculum development and application.

Survey the Researches of "Programming Curriculum" and Evaluation with Outcome Criterion (「프로그래밍 교육 과정」 연구에 대한 분석과 성취기준 부합도 평가)

  • Kim, JiSoo;Kim, JeongAh
    • KIPS Transactions on Software and Data Engineering
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    • v.6 no.5
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    • pp.235-244
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    • 2017
  • As creativity and problem-solving ability become core competencies, the main objectives of programming subjects in the elementary and secondary educational curriculum is 'computational thinking'. This goal can not be achieved at the level of understanding the characteristics of the programming language and the simple utilization abilities of the computer. The abilities to write algorithms and solve problems in real life situations using programming languages are required. In order to cultivate these abilities, the curriculum of the programming area was strengthened in the elementary and middle education curriculum, and the criteria for evaluating the achievement level were also prepared. However, the curriculum that can be used in actual education field is not yet established. In this study, we analyzed the researches on the existing programming curriculum and evaluated how well the curriculum meets the achievement criteria. Also, we can suggest the aspects to be considered in the study of programming curriculum and to verify whether the results of curriculum operation are in line with achievement criteria. In addition, future directions in elementary and middle school programming curriculum are suggested.

A Study on the 7th National Curriculum Implementation at the Secondary School Level (제7차 수학과 교육과정 개발 과정 및 내용에 관한 분석 연구 -시${\cdot}$도 및 중등 단위학교를 중심으로-)

  • Cboe Seung-Hyun;Hwang Hye Jeang
    • The Mathematical Education
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    • v.44 no.4 s.111
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    • pp.477-496
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    • 2005
  • This study looked into the procedures of and the status on the implementation of the new 7th national curriculum at the secondary school level. It examined the processes taken by the local boards of education in due course of facilitating the schools with the new curriculum implementation. More specifically the study examined, 1) the degree to which the particular innovation(i.e., student-centered, flexible and autonomous school-based curriculum, etc.) is being implemented as planned; and 2) how it is being implemented. It conducted a situation-oriented analysis in cooperation with three local boards of education. Classroom observations, teacher interviews, questionnaires for teachers and supervisors were utilized and the three major criteria of interpreting the result were the three core concepts of the 7th national curriculum, that is, the degree of '(1)reorganization, (2)student-centeredness and (3)diversification/ specialization' of the curriculum. Detailed documentation on the processes of the local bureaus of education and on the classroom practices are made in order to provide schools and policy makers with relevant and practical suggestions for further improvement of curriculum implementation. Ultimately, The greater the awareness of the intention of the new curriculum on the part of both the staff at the local school boards and teachers, the greater the degree of implementation. And the higher the quality of planning to meet problems, the greater the degree of implementation. Continuous efforts are needed to involve teachers in the process of curriculum implementation. The greater the active support of the teachers, the greater the degree of implementation.

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A Study on Curriculum Development for Disaster Management by DACUM Technique and Expert Committee (DACUM 기법과 전문가회의를 통한 방재분야 교육과정 개발에 관한 연구)

  • Min, Geum-Young;Jeong, Duk-Hoon;Shim, Hyoung-Seop
    • Journal of the Korean Society of Hazard Mitigation
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    • v.11 no.3
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    • pp.63-73
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    • 2011
  • The purpose of this study was to suggest the education and training program for disaster management by comparison between DACUM technique applied curriculum and curriculum by expert committee, and curriculum development. First, DACUM technique applied curriculum development. Job Classification of Disaster management was consisted of four jobs - mitigation, preparedness, response and recovery - by three times discussions of expert panels. Job analysis and curriculum development were performed by the DACUM panels who consisted of three subject-matter experts and one educational expert on each field. Curriculum developed mitigation was nine courses, preparedness was twelve courses, response was seven courses, and recovery was four courses. Second, Expert committee developed curriculum. Expert committee consisted of five experts and three educational expert. Expert committee was held four times. Curriculum developed thirty five courses. Then disaster management curriculum determined by discussion of experts. disaster management curriculum considered (1)mitigation and preparedness was thirty one courses, (2)response and recovery was fourteen courses, (3)man-made was six courses, (4)manager level was four courses.

A Study on Korean Early Childhood Mathematics History (우리나라 유아수학교육사 연구)

  • KYE, Young Hee;HA, Yeon Hee
    • Journal for History of Mathematics
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    • v.28 no.6
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    • pp.349-363
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    • 2015
  • In this paper, we explore about Korean early childhood mathematics education history. Actually, mathematics education history is mathematics education curriculum's history. Korean education curriculum has been influenced by the US and European prominent educators: Montessori, Piaget, Bruno, and Dewey, etc. We investigate how those philosophy and thoughts were adopted in Korean early childhood mathematics education curriculums from 1st to 2015 amended curriculum. Also, we can see that NCTM's content standards and Korean Nuri curriculum are the same in the basic concepts: number and operations, space and shapes, measurement, understanding of patterns and data collection.

Preliminary Research for Factor of Obstructing Curriculum Reconstruction (교육과정 재구성 저해 요인 분석을 위한 탐색)

  • Kang, Hyeon-Suk;Bang, Gi-Yong
    • Journal of Fisheries and Marine Sciences Education
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    • v.24 no.1
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    • pp.123-135
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    • 2012
  • The purpose of this study is to search for factor of obstructing curriculum reconstruction. we try to reconstruct curriculum for relevance and adequacy of educational content. There are many reasons for refusing mission of curriculum reconstruction. We searched the factor of obstructing curriculum reconstruction by survey and qualitative interview. According to the results of previous research, teachers are felt for strong demand of accountability and rigorous evaluation. In the future, the study of these themes will be approached by grounded theory and qualitative study because of nature of the reconstruction problem. Curriculum reconstruction is searched by teacher in real context of instruction and teaching.