• 대한가정학회지
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• 제46권6호
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• pp.115-122
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• 2008

In today's college curriculum, fashion illustration courses are regarded as fundamental sources of knowledge in the fashion industry and the fine arts. The purpose of this study was to critically examine current curricula and educational objectives of fashion illustration courses offered by domestic fashion-related universities and academic institutions, in order to help the development of more effective tertiary level fashion education. Based on the results of data analysis, we suggest the following recommendations: Firstly, university courses should focus on drawing-centered fundamental education. Secondly, design education linked to fashion illustration should be strengthened. Thirdly, creativity-boosting design education is necessary. The range of curricula that could foster creativity and problem-solving skills in professionals should be enlarged, and future education should place emphasis on lateral and creative thinking. The result of this study are expected to contribute to the development of better curriculum in fashion-related education.

• 한국과학교육학회지
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• 제23권4호
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• pp.386-400
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• 2003

This paper presents an analysis of the Developmental Approaches in Science, Health and Technology (DASH) program, a K-6 curriculum developed by the Curriculum Research & Development Group (CRDG) at the University of Hawaii employing the curriculum analysis framework created by Posner. Using this framework the analyst found that the DASH design is based on the research on learning, teaching, and assessment now driving efforts to reform science education at the elementary level. DASH embraces the constructivist idea that learning is a personal and social process and the recapitulation model that new concepts are built out of theories previously learned. DASH provides an understandable, exciting, and memorable experience in the operations of science, health, and technology, and develops their capacity to use the skills and knowledge of science, health, and technology both in and outside school. A number of studies of DASH have examined its functionality, effectiveness of pedagogy and what students learn. The innovative nature of DASH necessitated a multidimensional assessment that included both quantitative and qualitative research techniques. Ongoing development of the DASH program in the research setting of a university laboratory school permits ever deeper connections with emerging curriculum theory and curriculum practice, and allows new linkages as ideas are tested in research classrooms.

• 의학교육논단
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• 제15권3호
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• pp.151-158
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• 2013

Patient safety is achieved through systematic improvement based on the knowledge and willingness of medical professionals. A systematic longitudinal curriculum for patient safety is essential to prepare medical students and professionals. The purpose of this article is to introduce our experience with a 'workshop for developing a patient safety curriculum' and to compare the results with previous studies. The workshop comprising 15 medical professors and patient safety experts met for 2 days. The Consensus Workshop method was applied, collecting opinions from all of the members and reaching consensus through the following stages: context, brainstorm, cluster, name, and resolve. The patient safety curriculum was developed by this method, covering patient safety topics and issues, and teaching and assessment methods. A total of 7 topics were extracted, 'activities for patient safety, concepts of patient safety, leadership and teamwork, error disclosure, self-management, patient education, policies.' Issues, teaching methods, and assessment methods were developed for each topic. The patient safety curriculum developed from the workshop was similar to previous curricula developed by other institutions and medical schools. The Consensus Workshop method proved to be an effective approach to developing a patient safety curriculum.

• 한국초등과학교육학회지:초등과학교육
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• 제43권2호
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• pp.284-300
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• 2024

이 연구의 목적은 2022 개정 초등학교 과학과 교육과정의 성취기준 진술을 분석하여 곧 적용될 교육과정의 성취기준을 구체적으로 파악하는 것이다. 이를 위해 Bloom의 신교육목표분류체계에 기초해 초등학교 전체 성취기준의 진술을 분석하였다. 연구의 결과는 다음과 같다. 첫째, 성취기준의 진술이 특정 지식 차원과 인지과정차원에 편중되어 있다. 이는 2022 개정 교육과정의 목표와 과학과의 교수·학습 방향에 부합하지 못하므로 다양한 유형의 활동과 탐구 학습이 가능한 성취기준을 개발해야 한다. 둘째, 학년군별 지식 수준과 인지 수준의 위계화가 필요하다. 상위 학년군에서 오히려 하위 지식·인지과정 차원이 차지하는 비율이 증가하였으므로 체계적인 위계화를 고려해야 한다. 셋째, 성취기준 서술어를 다양하게 사용할 필요가 있다. 특정 서술어에 의존하는 경향은 이전 교육과정보다 줄었지만, 한두 차례만 사용한 서술어가 절반 정도를 차지하므로 다양한 서술어를 균형 있게 사용할 필요가 있다. 이 연구의 결과를 2022 개정 초등학교 과학과 교육과정에 따른 초등학교 과학 교과서의 성취기준에 반영하도록 성취기준 진술의 설계를 논의할 필요가 있다. 후속 연구로 과학 교육의 성격과 목표, 내용 요소를 고려하여 초등학교 과학 교육에 적절한 성취기준의 진술 방식 탐색 및 과학과 전체 교육과정의 위계성과 연속성 분석을 위한 중·고등학교 과학과 교육과정의 성취기준 비교 분석을 제안하였다.

