• Journal of the Korean Chemical Society
• /
• v.62 no.5
• /
• pp.386-397
• /
• 2018

In this study, we investigated the characteristics of the PCK components in the chemistry units of middle school science teacher's guidebooks developed under the 2009 Revised National Curriculum. The analysis of the results revealed that the sub-components of topic-specific strategies, vertical articulation, and lesson objectives were systematically handled in most teacher's guidebooks. However, subject-specific strategies, assessment methods, and curricular changes were mainly dealt with only in the general guidelines. Experiments and inquiries, assessment questions, and assessment dimensions were lack of constructivist approaches in the aspect of presented contents or forms. Horizontal articulation and knowledge of students were either lacked in relevant content or presented in the form of simple presentation. Concepts and theories accounted for the largest proportion of teachers' guidebooks, but some of them were beyond appropriate levels. On the bases of the results, the implications for the development of the teacher's guidebooks are discussed.

• Journal of the Korean School Mathematics Society
• /
• v.25 no.1
• /
• pp.39-60
• /
• 2022

In this study, in order to support the expression of group creativity of high school students, we developed mathematics learning contents linked with mobile and online/offline that obtain the maximum and minimum values of the function within a limited range. This learning content was developed in connection with the 'environment', a cross-curricular learning topic. We explored the concept of group creativity in school mathematics. Its manifestation process, elements of group creativity expression process, and mobile and on/offline implementation functions were also explored. Then, we developed a hybrid app, 'Making the Best Box that Thinks of the Earth', which can express group creativity through mobile and online/offline-linked cooperative learning. A learning management system (LMS) and a teaching and learning guidance plan were also developed to efficiently operate mobile and online/offline-linked math learning using the app in schools. Our study found that the hybrid app, 'Creating the Best Box that Thinks of the Earth', was suitable for promoting collective fluency and collective sophistication based on complementary-metacognitive interaction.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.34 no.2
• /
• pp.93-114
• /
• 2023

In accordance with the educational paradigm that values self-directed creative education, school libraries and public libraries emphasize self-directed learning support through curriculum-linked programs as their main tasks. For self-directed learning, it is essential to provide learner-centered educational knowledge information, and there should be abundant textbook-linked references that can deepen and expand the curriculum reflected in textbooks. This study established KDC-linked information related to unit and cross-curricular learning topics through the analysis of elementary school textbooks and curriculum-linked books, restructured KDC system based on major subjects in the elementary school curriculum, and established a curriculum-linked subject information. Libraries can strengthen support for self-directed creative learning for elementary school students in an online environment by linking library content targeted for each user with elementary school education content focusing on learning topics in the curriculum.

• Journal of Korean society of Dental Hygiene
• /
• v.10 no.6
• /
• pp.1061-1071
• /
• 2010

Objectives : The purpose of this study is to train talents with high quality in dental hygienists by suggesting problems and proposing basic data available for applying to development in dental hygiene curriculum, through analyzing contents of dental hygiene curriculum. Methods : To analyze curriculum of educational institutions for dental hygienists between America and Korea, it utilized materials that were notified on each university homepage, analyzed documents, analyzed curricular content analysis, comparatively analyzed America's ASDHEP field, and comparatively analyzed Biomedical Science field, dentistry field, prevention and public field, clinical dental hygiene field, integrated curriculum, and teaching course between domestic university and American university. Results : 1. The basic field of ASDHEP was indicated the average credit in 28.6 for 4-year university with establishment and the average credit in 26.9 for 3-year university with establishment. The curricular subject field of ASDHEP except the basic field was indicated the average credit in 29.45 for 4-year university with establishment and the average credit in 30.68 for 3-year university with establishment. The prevention and public field by university was indicated the totally average credit in 27.5 for 4-year university and in 26.2 for 3-year university. The clinical dental hygiene field by university was indicated the totally average credit in 27.5 for 4-year university and in 35.0 for 3-year university. The integrated curriculum was indicated to be established dental hygiene practice(3 universities), dental clinics practice for Dept. of clinical dental hygiene(2 universities), and comprehensive dental hygiene practice(1 university) for 4-year university, and to be established clinical dental hygiene(2 universities), comprehensive dental hygiene practice, dental hygiene practice, and dental clinics practice(1 university, respectively) for 3-year university. Comparing the teaching courses by university, they were established diversely from 8 credits to 2 credits. Conclusions : Seeing the above findings, a plan for dental hygiene curriculum needs to be continuously developed so that dental hygienists can enter upon a professional career. Development in the international standard curriculum proper for global era is considered to be desperately needed.

