• The Mathematical Education
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• v.47 no.3
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• pp.261-271
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• 2008

First, we have reviewed the concepts of technology as tools, artefacts, and instruments and then introduced constructivism, mathematical communication, and anthropological views on the technology as instruments. Next, this study has supported the anthropological studies considering the facts that learners develop instrumented schemes in the interactions among learners, tools, and mathematical knowledge, and has discussed the change of paradigm. Finally, we have argued that curriculum, epistemology, and relevant studies should be changed to the new paradigm, and then we have discussed that the change of paradigm should be established on the nature, the purpose, the contents, and the assessment in mathematics learning and the role of teachers.

• Korean journal of aerospace and environmental medicine
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• v.31 no.1
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• pp.24-30
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• 2021

Purpose: The purpose of this study is to consider ways to strengthen it through comparison and curriculum while recognizing the importance of global competencies in liberal arts education in universities. Methods: In order to explore ways to reinforce the sub-competence of global competencies, this study was conducted at a four-year university in Chungcheong-do for one year in 2019, such as 'Global Culture Talk', 'Global Travel', 'Global Nanta', and 'Making Global Friends'. Cases of comparison and application of educational programs were analyzed. The program was attended by the Department of Business Administration, Department of Aviation Service, Department of Design, Department of Manga Animation, Department of Broadcasting and Film, and foreign exchange students. The competency-centered curriculum not only has clear educational goals, but is also very advantageous in establishing a feedback system by measuring its performance. This study will assess the effectiveness of the education plan by diagnosing the change in competencies before and after the comparison and curriculum is operated. Results: The overall global competency has increased by 0.2 points compared to 2017. By subsector, it was found that the flexibility increased by 1.4 points. In the field of cross-cultural understanding, it rose 0.6 points, and in the field of global understanding, it rose 2.2 points, showing the largest increase in the sub-fields. Nevertheless, the field of global interest remains at a low level. This is considerably low compared to flexibility and ability to understand other cultures, and it is expected that measures for improvement should be continuously sought. Since the understanding of other cultures has already exceeded 60 points, it is expected that the global competency of the university will be strengthened if the level is consistently maintained and the emphasis is placed on enhancing flexibility and improving global understanding. Conclusion: The importance of strengthening global capabilities is steadily rising. Universities are also reorganizing the curriculum by analyzing the needs and satisfaction of education consumers to respond to this. The programs operated and analyzed in this study were also made as part of this effort. However, since there are various factors that affect global competency, it cannot be but admitted that it is not easy to gauge the change in competency with only a few programs and short-term efforts. However, if the efforts pursued by this study are accumulated and supplemented through feedback from a long-term perspective, it can be expected that there are not a lot of contributions to strengthening global competencies in liberal arts education.

• Journal of Engineering Education Research
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• v.8 no.3
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• pp.36-48
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• 2005

Recently, developments of engineering technology are too fast change to educate the students in the college of engineering. The lag between the innovation of the technology and the education of the college of engineering becomes larger and larger. In this situation, the appropriate education update system is needed to change the curricula for the updated engineering education. In this paper, the job analysis method which is used in the technical service area is transformed to design the curriculum of the general higher education area. The job analysis method which is used in the technical service area derives the competence too detail and complex to used in the higher education area. for the higher education area, the social activity analysis of the alumni is needed to extract the representative jobs of the area. Also using this representative jobs, the job analysis and competence derivation is conducted. If needed, the regular expert meeting is held to converge the job-site opinions of the graduate and industry people. This curriculum changing process is provided as a part of the circular self-improve education system of the Electrical Engineering of the MyongJi University.

• 대한공업교육학회지
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• v.43 no.2
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• pp.1-23
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• 2018

