• 대한화학회지
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• 제66권2호
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• pp.163-170
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• 2022

본 연구는 2015 개정 과학과 교육과정에서 중등학교의 모든 학생들이 이수해야 하는 공통과목인 중학교 과학, 고등학교 통합과학과 과학탐구실험의 성취기준 139개와 교과서 활동 496개를 대상으로 과학과 사회정서학습 요소를 분석하였다. 교육과정 성취기준의 경우, 7개의 과학과 사회정서학습 요소 중 '문화적 이해'는 거의 포함되지 않았고, '수리', '창의적 사고'는 중학교에서 높은 빈도로 나타났으며, '비판적 사고', '사회적 기술', '윤리적 이해'는 고등학교에 높은 빈도로 포함되어 있었다. 교과서 활동의 경우, 중학교와 고등학교의 사회정서학습 요소의 경향성이 비슷하게 나타났다. '비판적 사고', '창의적 사고', '사회적 기술' 등이 중점적으로 제공되고, '윤리적 이해'와 '문화적 이해'는 제한적으로 반영되어 있었다. 총체적인 사회정서학습 요소 함양을 위해서는 교육과정 성취기준의 구체화 또는 교과서 활동 및 교수-학습 과정에서의 보완 등이 필요하다.

• 한국환경교육학회지:환경교육
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• 제24권4호
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• pp.111-128
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• 2011

This study was aimed at developing a common curriculum for the department of environmental education from 5 colleges of education. The need and background of curriculum reform can be summarized as follow; first, it has been recognized that new national curriculum of 2009 and 2011 created need for training teachers equipped with more integrated competency. Second, global environmental problems such as climate change and energy crisis asked for more responsible choice and action from all citizens. Third, the extremely low hiring rate resulted in the consideration of new working fields for teacher students majoring in environmental education. Fourth, the expansion of new environmental education paradigms including education for sustainable development called for practicing reconstruction of both contends and methods. From a series of research processes including analysis of current curriculum, DACUM, opinion survey and interest groups review, several new approaches for developing new curriculum had been identified as follow; first, content areas of environmental education should be extended beyond environmental natural science. Second, new learning approaches such as project-based learning need to be emphasized for strengthening the identity of environment as a separate subject. Third, more selective majoring system need to be applied in connection with environment government officials, researchers, and social environmental educators. It was recommended that the application of new curriculum developed by the study would be evaluated and managed by teaching conditions surrounding each of the five university members joined this developing processes. However, it needs to be noted that there is not much time because we had experienced zero hiring rate for the last 4 years and environmental policy and education programs are moving rapidly toward sustainable development.

• 패션비즈니스
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• 제12권5호
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• pp.54-66
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• 2008

This study aims to suggest better future-oriented improvements by considering the traits and changes of the curriculum of the courses related to the field of fashion. To get the best results from the study, out of all the fashion-related majors (courses) from 4-year based universities in Korea, 65 was selected and divided into 24 courses in the category of clothing & textiles, 34 courses in the category of fashion design and 7 courses in the category of fashion industry in 7 universities, and their education goals and contents of the curriculum posted on the internet homepage of each university were analyzed. The results of the study are as follows: Firstly, with the result from analyzing what the core terms have in common, which are used to express the educational purposes of fashion-related courses in Korea, the ideal type of talents that most of the fashion-related courses tend to pursue can be said to be those who are equipped with a sense of future-oriented creative direction and international communication capability, based on a multidisciplinary general capability, a professional executive ability, an information-analytic ability and an ability of planning, as well as in possession of a sense of beauty, creativity and a scientific mind. Secondly, with the traits of the curriculum of courses in each category, it was found that the category of clothing & textiles courses belongs to colleges of human ecology the most, and in terms of major subjects, the relative importance of clothing science seemed high compared to other school categories while the category of fashion design courses belongs to colleges of art, modeling or design the most, and in terms of major subjects, the scope of dress design appeared the widest, and finally the category of fashion industry courses belongs to colleges of natural science the most, and the relative importance of marketing seemed quite high. Moreover, with the result mentioned earlier, It was found that the names of departments and majors of fashion-related courses are differentiated, depending on what kind of college they belong to, and their curriculum have been differentiated to some degree accordingly. Thirdly, as shown above, Korean universities have attempted to make a lot of changes in the curriculum of fashion-related courses according to changes of the age, compared to what they did in the past, but they have still seemed to lack many things for the cultivation of talents fit for their educational purposes. Through the result from investigating both the changes of the current age and the directions in developing the curriculum, the study came to conclusion that each university in Korea should develop the major curriculum of fashion-related courses that are more sophisticated and intensive fit for the its department name and educational purposes.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제26권3호
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• pp.125-140
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• 2023

