• Journal of the Korean Society of Physical Medicine
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• v.5 no.2
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• pp.151-164
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• 2010

Purpose : The purpose of this study was to investigate curriculums of physical therapy department in order to provide the basic data for developing educational standard. Methods : We identified the curriculums of physical therapy department in the world from January to may 2010 by internet, e-mail, fax and telephone. We compared the credits, education semesters, the names of departments, the numbers of departments for physical therapy education in all countries of the world and suggested some alternative for improvement. Results : The mean credits of 25 senior colleges were 140 and the mean credits of 22 Junior colleges were 136.6 in south Korea. The mean educational semesters and the mean credits were 9 semesters, 175.8credits of 1,363 universities in 73countries in the world. Of the 1,289 universities in the world, South Korea was ranked the fifth in the number of existing physical therapy education institutions with the number of 72. The name of department were comprised of physical therapy(1,289, 94.6%) and compound name(75, 5.4%) Conclusion : We suggest that the KAPT gradually rearranges senior college(4years), 170 creditS and consider time of community services and forms commission on accreditation in physical therapy education for developing educational standard. Also, we suggest to change the name of department into compound name because the student can have a chance to studies various subjects and get a chance to more occupations. We hope that the results of study can be helpful in order to rearrange the curriculum and the KAPT encourages the universities about following the educational standard.

• Journal of Engineering Education Research
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• v.17 no.2
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• pp.42-49
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• 2014

This study analyzed and compared the curriculum of 12 arbitrarily selected Colleges of Engineering for their professional general education. Since the Korean Accreditation of Engineering Education has existed for the last 10 years a growing need for improvements was identified and thus this study shall provide a basis for future curriculum developments of the professional general education. For this purpose the educational objectives, the syllabus, the self-assessment reports and catalogues of the 12 Colleges were reviewed and the relevance between the educational objectives of each engineering school and the learning outcomes in the professional general education were analyzed. Furthermore, by analyzing the area of subject that each College of Engineering's mechanical engineering program's professional general education focuses on, the current trend can be examined. Finally, the credit requirements and their allocation and the distribution of the professional general education over the semesters were analyzed. The results of this study were as followed; these capabilities such as creativity, professionalism, globalization, ethics, humanism, design ability, management ability, responsibility and communication are suggested as educational objectives of 12 engineering schools. But courses related to globalization, ethics & responsibility and communication skills were much more often taught. Not only do the allocated credits for the courses of professional general education differ from university to university but the distribution over the semesters vary as well.

• Educational Technology International
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• v.19 no.2
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• pp.229-254
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• 2018

Universities in Korea have driven universities' new attempts to adopt more learner-centered and active learning in English. Problem-based Learning (PBL) is one of the well-known constructive teaching and learning methodologies in higher education. Our research goal was to design and develop the optimal PBL practices for a college physics course taught in English to promote learning and course satisfaction. For four semesters, we have tried and adjusted PBL components, and looked at the trend of the exam scores and group work achievement in each semester. We found that the number of problems and the duration of problem solving are the critical factors that influence the effect of PBL in a college physics course taught in English by going through iterative implementation. The iterative process of applying, designing, and constructing PBL to physics classes was meaningful not only in that we have found the optimal PBL model for learning a college physics course, but also in that we have been reflecting on the continuous interaction with learners during the course.

• The Journal of Information Technology
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• v.12 no.3
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• pp.1-6
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• 2009

This paper has focused on the development of an educational sensor network (ESN) based on wireless sensor networks(WSN) and pervasive monitoring systems for students' activity during scientific experiments. A number of WSN systems have been proposed with integrated wireless transmission, mounted sensor boards and local processing. However, there is no trail to employ WSN on the educational field. In this paper, to facilitate research and development using wireless sensor network and multi-sensor data fusion, the educational sensor network (ESN) hardware development platform is presented. The ESN project is conducted over one semester time period (Spring Semesters). It involves approximately twenty middle school students who enrolled a gifted program in Kongju National University. Though under prepared, these students are in general highly motivated to learning specially when presented with the ESN project. An ESN project such as this is expected to provide an excellent means for teaching and learning scientific and mathematical principles.

• Journal of Engineering Education Research
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• v.25 no.2
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• pp.13-21
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• 2022

In many existing studies, the analyses on the application and effect of the project-based learning model (PBL), a student-centered teaching and learning strategy, have been emphasized and carried out in various majors and courses. This case study analyzes the effects of applying a project-based learning model to the engineering accounting course for engineering students in 2021 in the context of the COVID-19 pandemic, compared with the offline course in 2019 and the simple online course in 2020. Project team consisting of 2-3 students carried out online collaborative learning activities for solving open-ended problems through the 5-step PBL procedure including presenting the final result. Except for this online PBL application in 2021, textbooks, lecture contents, assignments, and tests were implemented the same for each semester for three years. Through lecture evaluation and survey by students, the online PBL application semester showed higher effects in inducing student-centered learning, lecture satisfaction, and student competency improvement compared to the non-applying semesters, further, it was evaluated that the online PBL application to the course and evaluation method were more appropriate than other semesters. It is expected that the online PBL method and operation procedure applied in this study can be utilized as a best practice for the design and operation of various online courses for student-centered collaborative learning activities and educational effects.

