• The Journal of Korean Academic Society of Nursing Education
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• v.3
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• pp.46-58
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• 1997

This review article provides the trend of current nursing curriculum of todays in Korea and its perspectives. This article reviewed 5 aspects of the current nursing curriculum for the undergraduate program, those are the (1)educational philosophy and believes (2)the nursing concepts revealed in the current nursing curriculum (3)the educational goals and objectives (4)the framework of nursing curriculum (5)the syllabus and credit hours. The common nursing concepts in the current nursing curriculum are Nursing, Human being, Environment/society, Health, Nursing science. The examplary vertical concepts composing of the current nursing curriculum are nursing process, life styles and the horizontal concepts are client, health promotion /recovery /maintenance, leadership, and research. The common subjects composing of the nursing syllabus are the introductory subjects(nursing history, nursing professionalism, foundamental nursing), and the supportive subjects (communication, human relationship, human growth and development, health education, etc) and nursing research, the intrductory basic sciences (anatomy, physiology etc.), and the major nursing subjects (adult nursing, child nursing, maternity nursing, psychiatric nursng, community nursing, nursing administration.) In order to have more advanced nursing education, the suggestions were provided as follows : (1) It is necessary to have revision and evaluation of the process and the structure of the current nursing curriculum periodically. (2) The concept of health promotion for all human being should be integrated into the nursing curriculum. (3) The nursing education program should be unified into baccalauliate level to get one type of nurse-registration system. (4) The nursing courses will need to provide the necessary contemporary Informations to allow the nurses to fuction efficiently in this rapidly changing era. (5) The use of new technology in nursing education is necessary to expand nursing education more.

• Journal of the Korean Chemical Society
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• v.65 no.5
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• pp.347-357
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• 2021

The purpose of this study is to compare and analyze the science curriculum of Korea and Estonia with a focus on the chemistry domain, and draw implications for reference when revising the next curriculum. To this end, the overall curriculum design centered on science subjects and the core concepts of chemistry covered in subjects corresponding to the common curriculum of the two countries were compared. As a result of the analysis, first, Estonia specifically suggested how the core competencies suggested in the general lecture were specifically connected to science subject. In addition, there was a characteristic that the inquiry function, attitude, and value were specifically presented in the curriculum document. Second, as a result of analyzing the core concepts of chemistry, most of the concepts dealt with in Korea were also dealt with in Estonia. However, Estonia has a tendency to deal more qualitatively with broader concepts. The concepts covered in the chemistry subject exceeded the level of the common curriculum in Korea, but this subject also had the characteristic of attempting a qualitative approach.

• Journal of the Korean earth science society
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• v.33 no.5
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• pp.450-458
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• 2012

This study explored ways to implement a competencies-based curriculum in schools by reviewing exemplary cases that have introduced Key Competencies (KCs) in the school science curriculum. Since the OECD redefined key competencies as 'what people should know and do in order to lead a successful life in a well-functioning society', many countries have emphasized the use of a competencies-based curriculum. Foreign and domestic classroom cases, which have used a competencies-based curriculum in science teaching, were collected and analyzed. Through open-ended interviews with teachers and principals, we investigated changes of teachers' professional knowledge and practice that were evident as a result of the implementation of competencies-based curriculum in science class. Foreign science teachers suggested ways to relate competencies-based curriculum and science curriculum including maintaining a balance between competencies-based curriculum and content-based curriculum. They also integrated KCs into all subject-based curriculums, gave priority to KCs over subject matter knowledge, and developed KCs through teaching science contents that students wanted to learn. On the other hand, Korean science teachers suggested reconstructing competencies-based curriculum by extracting common attributes from the existing subject areas. They also made KCs realized through content teaching, and developed various KCs within science contexts. Implications of the competencies-based curriculum for science teaching and learning were discussed at the end.

• Journal of Korean Library and Information Science Society
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• v.8
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• pp.97-126
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• 1981

The professional duties of librarians and other information workers involve a generalized body of both theoretical and practical knowledge (the so-called, 'common core') which is a n.0, pplicable worldwide without regard to national boundaries, levels of economic and technical development or cultural context. The current study is an attempt to validate and su n.0, pport this common core concept through a detailed examination of its important role in the sound development of library and information science both as a learned subject and as a profession. Following an initial overview of generally agreed upon core areas in the education and training of librarians and information specialists, with particular attention to the manifold social changes rapidly being effected by computers and communication technology, the focus shifts to the proliferation of academic homes for information science education and its implications for core areas in information science. Of note here is the relationship between information science as a broadly accepted social science discipline and the evolving core curriculum in library schools. To this regard the fact that the popularization of computers and communication technology is increasingly blurring the once-sharp differences between traditional librarians and information specialists naturally favors common core concept. Major figures in library and information science education such as Shera, Saracevic and Foskette su n.0, pport this concept and have already identified its theoretical infrastructure. Finally, UNESCO and IFLA are also stressing the common core cure curriculum for library and information science both as guidelines for the Third World and as a means to achieve universally accepted academic standards. In conclusion, the search for a comprehensive common core curriculum in library and information science education is still in the elementary stages. The task of identifying the components of this common core is among the most crucial responsibilities facing today's educators and professionals for the successful elaboration of a common core would enable us to attain three highly desirable professional goals: 1) To determine the basic concepts and principles of library and information science. 2) To serve as the base for further professional education and specialized research. 3) To offer enhanced o n.0, pportunities for integrated library and information science education programs by providing a genuine two-way communication channel between the library and information science professions.