This study analyzes the status of the NCS (National Competency Standards) based curriculum in which the apprenticeship program of vocational education and training high schools (VET high schools) participating in the apprenticeship system is included to present suggestions for organizing and evaluating the apprenticeship curriculum. For this, data on the status of curricula of 141 courses (75.8%) in 116 VET high schools participating in the apprenticeship system were analyzed. The results of the study are as follows. First, the average time assigned for the apprenticeship program was 1,054.2 hours and the apprenticeship program was organized in 12.4 courses in the school curriculum. The degree of evaluation per NCS competency unit of courses was found to be 95.4% for evaluation per competency unit and 5.6% for evaluation regardless of competency unit. Second, the average number of courses including apprenticeship programs in time assigned for the courses in school curriculum (when appropriate) was 11.5 (93.1%) and the average number of courses including apprenticeship programs in the contents of the school curriculum courses (when appropriate) was 10.6 (85.5%). Third, it was found that courses organized only for 'common competency units' were 8.5 (68.5%) and the number of courses in which 'student option competency units' were included was found to be 3.9 (31.5%). In addition to these study results, policy suggestions such as applying suspension on the approval period for change of curriculum by metropolitan and provincial offices of education, inspection on curriculum and enhanced consulting by metropolitan and provincial offices of education, providing plans to evaluate 'student option competency units', newly establishing 'subjects specialized for companies' or 'student option subjects' in national level curriculum are proposed.

• The Journal of Korean Academic Society of Nursing Education
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• v.3 no.2
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• pp.125-149
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• 1997

The role of nurses in Korea is undergoing significant change because of the economic development, medical insurance and the change of family structure. It will be predicted that the nurse's role is extended more and more in the 21C. So the nursing curriculum in nursing education is the most important thing to prepare a good quality of nursing. Furthermore qualified curriculum calls for the development of desirable attitudes in nursing students. The purpose of this descriptive study was to collect data which can be used to facilitate the process of encouraging every college to assume greater responsibility for needed curriculum and educational conditions related to preperation of nursing students for various developed society toward 21C. A total sixty one nursing college were surveyed by mail during August and October 1997. Thirty six college(59%) responded. The data was analyzed by using SAS program. The results are as follows : 1) 32 college(88.9%) answered that they have Nursing educational philosophy and goal. 2) Total credits are 136credits, and the students who don't have teacher's course need 128 credits. 3) Nursing essential subjects comprise 84 credits, and nursing clinical practice subjects are 19 credits. 4) 15 colleges(41.7%) have their own hospital for student's clinical practice, 36 college(100%) take the community nursing practice in public health center, 34college(94.4%) take the school health nursing practice. 5 college(13.9%) have industrial nursing practice. 5) 3-year nursing college have 6.4 professor, 3.5 assistent professor, 1.9 and 3.4 full faculty and 7.4 part time faculty. We sugest that 3-year college have to have nursing educational philosophy and goal in terms of nursing educational standard. To improve the quality of nursing education every college should try to increase the number of professor and to contact qualified hospital for students clinical practice.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.202-211
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• 2021

The purpose of this study is to find out the Learning elements in 'Curriculum Reconstruction' of Elementary Pre-service Teachers in Connection with 'The weather and our daily life'. The pre-service teachers who participated in the study formed a research group of 29 students in 2nd grade who are attending the first semester of A university of education and taking courses in 'teaching research 1'. Participants described the learning topics and contents they would like to add to curriculum 'The weather and our daily life'. Each response was analyzed and classified based on scientific terms related to weather or climate. The results of the study were as follows. First, there were three learning topics related to weather, such as water phenomena in the atmosphere, fine dust and yellow dust phenomena, and light or electricity phenomena, and two topics related to climate such as abnormal climate and global warming. Second, interest in the problem of fine dust and yellow dust in the atmosphere was relatively high. Third, the interest in learning in the knowledge area was relatively higher than in the learning in the function or attitude area. Through these research results, it can be confirmed that it is necessary to develop a climate change or climate crisis education program.

• Journal of the Korean Institute of Educational Facilities
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• v.17 no.1
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• pp.21-29
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• 2010

This study is the purpose of plan principle establishment of the class room for individualization, oriented information of education and various teaching, learning activity. Since the 1990's, school facilities also need to change the educational environment. The 1990's is the time to prepare for the change such as individualization, an information-oriented society, the world-oriented society. Open education is the new form of school and needs the change that individualization diversification, oriented information. For above the reasons, in order to satisfy the demand of change of the new educational environment deviating from uniform education of the past environment improvement of both school education and studying facilities is the emergency theme. The process of education of Korea studies the character that before modem times after modem times under the Japanese rule. The process of change of act in relation to education process and facilities of Korea arranges and studies after establishing government. The plan principle synthesize and analyses school building refering to plan standard and principle of books of various architecture plan, is general classroom in the educational process of the elementary schools.

