• The Journal of Korean Association of Computer Education
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• v.16 no.2
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• pp.1-8
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• 2013

Internet ethics education in school is very necessary for young people to use the Internet properly and to be able to utilize information and communication technology well. However Internet ethics education for the would-be teachers is very insufficient. Therefore, it is very important that teacher training institutions to train teachers operates Internet ethics curriculum and teaches it to would-be teachers. In this paper, we analyzed the operating status about Internet ethics curriculum in teacher training institutions in which open a major in computer related education. As a result, only less than 30% of the entire teacher training institutions are operating to have the curriculum. So, in order to solve the problem, Internet ethics curriculum in teacher training institutions should be strengthened and we should have applied it to other curriculum in other major. In addition, training and retraining to the teachers for Internet ethics should be strengthened.

• The Korean Journal of Emergency Medical Services
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• v.21 no.2
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• pp.17-37
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• 2017

Purpose: This study describes current curricula for paramedic students in South Korea and proposes a standardization of the curriculum. Methods: Data were collected from 38 colleges and universities from March 1 to 31, 2016. Descriptive statistics were calculated using SPSS 23.0. Results: The proposed standard curriculum was below. Requisite liberal arts consisted of 2 subjects and 6 credits including biomedical ethics, communications and human relationships. Common major subjects were composed of 6 areas, 22 subjects, and 78 credits. The areas of basic medicine consisted of 6 subjects and 16 credits including medical terminology. Introduction to paramedicine consisted of 3 subjects and 7 credits. Emergency patient management consisted of 2 subjects and 9 credits. Particulars to paramedic care consisted of 8 subjects and 31 credits. The law area consisted of 1 subject and 3 credits. Other major areas consisted of 2 subjects and 12 credits including integrated simulation and physician assistance. Common field practice area consisted of 3 to 4 subjects and 9 to 12 credits. Conclusion: It is important to establish and adapt a standardized curriculum for paramedic students in order to ensure competence and to provide high quality emergency medical services.

• Journal of the Korea Convergence Society
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• v.10 no.3
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• pp.115-125
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• 2019

This study aims to find ways to qualify lifelong education professionals for the disabled based on the convergence curriculum between the "department of vocational special education in university-educated graduate school" and "major department". The research method was composed of a combination of literature analysis and expert meetings. The research contents include the qualifications for the training course for the lifelong education professionals for the disabilities established in the convergence curriculum after accumulating the teaching experience in the majors that can be restructured as lifelong education institutions for the disabled. In addition, the focus of the curriculum of the "department of vocational special education in university-educated graduate school" should be improved in order to foster and integrate lifelong education professionals for the disabled. The results of the study concluded that the functional relationship between vocational special education and lifelong education for the disabled was established.

• Journal of The Korean Association of Information Education
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• v.23 no.1
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• pp.1-8
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• 2019

In order to provide basic data necessary for developing a curriculum to enhance SW education for elementary school teacher students, a questionnaire survey was conducted on 1,260 students at G National University of Education. The results are summarized as follows. First, it is necessary to improve class time of SW education for the college students and revise the SW curriculum to improve SW education capacity for teacher students. Second, in the liberal arts course, it is necessary to develop the teaching and learning materials and the textbooks using various software. Third, in the major course, the Subject Pedagogy programs should be expanded rather than the subject content programs. Fourth, in the specialization course, the programming language education focusing on the Entry and EPL should be strengthened so that it can be linked with the elementary school curriculum. In addition, it is necessary to expand the choice of subjects for the students by reducing the number of required courses and increasing the number of elective courses.

• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.31-38
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• 2023

In this paper, a basic machine learning model learning and utilization education curriculum for non-majors is proposed, and an education method using Orange machine learning model learning and analysis tools is proposed. Orange is an open-source machine learning and data visualization tool that can create machine learning models by learning data using visual widgets without complex programming. Orange is a platform that is widely used by non-major undergraduates to expert groups. In this paper, a basic machine learning model learning and utilization education curriculum and weekly practice contents for one semester are proposed. In addition, in order to demonstrate the reality of practice contents for machine learning model learning and utilization, we used the Orange tool to learn machine learning models from categorical data samples and numerical data samples, and utilized the models. Thus, use cases for predicting the outcome of the population were proposed. Finally, the educational satisfaction of this curriculum is surveyed and analyzed for non-majors.

• Journal of Technologic Dentistry
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• v.31 no.4
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• pp.55-66
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• 2009