• Journal of The Korean Association For Science Education
• /
• v.28 no.6
• /
• pp.546-564
• /
• 2008

The purpose of this study was to examine the types and characteristics of the knowledge constructed by pre-service secondary science teachers. Data included 26 student-teachers' narratives regarding their experiences in teaching high school students who were enrolled in extra-curricular science classes. It was revealed that the pre-service teachers awoke to the importance of subject matter knowledge, and learned it themselves in the situation of their own teaching. Especially their concern about science content knowledge was strongly associated with the matter of didactic transposition of the knowledge. The result also showed that the pre-service teachers constructed knowledge about the relationship with students as well as pedagogical knowledge to help students learn, and that they newly realized the nature of science in the context of teaching science. In addition, the teaching experiences allowed for the student-teachers to develop knowledge of oneself as a teacher and knowledge about science education in schools. It was believed that the knowledge constructed personally by the pre-service teachers from their teaching experiences could be a platform for the development of teacher expertise. Implications of the present study for science teacher education and relevant research were discussed.

• Journal of The Korean Association For Science Education
• /
• v.28 no.4
• /
• pp.269-281
• /
• 2008

In Korea, the criteria for the requirements of a secondary school science teacher's certificate are based entirely on the subjects and/or areas as prescribed in laws for the teacher's licensure examination. However, the criteria do not account for the specific competencies or qualities that a good science teacher should possess. The objective of the research was to explore and suggest the three lists of the image of an ideal science teacher, science teacher's role and science teacher's competency that might be used to establish the criteria for science teachers' certificate and the curricular content for science teacher education in Korea. In order to achieve this objective, the study used such research methods as literature analysis, status survey in combination with on-line workshop, in-depth interview, and professional consultation. The participants in the research comprised of a group of 258 students (186 middle school students and 72 high school students) and 13 in-service science teachers (8 middle school science teachers, 5 high school science teachers) for questionnaire survey and on-line workshop, and 4 science teachers for in-depth interview. The list of the image of ideal science teacher, science teacher's role, science teacher's competency contains 44, 32, and 75 statements, respectively. Based on the results of the research, this paper suggested that the criteria for the Korean secondary school science teacher's certificate requirements be selected and organized in consideration of the teachers' competencies rather than the courses and/or subject areas. It is also implied in the paper that further research over a period of time is necessary for using the competencies for curricular contents and/or science teacher's certificate standards.

• Asian Journal for Public Opinion Research
• /
• v.5 no.4
• /
• pp.319-345
• /
• 2018

Effective higher educational management in undergraduate nursing programs is an important issue from the viewpoint of stakeholders. This qualitative research aimed to examine the characteristics of nursing students and curriculum development of undergraduate nursing education from the opinions of Boromarajonani College of Nursing Saraburi, Thailand stakeholders. The population included 4 groups: 1) the alumni who have graduated within the past 5 years and currently work in primary, secondary, and tertiary care units, 2) the supervisors and colleagues of the alumni, 3) nursing lecturers, and 4) the current nursing students. The respondents who are the alumni, nursing lecturers, and current nursing student were selected using a purposive sampling, for the supervisors and colleagues were selected using snowball techniques. Semi-structured interview questions were used for data collection. Group discussions were conducted until saturation on 55 key informants. The qualitative data was analyzed using content analysis. Results showed the viewpoints of stakeholders on the characteristics of future nurse graduates were comprised of four elements: knowledge that meets standards; essential skills for self-development and lifelong learning process; good morals and professional ethics in providing nursing care; and nurse competencies in teamwork, communication, language, research, management, IT, life skills, and global literacy. The viewpoints on the development of the nursing curriculum focus on four elements: the learner, teaching and learning, course content, and instructor tasks. For learners, the admission criteria should include a minimum not only of knowledge, but also positive attitude, science, and art skills, since the nursing profession is both a science and the art of caring. Teaching and learning elements should be authentic, including exposure to real situations, an integrated network, and activities that improve nursing care. Course content was comprised of an updated curriculum, humanized nursing care, student center, theory and practice with moral integration, case-based study, critical thinking, multidisciplinary work, and love for the nursing profession. Instructor tasks are to elicit student ideas, provide opportunities to learn, support infrastructure, support technology use, and extra-curricular activities to develop the competencies of nursing students. Recommendations were that the curriculum administration should review the selection process of student candidates and instructional management to achieve expected outcomes of nursing characteristics in the future. The nurse lecturer should provide authentic and integrated instruction, decrease lecturing, cultivate a lifelong learning process, and sustain the nursing characteristics.

