• Journal of Fisheries and Marine Sciences Education
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• v.21 no.3
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• pp.436-450
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• 2009

The purpose of this study is to analyze scope and sequence of undergraduate curricula in the department of physical education. For this purpose, this paper has used the types of undergraduate subjects, which are based on analysis tools on the scope and the sequence of the Department of Education major curriculum by Kim and Lee(2005). The major results of this study were as follows. First, the proportion of major content knowledge is far more pedagogical content knowledge. Second, the scope of Physical Education major curriculum is too much stressed on 'the subjects of major content' and on 'the subjects of specific area' than 'the subjects of major skills' and 'comprehensive problem solving'. Third, the Physical Education major curriculum has shown the specific sequence; introduction/foundation courses and theory courses, application courses orderly. Whileas, application course and synthesis course are slim to none.

• The Journal of the Korea Contents Association
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• v.19 no.9
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• pp.92-100
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• 2019

The purpose of this study is to analyze the 2019 Revised Nuri Curriculum and the 2015 Revised Curriculum for the comparative analysis of disaster safety education contents in the national level curriculum. The main results of this study are as follows: First, the content of disaster safety education for preschoolers in the 2019 Revised Nuri Curriculum was clarified as 'Knowing how to react in case of accident, fire, disaster, abuse, kidnap etc.' in 'Living safety' category of physical exercise and health sections. Second, in the 2015 Revised Curriculum, disaster safety education contents for elementary school students were found to have the difference between school year in same elementary school curriculum. For first and second graders, 'Disaster safety' was cleary presented in one of major categories of 'Living safety', which was newly created at the creative activity in the Revised 2015 Curriculum. On the other hand, for third to sixth graders, safety education is dispersed in the related subjects such as physical education, science, practical courses or in the creativity activity. Third, the safety contents in the Revised 2015 Curriculum for middle school and high school were also found to be dispersed in social studies, physical education, science, technology-home economics and creativity activity. The results of this study showed that the contents of disaster safety education in the national curriculum did not have continuity and systemicity from kindergarten to high school. Therefore, efforts should be made to ensure continuity and systemicity of disaster safety education contents when the national curriculum is revised in the future.

• Education of Primary School Mathematics
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• v.6 no.1
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• pp.11-28
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• 2002

The purposes of this study were to analyze elementary school mathematics textbooks developed in accordance with the 7th national amended curriculum and to find implications for the development of a new revised curriculum to meet the needs of the knowledge-based society. Elementary school mathematics textbooks and accompanying practice books were analyzed. Teacher's manuals were also studied to examine the intentions of the textbook developers. The two major questions were sought. First, to what degree do elementary school mathematics textbooks and practice books match with the intentions of the national curriculum\ulcorner Second, how do elementary school mathematics textbooks and practice books facilitate student's learning for understanding mathematics\ulcorner The findings were as follows. First textbooks, practice books, and teacher's manuals appeared not to reflect the intentions of the 7th amended curriculum to the full extent. Second, characteristics and roles of textbooks, practice books, and teacher's manuals were not clearly defined and therefore, they were not very feasible for teaming for understanding mathematics. The recommendations for a new revised curriculum were suggested. First, regarding the contents presented in the textbooks, the idea of structure of subject matter need to be considered in order to help students to understand connections of concepts and relationships between concepts and functions in mathematics. Second, more ill defined problems should be presented to develop problem solving ability in real life contexts in students. Third, contents for relearning and enrichment need to be reorganized to reflect students' real ability. Fourth, uses of the concrete and the manipulative need to be more realistically suggested. Fifth, more prototypes of performance assessment tasks, scoring rubrics, and portfolios need to be presented in a more teacher-friendly manner. Sixth, characteristics and roles of textbooks and practice books need to be more discernible.

• Journal of Internet Computing and Services
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• v.25 no.2
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• pp.123-132
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• 2024

The purpose of this study was to extract hierarchical learning elements in the area of 'Algorithms and Programming' in the 2022 revised secondary informatics curriculum. Intrinsic validity was secured by considering the core ideas presented in the curriculum and the content elements of 'knowledge/understanding', 'process/skills', and 'values/attitudes', and extrinsic validity of the learning elements was obtained through FGI and CVR with 25 experts. The learning elements derived from this study are 7 in the first stage, 18 in the second stage, and 26 in the third stage for middle schools, and 8 in the first stage, 23 in the second stage, and 27 in the third stage for high schools. Although the scope and size of knowledge in each stage may differ, the hierarchy of knowledge in the first stage, which is materialized in the second and third stages, provides direction on how knowledge should be taught. This study is expected to contribute to the implementation of the new curriculum in schools and to improve teachers' understanding of the curriculum.