초등학교 수학에서 분수의 연산은 매우 중요하지만 학생들이 어려워하는 개념이다. 분수 연산의 기초가 되는 동분모 분수의 덧셈과 뺄셈에 대하여 현행 2015 개정 교육과정에 따른 국정 교과서 1종, 검정 교과서 10종을 분석하여 단원의 차시 흐름과 시각적 표현을 분석하였다. 분석결과, 각각의 교과서마다 나름의 순서와 차시 주제를 고민하여 단원을 구성하고 있었으며 비교적 충실하게 교육과정을 반영하였다. 또한, 각각의 교과서마다 사용하는 시각적 표현의 종류와 개수가 다르게 나타났으며 이는 분수의 연산 학습을 돕기 위하여 시각적 표현의 일관성 또는 다양성을 의도한 것으로 보인다. 각 교과서의 차시 구성 및 시각적 표현의 특성을 파악한다면 더욱 효과적으로 분수의 연산을 지도할 수 있을 것이다.

• 한국과학교육학회지
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• 제31권3호
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• pp.429-439
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• 2011

The purpose of this study was to analyze the Jeju beach science camp program and to survey the participating students'' preference levels for the activities included therein. The camp programs were analyzed on the basis of the standards set for the HASA curriculum. The program's "manipulatory skill" area included many manipulatory and creative activities while the "inquiry area" included many basic and integrated inquiry activities. It was also indicated that the "knowledge area" included many activities appropriate for understanding concepts and principles while the "attitude area" included many activities appropriate for stimulating curiosity and enjoyment. Thus, it could be seen that the areas stipulated for the HASA curriculum were considerably consistent with the purpose of the science camp. The participating students showed preference for manipulatory and creative activities included in the program. They also preferred basic, inquiry level activities included under the area of "inquiry skills." It was identified that the students most preferred the conceptual stage included under the area of "knowledge" where they were required to grasp the common characteristics of events, things, and phenomena, as also the enjoyment stage included under the "attitude" area, where they were required to participate in pleasant science activities. These findings indicate that science camp programs should be composed of manipulatory and creative activities as well as activities that aim at basic research and the understanding of concepts.

• 한국초등과학교육학회지:초등과학교육
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• 제36권1호
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• pp.61-72
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• 2017

The purpose of this study was to analyze elementary school teachers' implementation for the emphasis on the revision, major contents, teaching and learning method, and evaluation in the 2009 revised national science curriculum. To fulfill the purpose of this study we carried out a survey with 222 elementary school teachers. Main findings of this research were as follows: First, they highly agreed to the increase in class hours and the application of subject classroom, but they had a lower recognition for setting the subject groups. Second, the degree of necessity in discussion and STS was relatively high, but the degree of implementation in science writing, discussion and STEAM was low. Third, in teaching and learning method, they showed a high performance for mutual cooperation, student-led activities and communication, but, a low implementation for open inquiry and instruction considering individual differences. Fourth, in the evaluation of science learning, they showed a high implementation for evaluation based on achievement standards and one based on the understanding and application of basic concepts, but, a low implementation for the development of common evaluation tools. Fifth, it seemed that their recognition for amount, level and interest of science contents and inquiry activities was appropriate and positive.