• Cartoon and Animation Studies
• /
• s.49
• /
• pp.425-464
• /
• 2017

The Knowledge of the Channel (e) is often used as educational materials; it delivers very short but compelling message of strong or interesting timeliness. However, as the media environment changes, expectations and demands for The Knowledge The Knowledge of the Channel (e) is used in school education and what should be improved upon to increase utilization of educational resources. We surveyed 361 elementary, middle and high school teachers and analyzed the frequency of using, approach and learning activities of The Knowledge of the Channel (e) in school education. We also analyzed difficulties in using it in the school and what improvements should be made. Result show that the frequency of using The Knowledge of the Channel (e) in school is highest in elementary schools, followed by middle school, and then high school. Teachers strongly consider curricular relevance when selecting broadcasting contents for education, and among programs of EBS(Educational Broadcasting System), most frequently use The Knowledge of the Channel (e). The The Knowledge of the Channel (e) is mainly used as an incentive for increasing motivation. When examined by elementary school curriculum, this material is highly utilized in subjects with content such as society, morality, and science, or with approaches that require various perspectives. However, it is difficult for teachers to find materials directly related to their classes, and since other media content similar to The Knowledge of the Channel (e) is abundant, the utilization of The Knowledge of the Channel (e) is decreasing. To improve this, The Knowledge of the Channel (e) needs to improve its platform and transformed the type of The Knowledge of the Channel (e) content being provided on social media.

• Korean Journal of Comparative Education
• /
• v.19 no.1
• /
• pp.211-240
• /
• 2009

Radical changes in modern society have influenced on the nature of the works and the importance of the career education is emphasized more than any time. Various scholars have continuously emphasized the importance of the career education in regular schools. Most career educations in regular schools, however, consist of one-time event-oriented programs because of the systematic limitations immanent in Korean school system. To overcome the limitations of the school system, scholars have contended that career educations in regular schools should be integrated into the existing subjects and the curricula. Therefore, it is necessary to analyze exemplary cases of the career education through the subjects integration in developed countries. The target of the analysis in this study was the career education related content in Australia because Australian federal and local governments have made great efforts in integrating the career education into the regular school curricula. With interviews and literature analysis, the current status of the career education through the subjects integration in federal and local governmental levels and the career education related contents in the regular school curricula of local governmental level were analyzed. Major findings of the study were as follows: 1) Career education components were mainly contained in the PDHPE(personal development, health and physical education) subject in New South Wales; 2) Understandings of a wide range of work were emphasized in the cross-curricular perspective in South Australia; 3) Career education components were mainly contained in the SOSE(studies of society and environment) subject in Victoria; and 4) Career education related contents were integrated mainly in the 'inner learner' unit in Essential Learning subject in Northern Territory. The conclusions were derived from the outcomes of the study and the recommendations were proposed for the applications of the study results and the future researches.

• The Journal of Korean Association of Computer Education
• /
• v.9 no.3
• /
• pp.13-28
• /
• 2006

In this study, we analyze the phenomena of professional development under the four categories: motivation toward entering college of education, pedagogical content knowledge, study of subject matter and future vision. We conducted a survey method for almost 60 computer education majors at S university ranging from freshman up to junior levels and interviewed 5 selected participants. According to SPSS analysis, there was no significant level difference in any category while male students responded more positively than female students in all the categories. To explore the survey results deeply, we selected 3 students from sophomore and junior levels and 2 extra senior students to conduct interviews. The interpretation of the data indicated how their academic problems revealed due to heavy curricular loads seeking second major and difficulties of pursuing pedagogical contents knowledge.