• The Journal of Korean Academic Society of Nursing Education
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• v.14 no.2
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• pp.188-194
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• 2008

Purpose: The purpose of this study was to survey the present status of the gerontological nursing course in Baccalaureate degree programs(BSN) in Korea, so as to provide basic data for developing a standard model for a gerontological nursing curriculum. Method: Data on the contents of a gerontological nursing curriculum was collected from those programs that had a gerontological nursing course. Result: The results show that 48 schools(87.3%) offered a gerontological nursing course. Twenty-five schools(45.5%) had both lectures and clinical practicum, while 23 schools(41.8%) had only lectures. Twenty-seven schools(56%) offered a gerontological nursing course as an elective. Students earned the most number of credits in their senior year. The most common credit system for lecture subjects was 2 credits with 38 schools(79.2%) and a clinical practicum was 1 credit with 20 schools(80%). The issues identified were that gerontological nursing was an elective and not a mandatory course, a lack of clinical lab hours, and a lack of common learning objectives. Conclusion: Recommendations are made for better defined curricula in gerontological nursing. In addition, further investigations of the learners or students entering gerontological nursing to facilitate curriculum development and appropriate instructional strategies are needed.

• Korean Journal of Human Ecology
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• v.20 no.1
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• pp.183-194
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• 2011

The main objective of this research was to investigate the Korean food (Hansik) Curriculum of Culinary Art & Science related department of mainly four-year universities in Korea. To accomplish this study, we performed an analysis regarding curriculum data from the homepage of nine universities. The method of this research was conducted by content analysis. The classification according to content analysis was conducted to 1) current status regarding Korean Food related curriculum, 2) a study on the Korean food related theoretical curriculum, and 3) a study on the Korean food related practical curriculum. As a result of this study, the most common opened curriculum was 'a study on the Korean food related practical curriculum'. The largest curriculum among 'a study on the Korean food related practical curriculum' was the Korean cooking skill of basic and intermediate. The following curriculum was the Korean traditional and royal cuisine related curriculum. These two curriculum were found based on data of Culinary related departments of mainly four-year universities in Korea. To summarize these results, in the cases of the general culinary-related departments, Korean food-related classes will need expansion. In addition to Korean food-related departments, increasing the opening of classes to learn regarding Korean foods will be needed.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.1
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• pp.75-91
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• 2011

The purposes of this study were to compare and analyze the local primary textbooks for the subject of 'We are the First Graders'. This study analyzed the common points and the differences among three textbooks developed by the three educational bureaus of Seoul, Daegu and Busan. The criterion of analysis were scope, sequence and integration of curriculum representing the principles for developing curriculum. The results were as follows: First, the scopes of topics included in 2007 National Curriculum of 'We are the First Graders' were faithfully reflected in the three local textbooks. Second, the sequences of textbooks were generally arranged according to the order of curriculum content except for some contents. As for 'Wise School Life', some contents were presented at the first unit of the three textbooks and the others were gradually expanded at the latter of the textbooks. Third, the integration of curriculum appeared meaningfully in the three textbooks. Based on these results, this study suggested some recommendations on the activites for the adaptation at the early stage in the primary school under 2009 National Curriculum.

• Journal of Korean Academic Society of Home Health Care Nursing
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• v.11 no.1
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• pp.57-70
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• 2004

Purpose: This study was to develop a cost-effective and efficient curriculum for advanced practice nurse (APN) programs in home health care and hospice. Method: The process was to: (1) compare and analyze the present curriculum in home health care and hospice programs, (2) identify the needs of 7 expert nurses in home health care and hospice, and (3) develop a common curriculum structure and contents between home health care and hospice specialty courses. Result: Out of the 10 credits constituting the home health care and hospice specialty courses respectively, 6 credits were identified the common courses, Common content areas included introduction to hospice, communication skills, pain control. symptom control. teaching methods, and agency management. Conclusion: These results can be utilized in the development of APN programs for home health care and hospice in terms of qualified and cost-effective aspects of education.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.159-172
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• 1999

This is the second year study of ''The Development of Model of National Criterion- Referenced Assessment Standards" that had started in 1997. In the study, national assessment standards for high school common science were developed based on national curriculum. In the whole process of developing the standards, high school teachers, university professors and administrators of the Ministry of Education have participated as the "developing group" or "consulting group". Through various activities such as conference, workshop, intensive work, examination by science education experts, the standards and instruments were developed and modified. The research contents can be itemized as follows: - modifying the achievement standards developed in the first year research based on the opinions of various experts(science teachers, professors of science education, philosophers) - developing assessment standards based on the specially designed system. The standards divide students' achievements into three levels(upper/middle/low) and state each level so that it can guide evaluation of achievement. - developing various types of test instruments to probe students' achievement levels for each assessment standard.

• School Mathematics
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• v.1 no.2
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• pp.571-588
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• 1999

Our mathematical curriculum has been revised frequently compared to another countries. The frequent revisions may mean that the current curriculum is not so complete in the selected contents of each grade levels. The idea is partially supported by the fact that the didactics of mathematics has both hypothesis-deductive and hypothesis-constructive property. Investigating the items which are used in TIMSS study and based on the relatively common curriculums of 40 more countries, the styles of them are a bit different from those of our textbooks of primary and secondary school. Hence, we consider that the construction and implementation of our mathematical curriculum may be a large scale of experiment for the improved curriculum carried by the nation. Additionally, we propose less compulsive curriculum than the current for minimizing the possible trial and errors.