• 대한간호학회지
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• 제26권1호
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• pp.177-193
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• 1996

For the purpose of integrating nursing diagnosis into the nursing curriculum, a descriptive survey research was done using the inductive method with questionnaires and a literature review. Research subjects included nurse educators, textbooks of adult nursing published in Korea, and the course outline for adult nursing used in one college of nursing. The Results show that there was common agreement on 39 nursing diagnosis which should be in cluded in the adult nursing curriculum, textbooks of adult nursing, and patient care on the medical-surgical units. The two existing nursing diagnosis classification systems(NANDA and Gordon's Human Response Patterns) show different basic frameworks and difficulties were discovered in integration of nursing diagnosis into the curriculum. To develop a conceptual framework for a nursing diagnosis classification system, diagnosis were classified into three categories ; health promotion, high risk problem, and actual problem on the basis of the framework used in adult nursing textbooks and Gordon's 11 Functional Health Patterns. Subconcepts for actual problems were classified as ; activity and rest, nutrition and elimination, perception and coordination, stress and coping. Progress in this study supports further development of a conceptual framework of nursing based on a nursing diagnosis classification system, from which improvement in nursing education and clinical practice can be expected.

• 대한수학교육학회지:수학교육학연구
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• 제27권1호
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• pp.137-156
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• 2017

본 연구는 테크놀로지 활용 지원체계의 확대, 교사의 지식과 신념, 교사교육 프로그램의 분석 틀의 문헌연구를 기초로 국내 수학교육과의 관련 교육의 현황과 현안, 발전 방향을 탐색하였다. 강좌개설 및 운영 자료는 설문조사와 강의계획서로 수집한 결과 강의는 수업의 향상을 목적으로 하며 전체 학과의 1/3에 수학교육관련 ICT 강의가 개설되지 않았다. 테크놀로지 통합 예비 중등수학교사교육을 위하여 국가적으로 교육과정의 방향과 세부내용의 부조화, 소프트웨어와 교과서 등 지원 부족 문제 해결을 통한 교육현장 개선과 교사교육의 포괄적, 세부적 방향설정이 중요하며 무엇보다도 테크놀로지 활용 관련 비전의 공유가 필요하다.

• 한국보육지원학회지
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• 제15권3호
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• pp.39-60
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• 2019

Objective: The purpose of this study was to analyze the Nuri-curriculum daycare programs for 3, 4, and 5-year-olds based on the Child Welfare Act. Methods: Data were analyzed according to the analysis criteria for 195 children's safety education programs in the Nuri-Program. The analyzed data used frequency and percentages. Results: First, life safety education was the most important element. And after looking at the contents category of the Child Welfare Act, the results in order are as follows: "raffic safety"; "Health and hygiene management, including the prevention of contagious diseases and drug abuse"; "Safety measures against disasters"; "Precaution and prevention of disappearance and abduction"; and "Prevention of sexual violence and child abuse." Second, there were many safety education activities in accordance to chronological age (3-to 5-years old). Health and safety by subject, season, and life tools were more frequent. By type of activity, conversation and language activity, fairy tales, and plays were the most common activities. Conclusion/Implications: This suggests the need to systematically plan safety education content through a program that links safety-related laws and elements related to the Nuri curriculum in child care centers.

• 의학교육논단
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• 제23권2호
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• pp.90-103
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• 2021

This study examined the current status of the medical professionalism curriculum in Korea to suggest a plan to move towards the formation of a professional identity. Professionalism education data from 28 Korean medical schools were analyzed, including the number of courses, required or elective status, corresponding credits, major course contents, and teaching and evaluation methods. Considerable variation was found in the number of courses and credits in the professionalism curriculum between medical schools. The course contents were structured to expand learners' experiences, including the essence and knowledge of professionalism, understanding of oneself, social interaction with others, and the role of doctors in society and the healthcare system. The most common teaching methods were lectures and discussions, while reflective writing, coaching, feedback, and role models were used by fewer than 50% of medical schools. Written tests, assignments and reports, discussions, and presentations were frequently used as evaluation methods, but portfolio and self-evaluation rates were relatively low. White coat ceremonies were conducted in 96.2% of medical schools, and 22.2% had no code of conduct. Based on the above results, the author suggests that professional identity formation should be explicitly included in learning outcomes and educational contents, and that professional identity formation courses need to be added to each year of the program. The author also proposes the need to expand teaching methods such as reflective writing, feedback, dilemma discussion, and positive role models, to incorporate various evaluation methods such as portfolios, self-assessment, and moral reasoning, and to strengthen faculty development.