• Journal of Korean society of Dental Hygiene
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• v.9 no.4
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• pp.808-823
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• 2009

Objectives : This study was to suggest the basic data to develop the national exam contents for dental hygiene by comparing with those of other country. Methods : Several dental hygiene education course results were reviewed, and analyzed the culture subjects, basic major subjects, educational subjects, national exam contents in 3 or 4 years dental hygiene curriculum. Results : In Korea, grades of culture subjects in dental hygiene curriculum were different between 3 and 4 years education course, mean grades were 10.4, and 34.5 respectively. While there were few different between 3 and 4 years education course, mean grades were 36, and 36.5 respectively in foreign country. In Korea, grades of major subjects in dental hygiene curriculum were similar between 3 and 4 years education course as mean grades of 110, while there were different between 3 and 4 years education course, mean grades were 60 and 80 respectively in foreign country. In Korea, number of major subject was higher in 4 years(n=61) than 3 years(n=54). However, it was lower in 4 years(n=27) than in 3 years(n=33) in foreign country. Total grade number was 129 in 3 years, and 145 in 4 years in Korea, while it was 97 in 3 years, and 116 in 4 years in foreign country. By analyzing 3 years education course, culture subject was 9.5%, basic health was 11.2%, oral biology was 11.2%, clinical dentistry was 20.7%, public oral health was 10.4%, oral hygiene care was 35.9%, management of dental clinic was 9.4%, education was 2.8% in Korea. In USA, dental hygiene examination contains practice work as major part, while theory was thought of as most important things in korea. Conclusions : It is necessary to improve learning course of dental hygiene curriculum on the basis of other country's system, and then it could be possible to development of good quality's national examination contents, thus good quality of dental hygiene personnel would be turned out in Korea.

• Journal of Technologic Dentistry
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• v.30 no.2
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• pp.93-103
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• 2008

This research is designed for a consumer, not a supplier when it was designed. And the purpose is to present the reference data which is in order to improve the curriculum by analyzing the present subject of the curriculum. The 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 a distribution which students answered about each subjects; Dental esthetic, Dental morphology I II, Dental morphology practice I II, and Seminar don't have many credits and mostly have a converged tendency in high points, according to the arithmetic mean of the major basis subjects. 2. In an analysis of the correlation which is based on the distinction of sex; Dental ceramics practice III, Medical terminology, Seminar, and The major basis subjects have a meaningful difference. (${\rho}$ < 0.05) 3. In an analysis of the correlation which is based on an age; The major basis subjects, and the application subjects have meaningful difference. (${\rho}$ < 0.05) 4. In a correlation coefficient between subjects; The correlation coefficient of the major application subjects is higher than the major basis subjects. According to the student ? t, we found that the level of significance is ${\rho}$ < 0.001, which is meaningful. We feel that Department of Dental Technology also highly need to design, and conduct focusing on a consumer who is working at the society, not a supplier. And we need to increase or decrease credits which have a meaningful difference.

• The Journal of the Korea Contents Association
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• v.18 no.9
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• pp.648-660
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• 2018

The purpose of this study is to find out the perception of the satisfaction of the undergraduate curriculum in the college undergraduate degree. The purpose of this study is to classify the structure of satisfaction of major curriculum, and to describe the characteristics of types of curriculum satisfaction in the major curriculum. The results of the type analysis are as follows. The first type (N = 5): In-depth major curriculum teaching method satisfaction type, the second type (N = 4): Practical learning class satisfaction type, the third type (N = 3) 4 types (N = 3): Employment Establishment centered class satisfaction type, 5th type (N = 3): Theory centered class satisfaction type, 6th type (N = 2) It is analyzed that there are various features for each type. In the future, we will revise and refine it with detailed Q methodological questions and analytical techniques, and analyze various opinions of respondents more concrete and objectively.

• Journal of Korean society of Dental Hygiene
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• v.11 no.1
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• pp.69-79
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• 2011

Objectives : The purpose of this study was to examine the curriculum, educational facilities and employment guidance of the departments dental hygiene in junior colleges in different regions and the satisfaction level of students with their major in an effort to provide some information on the improvement of educational environments and satisfaction level with the major. Methods : The subjects in this study were 315 dental hygiene students in several junior colleges located in Seoul, Gangwon Province and South Jeolla Province. A survey was conducted during a 15-day period from April 15 to March 1, 2010. Results : As for educational environments and satisfaction level with the major, they gave 3.18, 2.95 and 3.11 respectively to satisfaction level with curriculum, facilities/employment guidance and the major. In terms of satisfaction with educational environments by academic year, the juniors and seniors expressed much satisfaction with the qualifications of professors, the preparation of labs and practice devices, the utilization of labs and practice devices and a supply of employment information. By region, the students from the metropolitan area were satisfied a lot with curriculum, the qualifications of professors, practice-centered curriculum, the preparation of labs and practice devices, the utilization of labs and practice devices, the system of employment guidance and a supply of employment information. By credit, the students tho got A expressed lots of satisfaction with the quality of instruction. Concerning satisfaction level with their major by academic year, the juniors and seniors were highly satisfied with relationship with dental hygiene professors and social status of dental hygienists. By school location, the students from the metropolitan area expressed a lot of satisfaction with the content of major courses and social status of dental hygienists. Conclusions : In order to boost the satisfaction level of students in non-metropolitan areas, colleges should try to improve educational environments, and full-fledged assistance should be provided to them.