• Journal of Technologic Dentistry
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• v.43 no.3
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• pp.106-116
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• 2021

Purpose: This is to provide fundamental resources for the improvement in the department of dental technology curriculum which will ensure effective preparation for the license examination for dental technicians as well as improvement in the students practical skills. Methods: Research analysis was conducted regarding the 2020 academic curriculum table of the department of dental technology established in 19 universities nationwide, from 5th of October 2020 to 30th of November 2020. Results: Research of the ratio of the establishment credit of the 3-year-course major in department of dental technology to the establishment credits of the license examination subjects showed, second semester of the first year (p<0.05), by academic discipline the whole first year (p<0.05) and second semester of first year, to be statistically significant. Conclusion: Hence, it can be concluded that there is a need for the management of a curriculum with distribution of adequate subjects according to academic year and semester, in order to satisfy not only the preparation for the license examination for dental technicians, but also students' academic desires.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.105-128
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• 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.

• Journal of Industrial Convergence
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• v.18 no.2
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• pp.45-50
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• 2020

The purpose of this study is to analyze relationships among essential keywords in curriculum. The number of 1,935 keyword was collected from 644 manuscripts published between 2002 and 2019. For data analysis, this study selected softwares of KrKwic and KrTitle to compose a 1-mode network matrix and UCINET 6 and NetDraw to implement network analysis and visualization. Results are as follows. First, the frequency of keyword was curriculum, curriculum development, national curriculum, competency-based curriculum, 2015 revised national curriculum, curriculum implementation, understanding by design, competency, teacher education, school curriculum, and IBDP from highest to lowest. Second, degree centrality was curriculum development, curriculum, competency-based curriculum, national curriculum, 2015 revised national curriculum, understanding by design, competency, key competency, high school curriculum, textbook, curriculum implementation, teacher education, and IBDP from highest to lowest.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.277-290
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• 2010

This study reviewed elementary school teachers' opinions on the integrated curriculum in terms of the 2007 curriculum draft revision, as well as surveying their requests in regards to the 2009 curriculum draft revision. This study was conducted by means of questionnaires with 183 elementary school teachers. Most agreed that a theme-based-integrated curriculum was better than studying separate subjects, but most also argued that it takes considerable time reorganize and implement the integrated curriculum. Successful implementation also requires further teachers' training and their cooperation. The theme-based texts have already been in use from 2009 for first and second grades. Teachers prefer training courses which focus on the integration of the subjects, understanding the nature of each subject and sharing ideas and tips. Such training can assist in identifying the gaps between the curriculum plans and real classroom applications. Furthermore it can present clear guidelines to help ensure that the curriculum is organized effectively and well managed. Networks of specialized personnel or programs were also found to be very good resources both in and out of school.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.80-89
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• 2017

The purpose of this research is to consider whether current science textbook is designed to let children properly obtain scientific knowledge through research study and at the same time provide an implication to help development of science textbook for the 2015 revised curriculum through comparing and analyzing of illustration in science textbooks of grade 5 and 6 published based on the 2007 curriculum and on the 2009 revised curriculum. The conclusion of comparison and analysis on illustration of the grade 5 and 6 science textbooks in the 2007 curriculum and the 2009 revised curriculum as follows. First, according to the comparison and analysis result on in the textbook, science textbook of year 2009 revised for grade 5 and 6 had 1.65 illustration per page and for the 2007 curriculum, it had 1.98 illustrations per page having 0.83 times more illustrations than that of the previous one. Second, the types of illustrations both textbooks had a higher ratio of pictures that are very detailed and objective which can identify scientific facts. In terms of role of illustration, illustrations providing various and realistic data related to the learning for students to have enough scientific experiences accounted for the most ratios.

• Journal of dental hygiene science
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• v.22 no.2
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• pp.115-125
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• 2022

Background: In the dental hygiene curriculum, efforts are being made to introduce an integrated curriculum based on the competency of a dental hygienist. Because there is a connection and overlap in learning contents between Dental Nutrition and Oral Biochemistry, which are basic dental hygiene subjects, it is possible to integrate these two subjects. This study aims to derive Nutritional Biochemistry as an integrated curriculum for Dental Nutrition and Oral Biochemistry, and to develop learning goals and competencies for Dental Nutritional Biochemistry. Methods: The learning contents of the integrated curriculum were composed by referring to the contents of the Dental Nutrition and Oral Biochemistry textbooks, and learning goals were derived from the learning contents. Moreover, competency was developed by analyzing the duties of a dental hygienist that can be performed through the learning goals. The Delphi survey was conducted twice to verify the content validity ratio (CVR) of the competence and the learning goal of the integrated curriculum. Results: In the first Delphi survey, the CVR for two competencies was 0.56 or higher. Moreover, it was revised based on expert's opinions, and as a result of the second Delphi survey after the revision, the CVR was either increased or maintained. Eighty-five learning goals were derived by referring to the textbook. According to CVR and expert opinions, after the first Delphi survey, the number of learning goals was reduced to 69. After the second Delphi survey, 68 learning goals were finally derived. Conclusion: The development process of the integrated curriculum conducted in this study can be utilized for integration between subjects in basic dental hygiene.