• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.758-773
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• 2004

This paper advances the thesis that the barrier separating curriculum theorists and practitioners is more than a difference in experiential and methodological orientation and is in part a product of a lack of appreciation of the complexities involved in curriculum development and dissemination. Discussed here is the possible use of engineering theory to facilitate meaningful communication and understanding about products and development. This work is an extension of the observation that curriculum development and dissemination can be characterized as an engineering process and shows how engineering theory provides connectivity between the multiple embedded domains of theory and of practice. To illustrate the thesis this paper offers an analysis of the Developmental Approaches in Science, Health, and Technology (DASH) program that has employed engineering theory in curriculum construction and dissemination. In this study, the role and place of engineering theory as applied to the DASH program is discussed to show how the components were designed and assembled into a fully functional curriculum and dissemination system. Engineering theory is presented as an interfacing organizer with the potential to facilitate meaningful communication between theorists and practitioners.

• Journal of Korean Academy of Nursing
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• v.33 no.3
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• pp.376-385
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• 2003

Purpose: This study was conducted to develop gerontological curriculum model which reflects the need of Korean society. Method: Three round Delphi survey method was applied to find consensus of gerontological nursing competencies (knowledge, attitudes and skills) for graduates of nursing schools from the panel of gerontological nursing practice experts. Important concepts in gerontological nursing were delineated from literature review and discussions of gerontological nursing educators. Based on these results the gerontological nursing curriculum model was developed and course structure outlined by the researchers as a group. Result: As the result of delphi survey, 32 items of knowledge, 29 items of attitude, and 21 items of skill were identified. The curriculum model constructed around a cube with three plane- functional capacity levels, settings, and nursing practice. Specific knowledge, attitudes and skills for gerontological theory and practicum course were suggested. Competency items were assigned to theory and/or practice. Conclusion: A curriculum model for gerontological nursing has been developed by a group of gerontological nursing educators. The curriculum model should be further tested and developed with detailed theory and practicum course outline and textbooks.

• Journal for History of Mathematics
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• v.13 no.1
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• pp.77-84
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• 2000

In this paper we study the process of changes on the arithmetic education curriculum of elementary school in Japan. The arithmetic education curriculum have been developed through experience-centered curriculum, discipline-centered curriculum into humanistic curriculum, and its pedagogical background is based on the theory of J. Dewey, J. Bruner and J. Piaget, respectively.

• Journal of the Korean housing association
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• v.22 no.3
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• pp.73-82
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• 2011

The purpose of this study was to develop the curriculum of spatial convergence studies for the major field of housing and interior design. Documentary research and content analysis methods were used in this study. Data drawn from internet homepage of each universities which were 20 colleges the major field of housing and interior design and 160 colleges of architectural design, and public institutions the MLTM and the KRIHS. The major results of this study were as follows. 1) Government has been supported the specialized graduate school of spatial information and the university which they have spatial information curriculum during 5 years. 2) The department of spatial information has been educated the theory and practice about spatial issues in order to train the spatial specialist helpful to the new growing industry. 3) There were little changed curriculum which has related to the department of housing and interior design. The half of their curriculum were housing project and interior design. The spatial convergence studies educational program should be grow up step by step. The first is basic level to learn the basic theory of spatial studies for example the spatial introduction or the housing and the second is low level to learn the depth theory of spatial studies for example the design I or the housing development. The third is middle level to apply the depth theory of spatial studies for examples the design II, III or housing policy and institutions. And the last is high level to practice the depth theory of spatial studies for example housing construction or internship.