• Journal of the Korean earth science society
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• v.34 no.4
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• pp.368-377
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• 2013

The purpose of this research was to investigate ways of restructuring key competencies (KCs) in preparation for a revision of Korean science curriculum. Recently a number of countries have reformed their curricular using competencies as a key element because they believe that competencies-based curriculum helps students build up the necessary skills to live in the future society. Through literature reviews, in-depth interviews with experts and teachers, expert meetings, Delphi methods, and surveys with teachers, three major categories of KCs emerged as follows: Character competencies, Intellectual competencies, and Social competencies. For each major category, its definition, characteristics and teachers' comments are discussed. The specific components of KCs for each major category and implementing KCs should be determined at the subject- and teacher-level based on teacher professionalism. In the conclusion section, we suggested a couple of important points that deserve readers' attention when we reconstruct science curriculum by incorporating three major categories of KCs. When we develop a science curriculum in the future, we need to include three major categories of KCs, and set up KCs as a minimum set of goals for all students. We need to remember that specific components of KCs for each major category and linkage among KCs may vary depending on science topics and objectives.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.194-206
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• 2002

This article describes the major themes to change in historical and philosophical perspectives of science education that lead the US and Korean science curriculum reform movements since 1957. Inquiry teaching and criticism of teaching science as inquiry in the late 1950s and the 1960s, Science-Technology-Society (STS) Curricula, and Science Literacy and the 1980s science literacy crisis are discussed. In the US, three major curricular projects as responses to the scientific literacy crisis are exemplary such as the Project 2061 sponsored by the American Association for the Advancement of Science, the Project on Scope, Sequence, and Coordination (SS&C) initiated by the National Science Teachers Association (NSTA), and the National Science Education Standards (NSES) published by the National Research Council. To identify how each set of national content standards differ, we compared specific content standards related to the theory of plate tectonics in Earth and Space science in grades 9-12 over the three national standards: Benchmarks of AAAS, NSES of the NRC, and SS&C of the NSTA. Against this historical background of the US science education reform movements, the curriculum reform movements in Korea is briefly discussed. In general, Korean science curriculum reform movements have reflected and resembled the recommendations of the US reform movements. In addition, it is important to note that throughout the history of curriculum revision in Korea, there have been continuing pendulum swings between a theoretical, discipline-centered curriculum and a liberal, humanistic, and student-centered curriculum, which pays more attention to students in terms of their interest and psychological preparedness. In conclusion, the sixth and seventh national science curriculum revisions reflect rather a student-centered movement by reducing technical and sophisticated topics, taking constructivism learning theory into consideration, and adding more STS related topics.

• Journal of vocational education research
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• v.29 no.3
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• pp.61-83
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• 2010

The purpose of this study was to analyze high schools' general and special subject required to successfully complete same stream curriculum which is identical to their major from agricultural high school, and to offer basic data on strategies of organizing agricultural high schools' curriculum for improving universities' major basic competencies. Using purposeful sampling technique, the professors of 116 universities professors in 8 agricultural university were analyzed through the survey research. The result was as follows. first, it appeared that for successful completion of major subjects of the same stream university, the basic science subject such as biology and chemistry has high relation with major basic ability, however math and physics are related highly in agricultural machine and agricultural civil engineering department, economics and math are in agricultural produce distribution department. Second, the basic ability such as linguistic competence and foreign language ability are essential to complete major subject. Third, if we look into relation of agriculture and life science industry stream specialized subject with major basic competencies, we can find considerable similarity between major field of university and subject name of specialized high school. Fourth, the main opinion is that basic concept and principle, laws of nature are should be main contents which is able to be practical, however experiment and practice is in food processing department, and academic theory is in biotechnology department.

• The Korean Journal of Health Service Management
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• v.8 no.3
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• pp.113-124
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• 2014

This study was the development of job-based curriculum present the basic data for the 207 people surveyed dental hygienists in clinical analysis. The data was analysed with frequency, t-test and one-way anova using the spss 20.0 windows. Person of preventive dental treatment in main duty was significantly highest than among others. In conclusion, the dental hygienist will perform the most medical support services, However the main duties of dental hygienists to perform preventive dental treatment for major help when the highest degree. Among oral hygiene management duty-related subjects showed the most helpful. Therefore dental hygiene curriculum to train dental hygienist should be organized to help with job performance in the field of clinical activities.

• The Journal of Korean Physical Therapy
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• v.10 no.1
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• pp.241-251
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• 1998

This research has been studied proper physical therapy curriculum to produce 21 century physical therapist according to the change of the times by industrialization and specialization. The curriculums of 13 colleges and 5 universities was analysed. The curriculum analysis was made up the comparision and the analysis by a liberal arts point the teaching profession point a major point a clinical practice paint the rates of total opening subjects. The analyzing results were as follows: 1. A point of the credits a liberal elective subject is the small number 2. To deeping of major by spreading major foundation 3. Lack of the time for the clinical practice education.

• The Transactions of the Korean Institute of Electrical Engineers P
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• v.53 no.4
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• pp.216-222
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• 2004

This research is that concern in mathematics education of Technical high school Department of Electricity in the 7th educational curriculum. we indicated problem compare 7th with 6th mathematics curriculum subject contents in Technical high school Department of Electricity. And examine major subject contents, analyzed contents of mathematics that must supplement and mathematics which use in major subject. Established contents of electricity mathematics education that need to major learning to satisfy target of technical high school technical education that is presented in the 7th training courses with this analysis. Also, we hope these results are into consideration when writing new mathematics text in Technical high school Department of Electricity.