• 한국융합학회논문지
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• 제11권4호
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• pp.221-231
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• 2020

우리나라 국가직무능력표준(NCS)에서 직무능력은 현업에서 업무를 수행하는데 필요한 스킬이나 기술 외에도 조직의 구성원으로 갖추고 있어야 할 공통능력, 해당 직무를 수행하는데 필요한 지식, 기술, 태도, 가치관 등을 포함하는 개념으로 정의하고 있다. 본 연구에서는 최근 국내에서 발표된 NCS기반 교육관련 연구논문을 중심으로 NCS기반 교육과정의 설계와 운영, 각 개별 NCS기반 교육과정 설계에 포함되어야 할 직무능력 구성요인, NCS 도입 및 확산을 촉진시킬 수 있는 핵심요인,NCS기반 교육·훈련과정의 긍정적 효과 및 부정적 효과 등으로 구분하여 간략히 요약해 보고자 한다. 이를 바탕으로 교육적 시사점을 살펴보고 전문대학에서의 NCS기반 교육과정 확산의 당위성을 논의해 보고자 한다. 또한 상당한 관련 데이터가 축적되고 NCS확산의 중추적인 역할을 할 수 있는 한국산업인력공단과 NCS 웹사이트의 기능과 역할을 살펴보고 전문대학의 교육강화 측면에서의 몇 가지 제안점을 제시한다.

• 수산해양교육연구
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• 제12권1호
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• pp.83-97
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• 2000

This article refers to the processions and the improvement of the 7th revised curriculum development for the Fisheries and Merchant Marine High School, published at Dec. 30, 1997. The general point of the 7th revised curriculum development was to cultivate creative Korean who will lead the epoch of globalization and information and to perform the learner-centered curriculum. Moreover, it defines the nature of Business High School not as completive but as continuing education. Based on this view, the improvment of 7th revised curriculum has been searched in varous sides. The group of general researchers and cooperators consisted of 12 members who were of university professors, teachers, related business men and executives in the administration branches, and the total researchers of 7th revised curriculum development were 90 members. The basic orientation of the research for the revised curriculum development was as following : The improvement of basic ability, job-analysis ability, integrity of theory and practice, acquisition of the certificate of national qualification, interrelation and cooperative role division between school and industrial fields, extension of self-decision ability of school and local society, protection of learner-selection right and maintaining close relations with the business-educational organization under life-long education system. Thus on the whole, the research for educational goals and contents, instructions, learning theory and evaluation is being processed with a high activity, based on the above mentioned plan of 7th revised curriculum development. At the same time, the methods and the models are being investigated. At last, it is to be noted that, in such as the 7th revised curriculum development research in this case, the effort should not be spared to harmonize the basic technological knowledge of the specialists in the Fisheries and Merchant Marine field and the cultural, liberal arts of personality education.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제1권1호
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• pp.13-22
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• 1997

Cognitive psychology has provided valuable theoretical perspectives on learning mathematics. Based on the metaphor of the mind as an information processing device, educators and psychologists have developed detailed models of competence in a variety of areas of mathematical skill and understanding. Unquestionably, these models are an asset in thinking about the curriculum we want our students to follow. But any psychological paradigm has aspects of learning and knowledge that it accounts for well, and others that it accounts for less well. For instance, the paradigm of cognitive science gives us valuable models of the knowledge we want our students to acquire; but in picturing the mind as a computational device it reduces us to conceiving of learning in individualist terms. It is less useful in helping us develop effective learning communities in our classrooms. In this paper I review some of the significant accomplishments of cognitive psychology for mathematics education, and some of the directions that situated cognition theorists are taking in trying to understand knowing and learning in terms that blend individual and social perspectives.