• Journal of Engineering Education Research
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• v.23 no.4
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• pp.14-21
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• 2020

The aim of this study was to establish an university informal program roadmap, and also to draw up operational plans for human resources with core technologies of the fourth industry. To do this, first we derived university informal education program draft through experts workshop, then conducted a survey regarding the female university students' perception of educational programs and their educational needs on the 4th core technology matching programs. The following main results were obtained : First, students preferred 'hands-on training' by professionals and they wanted to be trained during summer or winter holidays or the night time during semesters. Also, they thought two hours of training per session was appropriate. Regarding these results, there was no difference depending on the majors. Second, while students had highly preferred for the courses related to data analysis, Arduino programing and VR(virtual reality), those related to 3D printing modeling were less preferred. Depending on the majors, preferred courses had different priorities, but non-preferred courses were similar regardless of majors. Based on these results, the university informal curriculum model and the operation plans for the core technologies of the fourth industry were proposed.

• Journal of the Korean Dietetic Association
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• v.12 no.2
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• pp.127-145
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• 2006

The purpose of this study is to develop an educational program for Korean traditional food culture, which is consisted of diverse activity factors and educational contents of the elementary students, and to transfer Korean traditional food culture to the next generation effectively. We have developed the program on the basis of FIB(Fun Integrated Behavior) approach derived from the activity-based education theory. This program is consisted of 32 subjects related with Korean traditional food culture, which is planned to perform in special activity classes for 2 semesters. An instruction guidebook for teachers and a workbook for students have been also developed. The traditional food culture educational program which is developed in this study could be used as a practical educational tool in 'dietary life and culture class' or 'special activity class' which is recently being introduced as the nutrition education curriculum in the elementary school. Furthermore, we expect this program to be able to contribute to transferring Korean traditional food culture to the next generation and reinforcing the elementary schoolers' diet behavior through inspiring them with a realization of the superiority of Korean traditional food culture.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.1
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• pp.12-24
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• 2015

This study aimed to investigate how middle school teachers perceived major features of the 'Free Learning Semester'. In 2013, the Free Learning Semester has been proposed by Korean government to provide students with the educational programs which deals with various activities in classroom in order to increase student's learning ability. The Free Learning Semester helps students to figure out their dreams and develops their talents. The government plans to expand the Free Learning Semester to all middle schools by 2016. Since teacher's perception is an important matter in the application of the Free Learning Semester, this study seeks to document the changes in curriculum by observing the perception of teachers in the school that implemented the Free Learning Semesters and those that did not implemented the Free Learning Semesters. 172 teachers from nine middle schools in Busan that their school schedules allowed were surveyed. Two school which operated the Free Learning Semester were compared to seven schools which did not operate the Free Learning Semester. The results are summarized as follows: First, almost all (97.7%) teachers in the Free Learning Semester schools have completed a training whereas 74.6% of the teachers in the non-Free Learning Semester schools have not. The usefulness of the training was satisfactory, but the teachers in the Free Learning Semester Schools wanted more practical help with the curriculum. Second, the result, which was statistically significant(p<.05), revealed that the first grade second semester of middle school was the best time to implement the Free Learning Semester. In order for its successful establishment in schools, there needs to be a reliable and effective evaluation system. However, the results regarding the introduction and management of the new system were not statistically significant. Lastly, in the Free Learning Semester Schools, the changes in teachers' perception were statistically significant (p<.05). The results show that the teachers need the training and the teacher's community to implement the curriculum and set a basis for valuation.

• Journal of Agricultural Extension & Community Development
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• v.4 no.1
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• pp.359-370
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• 1997

The Korea National Agricultural College (KNAC) was established as a special three academic years(six semesters) course by the Presidential Act in July 1995 and opened on March 20, 1997. According to the Act, the students of KNAC are granted free boarding in dormitory, full support of educational expenses, and, after completion, exception in military service and financial support for farming, which is their obligation to do for a double period of the total school year. With these institutional favors KNAC is hight expected to bring up promising young farm managers in Korea. However, actual competitive young farm managers are brought up by the well organized education with emphasis on learning by doing approach. With the relation to the education this study was performed to review and examine present situation of faculty organization, facilities and equipments, curriculum including field training in home land and oversea's counties. This study found out that there were undesirable aspects such as unbalanced faculty members among the departments, lack of practice farm land and limited budget in field training, which should be improved to achieve the objectives of KNAC.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.23 no.4
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• pp.373-382
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• 2016

Purpose: This study was done in order to identify nursing students' professional self-concept, self-leadership and clinical competence and to analyze the correlation among the variables and the factors influencing clinical competence. Methods: The research participants were 294 senior nursing students in the nursing departments of 3 universities located in Jeollabuk-do. The students had completed 3 semesters of clinical practice. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and Multiple Regression. Results: Participants' scores for professional self-concept, self-leadership, clinical competence were $2.78{\pm}0.36$, $3.63{\pm}0.47$, $3.80{\pm}0.40$ respectively. Professional self-concept, self-leadership and clinical competence had positive correlations. Factors influencing nursing students' clinical competence included professional self-concepts in professional practice, self-expectations in self-leadership, constructive thinking, self-compensation and self-criticism in that order, and these variables explained 48%of the variance in clinical competence. Conclusion: Based on these results, it is important to develop and apply educational programs to increase professional self-concept and self-leadership in order to improve nursing students' clinical competence.