• Journal of Korean Home Economics Education Association
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• v.10 no.1
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• pp.171-183
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• 1998

The purpose of this study were to see the concept of creativity for the application to the home economics subject and to analyze the home economics textbooks required by the 6th curriculum in a viewpoint of the development of creativity. To achieve these purposes, the learning unit of making necessaries of 8 different home economics textbooks for middle school were compared in the point of titles of learning unit, learning objectives, contents of learning unit, study problems, and exercises. The results of this study were as follows : 1) For the learning objectives, most of home economics textbooks were focused on the basic knowledge and basic skills education rather than the creative thinking and creative problem solving. 2) For the contents of the textbooks, all of home economics textbooks were fixed by the materials and making steps for education of basic skills. So, it was found that the creativity of students could not developed. 3) For the study problems, most of home economics textbooks had some posibility of developing the creativity of students, relatively. 4) For the exercises, most of home economics textbooks had limited posibility of developing the creativity of students.

• Journal of Korean Library and Information Science Society
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• v.40 no.1
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• pp.451-469
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• 2009

This paper analyzed four large scale studies on the impact of school libraries on students' learning. It identifies how students benefit from their school libraries and how the libraries contribute to the educational goals of the schools. The four studies were the 'National Power' project study, the Scotland study, the Ohio study, and the Delaware study. These studies developed frameworks for evaluating the impact of school libraries on learning, which give insights on how educational objectives and experiences are related with each other and what indicators are available to measure their impact on learning. Basing on Bloom's Taxonomy of educational objectives and Kuhlthau's model of information search process, the educational objectives of the frameworks included cognitive, affective, and psychomotor/physical domain, plus interpersonal domain. The four studies used such research methods as case studies, observations, interviews, focus group discussions, log data analyses in order to identify various learning experiences and impacts.

• Hwankyungkyoyuk
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• v.14 no.2
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• pp.40-50
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• 2001

To meet the objectives of environmental education, teachers especially have to perceive the importance of environmental education, comprehend various characteristics of teaching/learning methods, and be able to conduct classes by choosing proper teaching/leaming methods in accordance with a specific purpose and educational focus about environmental education. Therefore, it Bs necessary to investigate the current status of Korean environmental education and provide teachers with appropriate environmental teaching/leaming methods. To this end this study aims to examine Korean science teachers'perceptions'on environmental education and the kind of teaching/learning methods which can be utilized in environmental education. Teachers who completed the survey were 135 science teachers from middle and high schools in Seoul, and 126 social science teachers from Kyoungki province. The majors of the science teachers were in physics, chemistry, biology, geology, and earth science. Also, there was one teacher who majored in special education. For social science teachers two majors were common, geography and general sociology. After analysis of the data from the surveys the results are as follows. First, science and social science teachers in middle and high school recognized the necessity of environmental education in school education. Second, most teachers had applied environment related topics to their subject of study occasionally, but they mostly concurred that environment related contents should be included in their textbooks. Third, science teachers agreed that field trip, discussion, and the STS approach were the most proper methods for environmental education, and social science teachers agreed that field trips, inquiry, and discussion were the most appropriate methods for a teaching environment. They realized that they should decide good teaching-learning methods appropriate to the objectives and content needed for effective environmental education as they selected different teaching-learning methods according to detailed environmental objectives and contents in their textbooks.

• The Journal of Korean Academic Society of Nursing Education
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• v.3
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• pp.26-33
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• 1997

Problem-Based Learning(PBL) is at the forefront of educational reform. The acceptance of PBL as an educational approach with wide application represents a major change in thinking about educational processes and their relationships to the wider community. In 1969, PBL as a method was introduced at the Medical School of McMaster University in Hamilton, Canada. The most important advantages in PBL are acquiring knowledge that can be retrieved and applied, learning to learn(self-directed learning) and learning to analyze and solve Problems. PBL is widely used within the sector where it had its origin, namely health profession education. A generally accepted starting point in the development of a problem-based curriculum is the set of professional competencies of future graduates, which describe the typical problems professionals have to deal with. Formulating learning objectives highly depends on the format and content of the presented problems. Contrary to that, in a classic course in higher education, it is customary that teachers express objectives in a compulsory subject matter. Curricula which advocate problem-based learning generally use case studies in the form of paper cases, simulations and real patients with the intention of stimulating classroom discussion of clinical and basic science concepts within a problem-solving framework. One goal of using paper cases is to stimulate the learning of basic science within a clinical situation. Through self-directed study the students solve problems and explore the psycho-social dimensions within the cases. The general outcome based on the program evaluation research of PBL is that PBL students respond positively about the learning experience. In summary, PBL is a curriculum design and a teaching/learning strategy which simultaneously develops higher order thinking and disciplinary knowledge bases and skills by placing students in the active role of practitioners(or problem solvers) confronted with a situation(ill-structured problem) which reflects the real world.

• Journal of dental hygiene science
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• v.24 no.1
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• pp.37-53
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• 2024

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.

