Purpose: Research ethics has social implications beyond the issues of personal morality and research integrity. In recent years, research ethics has become a more controversial topic in society. In this study, the concept of the university research ethics curriculum is defined, the current status of the research ethics curriculum is analyzed, and the direction of the university research ethics curriculum development direction is discussed. Research design, data and methodology: The concept of university research ethics education and the current status of research ethics education were examined, and the development direction of the university research ethics curriculum was explored based on the framework . Results: field education to secure university research ethics is still insufficient. In other words, only 12 universities for undergraduate programs and 37 universities for graduate programs included research ethics in their regular curriculum. Conclusions: The occurrence of research misconduct is mainly caused by not recognizing the error or not taking it seriously. In particular, university research misconduct results from a lack of understanding of research ethics, poor research education, a performance-oriented academic climate, and the absence of an institutional system for establishing research ethics.
Journal of Elementary Mathematics Education in Korea
/
v.19
no.3
/
pp.289-304
/
2015
In this study, connections between the NURI curriculum for 5 years old children and the contents of teacher's manual books according to it and the contents of elementary 1st grade mathematics curriculum and textbooks was analyzed to find the implications that can help to link the two curricula in the development of kindergarten and elementary school mathematics curriculum. The five following implications could be obtained from the analysis. First, it is necessary to connect the contents of the NURI curriculum for 5 years old children which were completed in that curriculum like 'spatial relation'in geometric figure domain and 'data collection'in probability and statistics domain to the contents of the 1st grade curriculum. Second, in the case of the contents not connected between the NURI curriculum for 5 years old children and the contents of elementary 1st grade mathematics curriculum but connected between the NURI curriculum for 5 years old children and the contents of elementary 2nd ~6th grade mathematics curriculum, it is necessary to re-adjust the hierarchy based on one of the curricula. Third, it is necessary to check whether $\ll$K-teacher's manual book$\gg$ obey the NURI curriculum for 5 years old children or not. Fourth, it is necessary to review the related elements of the NURI curriculum for 5 years old children and elementary 2nd ~6th grade mathematics curriculum in [activity] in $\ll$K-teacher's manual book$\gg$. Fifth, it is necessary to handle the mathematics contents explicitly and systematically in [activity] in $\ll$K-teacher's manual book$\gg$.
Journal of Elementary Mathematics Education in Korea
/
v.19
no.2
/
pp.179-203
/
2015
In this study, connections between the NURI curriculum for 5 years old children and the contents of teacher's manual books according to it and the contents of elementary 1st grade mathematics curriculum and textbooks was analyzed to find the implications that can help to link the two curricula in the development of kindergarten and elementary school mathematics curriculum. The five following implications could be obtained from the analysis. First, it is necessary to connect the contents of the NURI curriculum for 5 years old children which were completed in that curriculum like 'spatial relation'in geometric figure domain and 'data collection'in probability and statistics domain to the contents of the 1st grade curriculum. Second, in the case of the contents not connected between the NURI curriculum for 5 years old children and the contents of elementary 1st grade mathematics curriculum but connected between the NURI curriculum for 5 years old children and the contents of elementary 2nd ~6th grade mathematics curriculum, it is necessary to re-adjust the hierarchy based on one of the curricula. Third, it is necessary to check whether $\ll$K-teacher's manual book$\gg$ obey the NURI curriculum for 5 years old children or not. Fourth, it is necessary to review the related elements of the NURI curriculum for 5 years old children and elementary 2nd ~6th grade mathematics curriculum in [activity] in $\ll$K-teacher's manual book$\gg$. Fifth, it is necessary to handle the mathematics contents explicitly and systematically in [activity] in $\ll$K-teacher's manual book$\gg$.
This study is a follow-up to Lee(2019). Lee(2019) investigated the method of collecting information on the curriculum of elementary and middle school math teachers, when differences were observed between elementary and middle school math teachers in the method of collecting information on the curriculum. Following Lee(2019)'s study, this study looked at the perceptions and experiences of high school math teachers in their curriculum.At the time when the curriculum was changed from time to time, the authority for restructuring curriculum was strengthened. In addition, the role of teachers as 'curriculum restructuring practitioners' became important. However, previous studies have pointed out the structural problem that teachers empathize with the necessity of restructuring the curriculum and have a negative perception of the willingness to practice the curriculum. Therefore, the researcher examined high school teachers who are sensitive to the characteristics and evaluation of the highly hierarchical mathematics subjects. A total of six interviews were conducted with ten high school mathematics teachers in three groups of ten years of teaching experience. Through this, it was possible to observe how teachers as curriculum reconstruction practitioners had thought about curriculum restructuring, and I could observe what difficulties teachers' experienced. This suggests that teachers have two ideas for restructuring the curriculum: 'realistic curriculum reconstruction' and 'ideal curriculum reconstruction'. In addition, the teachers found that there are 'sides of incongruity in the school system' and 'difficulties in the management of teachers'.
This study looked into the procedures of and the status on the implementation of the new mathematics curriculum at the secondary school level(7th through 10th grades). This study examined schools and the teachers were subjects for the actual implementation of the mathematics classroom. More specifically it examined the degree to which the particular innovation ideas of the 7th mathematics curriculum(i.e., reorganization , student-centeredness, diversification/specialization) were being carried out at every stage of the curriculum implementation. Nationwide survey for teachers including students were conducted along with classroom observation and teacher interviews. For an in-depth study into the process and the product of mathematics curriculum implementation, two provincial boards of education participated in the project as research partners. Detailed documentation on the classroom practices were made in order to provide schools and teachers including policy makers with relevant and practical suggestions for further improvement of mathematics curriculum implementation. It was found that mathematics teachers generally were reconstructing the contents giving the priority to the needs of the learners. The concept of learner-centered-ness was reflected in teaching objectives, contents, instructional methods and evaluation. In most schools observed, emphasis was given to the reorganization of the curriculum contents fitting to the concept of 'student-centered' curriculum. The efforts by teachers to diversity and/or specialize the curriculum contents with consideration of various educational conditions such as student readiness, student abilities, classroom equipment and facilities, school locations and environment were found.