• Journal of Engineering Education Research
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• v.22 no.3
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• pp.11-17
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• 2019

With technology rapidly changing our economic, cultural and social realities, the question of how to educate the generation for the fourth industrial revolution has been a pressing issue. The purpose of this study is to review teachers' perception regarding the educational change in the fourth industrial revolution. For this purpose, we surveyed 420 school teachers and administrators. Most teachers highly understand The Fourth Industrial Revolution and they think AI(Artificial Intelligence) is a core technology. They recognize The Fourth Industrial Revolution is very important and great influence in the education field. For this, they need educational innovation in the education field. Elementary school teacher perceive understanding Elementary school teachers think that understand The Fourth Industrial Revolution and change of curriculum is highly important. And, Secondary school teachers perceive that the change of education system and class is very necessary. Lastly, STEAM education is the most appropriate to prepare for a changing society.

• Korean Journal of Social Welfare
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• v.1
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• pp.51-71
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• 1979

During last five years several workshops and seminars among social work educators, in and out country, has taken place. In those gatherings there has been, criticism on American model on which curriculum of social work in Korea has mainly based, and many proposals which most developing countries should consider and adopt for developing their own curriculums. The proposals could be summarized as follows; 1. Specification of developmental functions of social work should be made so that the curriculum could involve. It also must come from own societal needs and own national development task. 2. Social work should participate and make contribution to plan and solve the main social problems in own countries. 3. Clarification of educational objective in undergraduate level should be made and one of them must be related to the first professional degree. 4. There should be the courses which provide the content of macro level participation. How much of the proposals are reflected in the current curriculum of Korea? What are the problems Korean social work education has been faced in connection with reflecting the proposals? What kinds of task we should or could perform in order to adopt the proposals? These are the questions which deserved to be studied. The followings are the answers to the questions; 1. The new courses such as social welfare policy and planning, Social Development, Population Dynamics and Family Planning, Social problems, Special Issues in Social Welfare, etc, are placed in the curriculum. 2. Though the new courses are added the courses of case work, group work, and community organization are strongly remained it means that integrative method is not quite adopted and that conflicts are taking place between new and old fashion. 3. Fieldwork placement policy has been changes from concurrent to block and from social work method oriented to social problem oriented. 4. There are lack of integration among the all courses, of consistency between pre and post courses and connection among the related courses. 5. Establishment of image of social worker with B, A. degree should be urgently taken place. It can't be done by social work field alone but by cooperation with all the forces related to the social work practice. 6. B. A. graduate should have a common base of knowledge and competence. It could be come from the clear and specified objectives of undergraduate level education. And agreement among the member schools on the objectives can call on the fundamental similarities in each curriculums. Different programs from one school to another can be tolerated as long as there are fundamental similarities among the schools. Basic concepts and framework of social work should be kept clearly. It is a slow and long process to make social work recognized as a profession in the developing countries. Korea can't be and exception. Failure of having social work be indegenous can't be the reason to refuse an change the basic concepts of social work. One of he most important task which social work education in Korea must achieve in the near future is to establish the minimum requirement courses in the curriculum. Social work field, on the other hand, must find the positions for the social works in the various settings and institute. Clear role and image of social worker can be obtained by doing that.

• Journal of Korean Home Economics Education Association
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• v.35 no.1
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• pp.105-124
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• 2023

The purpose of this study was to identify the characteristics of the contents included in the curriculum and 382 syllabi of the department of home economics education of College of Education in Korea and analyze the correlation by detailed area through the keyword network method. In order to analyze the home economics education curriculum and 382 syllabuses of a total of 11 universities, the frequency of keyword occurrence was analyzed using the KrKwic program, also the degree of connection between keywords and various centrality scales were calculated and visualized. The results of this study were as follows. First, as a result of analyzing the entire syllabi, keywords representing various fields such as family, secondary school, clothing, food, consumer, and design appeared evenly, and keywords related to teaching methods such as 'method', 'practice', 'change', and 'principle' were appeared. Those keywords showed high degree of connection and centrality. Second, in the detailed sectoral analysis, core keywords for each area appeared, and each subject were found to reflect the core keywords of the academic base. This study contributes to the conversion of curriculum of the department of home economics education to future-oriented and convergent curriculum.