• Journal of Korean society of Dental Hygiene
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• v.2 no.1
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• pp.43-61
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• 2002

The purpose of this study was focus on development of educational objectives by using oral health education in the elementary school from now on. Based on the results of analysis compared with a model of educational objectives and contents by reflecting the programs for analysis were the oral health education programs of the Ministry of health and social Affairs in Korea, and the programs of two states in u.s. in order to construct goals and contents of oral health education in school. The results in this study can be arranged as follows: First, an analysis on the educational objectives of dental health education program resulted that, from a viewpoint of Bloom's taxonomy of educational objectives, in case of domestic, most learning objectives expressed in the handbook of Ministry of Health and social Welfare were given too much emphasis to the cognitive domain of 37 an items in all. Affective domain were appeared the lack of balance of the development domain. Second, the result of analysis for the programs of two states of America, the cognitive domain were the most abundant of 48 an items in all, and were not significantly different to those of Korea in the form of objectives domain or statement. However a big different was shown that they organized the same objectives domain as a pattern of repeating and deepening at every grade. Third, in this study, 10 educational objectives of dental health education were established, based on the result of analyzing those existing educational programs as central figure. Those are oral cavity, brushing, nutrition of teeth, fluoride, flossing, teeth injury, dental decay, periodontal disease, malocclusion, routine dental visits. And general objectives and specific objectives of each learning area were stated and arranged grade by grade.

• Journal of The Korean Association For Science Education
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• v.4 no.2
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• pp.64-73
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• 1984

This study aimed at identifying the characteristics of current science curriculum in several countries in terms of its format, aims and objectives, contents and guidelines and discussed about therm. The curricula were collected from 9 countries- The United States of America(5 states), Canada(4 Provinces), England, West Germany, France, Australia, Newzealand, Japan and the republic of China. Each country had her own characteristics of science curriculum, but there also common characteristics among several countries. First, the format of science curricula in eastern countries were very different from those of western countries. The western countries had the curriculum format which included characteristics and needs of science education, philosophy and background, aims and objectives, contents, characteristics of learners, teaching and learning strategy, teaching materials, guide of experiments, evaluation methods, and other concrete informations while eastern countries had the curriculum format which included only objectives, contents and guidelines. I think that the format of science curriculum in western countries is more recommendable than that of eastern countries. Second, the aims and objectives of science curricula in eastern countries focused on scientific knowledges and concepts, while those of countries emphasized scientific methods and attitudes. Third, the contents of science curricula were very similar regardless of eastern countries or western countries. In other words, all the countries in this study emphasized life science and earth science at lower grade level and physical science at upper grade level. Especially the observation and concrete learning activities were suggested at lower grade level and logical reasoning was emphasized at upper grade level. I think that the integrated (topic-centered) science curriculum is more recommendable than our current non-integrated science curriculum in lower grade levels. Finally, the guidelines of science curriculum in eastern countries did not suggest specific information about teaching contents, experimental methods, teaching-learning activities, evaluation methods, teaching and learning meterals, while those of western countries provided more specific information which teachers could utilize very effectively.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.224-230
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• 2022

The intent of this paper is to unveil the effectiveness of different learning environments (traditional, electronic, blended) in educational institutions through a set of dimensions: an introduction to traditional education and e-learning, the importance and objectives of e-learning, the difference between e-learning and traditional education and teachers' roles in e-learning, the challenges facing the use of e-learning. It also introduces blended learning, providing an account about its emergence, concept, importance, the difference between blended learning and e-learning, the advantages of blended learning, and the challenges confront using blended learning.

• Asia Marketing Journal
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• v.17 no.1
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• pp.27-53
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• 2015

Learning organization has been an important issue in both management and marketing areas. Also learning capability is a key construct of innovation process in a firm. Especially, in marketing context, several researchers have studied market-based learning and its relation with performance. Previous studies have shown that market-based learning has a positive impact on overall firm performance. However, there has been inconsistency in the concept of market-based learning itself and its relationships with antecedents and consequences. Given this conflicting and inconsistent results of previous research, this study has two main objectives. First, this paper proposed a conceptual framework that marketbased learning has two types of processes and each types of market-based learning will generate different types of performance. Second, the mediating role of marketing capability in learning-performance link is proposed. The proposed conceptual framework shows that organizations which have marketbased learning for innovation management can enjoy ambidextrous firm performance on both side of effectiveness and efficiency via marketing capability. Moreover our research model proposes key drivers of market based organizational learning.

• Educational Technology International
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• v.22 no.2
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• pp.255-283
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• 2021

In the early 2020, COVID-19 changed the traditional way of teaching and learning. This paper aimed to explore the impact of college students' perception of course quality on their online learning satisfaction. A total of 4,812 valid samples were extracted, and the difference analysis and hierarchical regression analysis were used to make an empirical analysis of college students' online learning satisfaction. The research results were as follows. Firstly, there was no difference in online learning satisfaction among students by gender and grade. Secondly, learning assessment, course materials, course activities and learner interaction, and course production had a significant positive impact on online learning satisfaction. Course overview and course objectives had an insignificant correlation with online learning satisfaction. Thirdly, the total effect of online learning satisfaction was as follows. Course production had the greatest effect, followed by course activities and student-student interactions, followed by course materials. It was the learning evaluation that showed the least effect. This study can provide empirical reference for college teachers on how to continuously improve online teaching and increase students' satisfaction with online learning.