This research collected the curriculum for Dental Technology from a total of 20 schools --3-year colleges and 4-year colleges-- all in Korea. And we analyzed the average credits of subjects from students. As a result of this analysis, we get the conclusion below: 1. In the arithmetic mean of the major basis subjects which graduates and undergraduates answered about each subjects; Seminar, Dental morphology I II, Dental morphology practice I II, and Dental devices & instruments don't have many credits. And averages of the major application subjects credits which are Implants(especially low), Occlusal anatomy practice I II, Dental ceramics practice I II, and Dental ceramics practice are low, mostly have a converged tendency in high points. 2. In an analysis of the correlation which is based on the major basis subjects: Dental esthetic, oral anatomy I II, Dental materal practice III, Dental casting pracedure, Oral hygiene, Health & medical law, Management administration, and Medical terminology have a meaningful difference. (${\rho}$ < 0.05) 3. In an analysis of the correlation which is based on the major application subjects; Crown and bridge prosthodontics practice IV, Complete denture prosthodontics I II III, Complete denture prosthodontics practice I II III, Dental ceramics I II, Dental ceramics practice I II, Dental ceramics practice IIII, Occlusal anatomy I II, Occlusal anatomy practice I, Operative dentistry laboratory technology I, Operative dentistry laboratory technology practice II, Dental attachment laboratory technology practice, Implants, and Dental laboratory clinical practice have meaningful difference. (${\rho}$ < 0.05) 4. In an analysis of the correlation which is based on the ratio of a theory to an actual training; 40:60(38.57%) is the highest, followed by 30:70(30.04%), 50:50(23.32%), 60:40(5.83%), and 70:30(2.24%). These have meaningful difference. (${\rho}$ < 0.05) 5. In an analysis of the correlation which is based on the distinction of sex: Partial denture prosthodontics practice I II III, Complete denture prosthodontics I II III, Complete denture prosthodontics practice I II III, Occlusal anatomy practice I II, Implants, Medical terminology have meaningful difference. (${\rho}$ < 0.05) For the purpose of training entrepreneurs of middle standing who is required by a future society, Department of Dental Technology's Curriculum need to be managed with planning a curriculum which reflects opinions of graduates, undergraduates and a society, and also are considered not focusing on a supplier but focusing on a user.

• Health Policy and Management
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• v.23 no.3
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• pp.224-232
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• 2013

Background: This study was a comparative analysis of the major curriculum for 2-year, 3-year, and 4-year colleges of the department of health administration in Korea. Methods: Among 45 Korean colleges registered with the department of health administration as of 2012, finally 25 colleges were selected by establishing the department of health administration more than 5 years ago, excluding government's financial support, and taking regional locations into account. Results: First, generally 2-year colleges was not the relationships between organizational philosophy/purposes and major course in comparison to those of 3-year or 4-year colleges. Second, the composition of credits in the major course appears to be higher for 3-year, 2-year, and 4-year colleges, respectively. Third, subjects related to basic medicine and medical records were included more often in 2-year, 3-year, and 4-year colleges, respectively, and health policy issues were covered more in 4-year, 3-year, and 2-year colleges, respectively. Fourth, the number of students per full-time professor in 2-year colleges was much higher than that in 3-year and 4-year colleges, and the employment rate of graduates for 4-year colleges was found to be higher than that for 2-year and 3-year colleges. Conclusion: Although this study has limitations with regard to the selection of research subjects, it provides baseline data for establishing the health administration required for training competent future professionals.

• 대한공업교육학회지
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• v.31 no.1
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• pp.46-62
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• 2006

The purpose of this study is to propose the new direction in the curriculum and framework of information & communication department in technical high schools through analyzing the propriety of curriculum contents, the relationship among the subjects and the time difference in major subjects and mathematics, respectively. The main results of this study are as follows: (1) The common curriculum to include the number of selective and major subjects were different according to the curriculum and studying hours in each school. The differences were caused by the results of managing the curriculum by which was considered characteristics of schools, department and so on. (2) Mathematical contents are evenly found in 3 units in general communication subjects. The mathematical factors are shown similarly in every item in mathematics10-A, mathematics10-B, and mathematics I. The mathematical contents are found most frequently by 41.2% in the communication basis unit, also there were four items which do not exist in the technical high school mathematics. (3) Mathematical contents are evenly found in every unit of electron circuit subject. The mathematical factors in mathematics10-A are shown more than in mathematics I by 8 items. Mathematical contents are found most frequently in the amplification circuit unit by 22.2% of the electron circuit subject.

• Journal of Fashion Business
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• v.13 no.1
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• pp.34-50
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• 2009

The purpose of this study was to compare the curricula majored in fashion retail related area at 4-year colleges in Korea and the USA. Courses were divided into 15 elements including basics, design, production, textile, marketing, industry, merchandise planning, promotion, consumer behaviour, management, business, organization, internship and etc.. The research findings were as follows: 1. Most of 'industry' related majors in Korea consisted of fashion manufacture-oriented curricula elements including design, pattern making, tailoring, draping and textile sciences. 2. Fashion Marketing major stressed on a merchandising element and a marketing one, and the Fashion major focused on the promotion element and the merchandising element as well. However, the retail element was less focused than other elements in the Korean colleges. 3. Fashion Retail related majors in the USA College were likely to focus on the practical fashion retail management elements including retail, marketing, management, business, organization behavior and internship specialized by the major. The different curricula between two countries were clearly existed in terms of the major name and the construction of the course element. The results made in the research would be applied with some modification or adjustments in the fashion retail oriented curricula in order to produce the competitive retail human resource in Korea.

• The Journal of Korean Society for School & Community Health Education
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• v.10 no.2
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• pp.95-108
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• 2009

Objectives: This study is to explore school related adjustmental perception to department of dental hygiene of college students and images of employment. Methods: We surveyed 355 students at department of dental hygiene in Kyungnam and Busan during the period from August to October, 2009 using a self-administered questionnaires. Collected data were analyzed using SPSS 14.0. Results: Students were barely satisfied with the curricula. More than a half respondents said they were fairly good in their major field. Less than a half of the students(47.4%) said they would recommend their junior classmates to take their major. Many students (7d2.3%) wanted to have a job in big cities after graduation. More than a half students (50.8%) wanted to work at general hospitals rather than private clinics. Conclusion: Concerns and support for the students should be provided and more strong public relationship is required. And development of a career counseling program in Department of Dental Hygiene are necessary.