Journal of the Korean association of regional geographers
/
v.18
no.2
/
pp.232-251
/
2012
This paper is to examine new programme of study for geography by a revised geography(including historical, geographical and social understanding) National Curriculum in England. The new primary and secondary National Curriculum was respectively issued in 2007 for implementation from September 2008 and 2010 for implementation from September 2011. The revised National Curriculum was changed more than that of 1995 and 2000 in terms of its formation and content. Especially, Primary National Curriculum was rebuilded to the six areas of learning, in the end KS1-2 geography was integrated in 'historical, geographical and social understanding'. As a result of that, the subject named as geography only remains for KS3. Nevertheless, the new National Curriculum is consisted of programme of study(PoS) and attainment target(AT). But new programme of study was changed more than that of former curriculum in terms of its formation and content. Programme of study for primary school is organized with curriculum aims, the importance of areas of learning, essential knowledge, key skills, cross-curricular studies, breadth of learning and curriculum progression. On the other hand, that of geography for KS3 is organized with curriculum aims, the importance of geography, key concepts, key processes, range and content, curriculum opportunities. This paper examined on categorical features of new programme of study for KS3 geography and its implications for effective geography curriculum design and planning.
Journal of Elementary Mathematics Education in Korea
/
v.17
no.1
/
pp.105-128
/
2013
One of the biggest changes in 2007 Curriculum Revision is introduction of letter, equation, direct proportion and inverse proportion in fifth and sixth grade of mathematics. The purpose of this study is to provide some implications about teaching-learning method for introduction of letters, teaching and learning activities of equation between the 6th Curriculum and 2007 Curriculum Revision. The below conclusions were drawn from findings obtained in this study. First, the letter and expression were learned in fifth and sixth grade until 6th Curriculum and were learned in seventh grade in middle school of 7th Curriculum. But letter, equation are introduced in 2007 Curriculum Revision again. The overall contents of letter and expression were learned on the 'Relationship' domain in the 6th Curriculum, it were learned on the 'Letter and expression' domain in the 7th Curriculum and is learned on the 'Regularity and problem-solving' domain in the 2007 Curriculum Revision. Second, teaching method of these contents was to promise some definitions at first and then to solve exercises in the 6th Curriculum. But leaning was forced to improve student's problem-solving in the 7th Curriculum. To reduce student's pressure offers at a minimum mathematics terms and to provide problem situations to students who contact daily, it is emphasized on learner's communication in the 2007 Curriculum Revision. We want to be easily connected elementary mathematics and higher mathematics through this study about letter, equation. We recognized how we teach the letter and expression to reduce misconceptions and draw a transition from arithmetic thinking to algebraic thinking and want to be continue of another studies.
Background: To train dental hygienists to utilize knowledge in practice, an integrated curriculum based on the competencies of dental hygienists is expanding; however, in the field of basic dental hygiene the curriculum is still fragmented and based on segmented knowledge. This study developed an integrated curriculum based on the competencies of dental hygienists in Anatomy, Histology & Embryology, Physiology, which are subjects for basic dental hygiene that have high linkage and overlap. Methods: After selecting the learning objectives for the integrated curriculum from those of Anatomy, Histology & Embryology, Physiology, the duties of the dental hygienist in relation to the learning objectives were analyzed. Learning objectives were combined with the duties of a dental hygienist to derive competencies for an integrated curriculum. Referring to the syllabus and learning objectives for each subject, the weekly educational content, learning objectives, and credits of the integrated curriculum were derived. After conducting a Delphi survey to validate the competency and content of the derived integrated curriculum, an integrated curriculum was developed. Results: By using the first and second Delphi surveys, four competencies were developed for dental hygienists that can be achieved through an integrated basic dental hygiene curriculum. In addition, an integrated curriculum including the courses Anatomy, Histology & Embryology, Physiology, Structure and Function of the Human Body/Head/Neck, and Structure and Function of the Oral Cavity was established. Conclusion: This study presents a specific example for developing a competency-based integrated curriculum that can be used as a framework to derive a competency-based integrated curriculum among subjects that can be integrated according to the linkage of learning contents and the competencies that can be achieved.
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.
In December of 2009, General Guidelines of Curriculum Revised in 2009 was announced and research on corresponding mathematics curriculum revision has been initiated from that period. Finally, in August 2011, Mathematics Curriculum Revised in 2009 was announced. Based on the examination the backgrounds and the basic directions of revision newly reformed mathematics curriculum should be applied in math class effectively and efficiently. According to this purpose, this paper first of all finds out what are the major points or difficulties to be caused by managing 'Mathematics Curriculum Revised in 2009' according to the change of 'General Guidelines of Curriculum Revised in 2009'. They are i) the implementation of grade band system, ii) management of differentiated class, and iii) increasing or decreasing of 20% in math class hour. According to those three points to be changed and reinforced newly in new curriculum, this paper investigates the alternatives and policy of dealing with smoothly and efficiently those issues while solving the difficulties.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.