• Women's Health Nursing
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• v.10 no.2
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• pp.109-118
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• 2004

Purpose: The purpose of this study was to develop a specialized education curriculum aimed at helping nurses prepare for running and managing a Maternal-Child Health Center (Postpartum Care Center). Method: This study was conducted by an academy and industry joint research group consisting of professors of Nursing, and nurses actually running a Postpartum Care Center. The group compiled job descriptions of nursing through document research, interviews and observation during site visits, surveys, and seminars. They then performed a feasibility study and developed the final curriculum. Result: The education curriculum is a 32-week(2semester) program compromised of a theory part (12 credits, 180 hours) covering maternal and infant care and business start-up and field practice (3 credits, 45 hours). Courses in the theory part include an antenatal care, overview and details of maternal care, starting a business and its management. Of these courses, the overview of a maternal care course was developed with web-based contents. Field practice is designed to give students opportunities to visit Postpartum Care Centers, observe the care provided, and get hands-on experience. Conclusion: The specialized education curriculum is a 32-week course comprised of 12 credits on theory of antenatal care, overview and details of maternal care, infant care, starting and operating a business and 3 credits of field practice.

• Hwankyungkyoyuk
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• v.14 no.1
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• pp.127-144
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• 2001

This paper presents an analysis of the Teaching and Learning for a Sustainable Future (TLSF) program, an innovative teacher education and regular professional development by the United Nations Educational, Scientific and Cultural Organization (UNESCO) employing the curriculum analysis framework created by Posner. Using this framework the analyst found that the TLSF design is based on good research in regard to learning, teaching, and assessment now driving efforts to reform environmental teacher education. Ongoing development of the TLSF program in the research setting of an international level permits ever deeper connection with emerging curriculum theory and curriculum practice and allows new linkage as ideas are tested in research classrooms.

• Journal for History of Mathematics
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• v.11 no.1
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• pp.10-18
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• 1998

Mathematics Education have been developed through experience-centered curriculum, discipline-centered curriculum into humanistic curriculum, and it's pedagogical background is based on the theory of J. Dewey, J. Bruner and J. Piaget respectively.

• Research in Mathematical Education
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• v.11 no.1
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• pp.53-63
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• 2007

Mathematics curriculum reform is very important, and it can be understood well by power. This paper uses the extended Foucault's power theory as foundations to view mathematics curriculum reform. The research's case is China's ongoing mathematics curriculum reform. Through analyzing the power relationships in China's ongoing mathematics curriculum reform, the paper thinks that power's balance is very important in mathematics curriculum design, because it will affect the designed curriculum.

• Journal of National Security and Military Science
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• s.15
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• pp.87-116
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• 2018

This study is a study on applying the teaching-learning theory of education to military school education. For the purpose, the theories of constructivist, cognitive, and behavioral theories of teaching-learning theory are reviewed and applied to military school education. The application of teaching-learning theory to military school education suggested the application of constructivist, cognitive, and behavioral education methods to each core curriculum and OBC curriculum. In addition, Gagne's 9th instructional design model of teaching and learning theory was applied in school education design. Applying the teaching-learning theory of education to military, discussion of situation education is constructivist education method, L&T education is cognitive education method, mastery education is behavioral education method, teaching principle, applicable education method. Based on the teaching-learning theory presented in this study, it is expected that the design of military school education and the application of education method will achieve the goal of more effective military school education.

• Proceedings of the Korean Institute of Interior Design Conference
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• 2005.05a
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• pp.255-256
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• 2005

For the students who specialize in interior design irrespective of their color susceptibility, it is prerequisite to precede a systematic curriculum in the first place on how to put the color theory to practical use. Therefore, this curriculum has its purpose to let the students study on how to put to practical use of their understanding of color as one of the finishing materials for interior design. The 16-weekschool days has been segmented into a theoretical study and practical training, This thesis has summed up the basic instance of the color theory, the first of the three basicpractical courses and presented its results to the students. In due course of this curriculum, the students were recommended to pick up one photo image of their selection out of which they could make out color palette based on their analysis of the photo image, so that they could study on how to apply their color palette to a three dimensional space. Firstly, through this course, they could experience the process for a color image that they had so far sensed subjectively and vaguely to become an objective inevitable result. Secondly, they studied on the process of how a two-dimensionalcolor image could be applied for a three-dimensional space. It is significant of this curriculum in the sense that the students become prepared through this study course with essential knowledge applicable to various interior designs in their future.