• 의학교육논단
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• 제19권3호
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• pp.115-120
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• 2017

Despite the importance of how the premedical education curriculum is organized, the basic direction of the curriculum has not been evaluated at a fundamental level. In order to explore the basic directions of the premedical education curriculum, this study examined medical education as a university education, the historical basis of premedical education, and the direction of the premedical education curriculum. Historically, as medical education was incorporated into the university education system, premedical education developed based on basic science and liberal arts education. Accordingly, the direction of the premedical education curriculum began to split into two approaches: one believing in a basic science-based education intended to serve as the foundation of medical training, and the other believing in a liberal arts-based education intended to cultivate the qualities of a doctor. In recent years, however, the binary division in the direction of premedical education has ceased to exist, and the paradigm has now shifted to an agreement that premedical education must cultivate the basic scientific competence required for learning medical knowledge as well as the social qualities that a doctor should have, which are cultivated through the liberal arts. Furthermore, it has been asserted that the direction of premedical education should move toward the qualities that will be required in the future. With the fourth industrial revolution underway, the role of doctors is now being re-examined. This means that today's medical education must change in a future-oriented way, and the direction of the premedical education curriculum must be on the same page.

• 대한수학교육학회지:수학교육학연구
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• 제12권1호
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• pp.145-162
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• 2002

In this study, on the basis of the seventh national mathematics curriculum, the achievement standards were developed to specify the objectives and contents of teaching-learning and the assessment standards were also developed to differentiate students' levels of achievement at school mathematics. The achievement standards were developed on the following guidelines; 1) to present the minimum standards based on the national curriculum, 2) to develop the standards based on the order of curriculum, 3) to suggest the minimum but ultimate achievement target, 4) to comprise not only of the intellectual but also of psychological spheres such as knowledge, function, attitude, aptitude, etc., and 5) to suggest the standards comprehensively and concretely. The standards were developed on the basis of the middle areas of contents of the curriculum in order not to be too comprehensive, nor to be too detailed. Learning activities, on the other hand, were provided for the assistance of instructions with emphasis on creativity rather than on the routine instruction. The assessment standards were established based on the following principles; 1) to establish the assessment methods, contents, and situations which are to be used for assessment, 2) to establish the criteria of classifying the assessed into the upper, intermediate and lower levels, 3) to develop the assessment standards in a proportionate balance to achievement standards, 4) to establish the intermediate level as a standard, and 5) to establish the minimum level in the contents, concepts, values and attitudes of basic learning. This study also suggested the exemplary test items including short-answer and open-ended questions while putting emphasis on students' real performance to increase their ability in solving problems rather than in calculating. In addition to the test items, it introduced the grading system developed to grade the items with concrete guidelines and to report students' achievement on doing mathematics.

• 한국지역사회생활과학회지
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• 제20권1호
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• pp.51-59
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• 2009

This study was performed to investigate the effect of food and nutrition label education on the perception and utilization of nutrition labels on food packaging, and to suggest the importance and necessity of food and nutrition label education in the school curriculum. 811 junior-high school students participated in this study and completed self-administered questionnaires regarding general characteristics, and the perception and utilization of nutrition labels. Knowledge of nutrition labels was tested by 13 questions on the questionnaire. Data was analyzed (using SAS package program) based on the educational experience with nutrition labels. Significant differences in each variable were tested using the $X^2$-test and t-test. Students who had learned about the food and nutrition labeling system had more knowledge of nutrition labels and were more likely to check the nutrition label before purchasing food. In addition, students who had been educated about food and nutrition labels in the school curriculum had a significantly higher understanding and recognition of the nutrition label system. These results suggest that education concerning the food and nutrition label system increased the students' interest in nutrition labels and helped them choose healthy food. Therefore, it is necessary to include an education program about food and nutrition labels in the school curriculum to help students use label information and make healthy dietary choices.