• Fire Science and Engineering
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• v.30 no.6
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• pp.130-136
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• 2016

A university needs to analyze and improve its curricula with the perspective of the consumer to develop a syllabus for the training of industry-demand customized human resources. Accordingly, this paper surveyed the demand of fire-related industry workers to evaluate the major fitness of the curriculum of fire risk prediction and assessment and carried out descriptive statistical analysis, factor analysis, cluster analysis, and one-way ANOVA based on the results. According to the analysis, fire-related industry workers reported that the curriculum of fire risk prediction and assessment is suitable for majors. In addition, they were greatly aware of the necessity of basic major and common major subjects among subjects of fire risk prediction and assessment. The results of this analysis will provide the basic data to improve the curriculum continuously in the future.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.75-83
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• 2022

Most of the courses that teach the Python programming language are liberal arts courses that all students in general universities must complete. Through this, non-major students who have learned the basic programming process based on computational thinking are strengthening their convergence capabilities to apply SW in various major fields. In the previous research results, various evaluation methods for understanding the concept of computational thinking and writing code were suggested. However, there are no examples of evaluation problems, so it is difficult to apply them in actual course operation. Accordingly, in this paper, a Python basic programming curriculum that can be applied as a liberal arts subject for non-majors is proposed according to the ADDIE model. In addition, the case of evaluation problems for each Python element according to the proposed detailed curriculum was divided into 1st and 2nd phases and suggested. Finally, the validity of the proposed evaluation problem was analyzed based on the evaluation scores of non-major students calculated in the course to which this evaluation problem case was applied. It was confirmed that the proposed evaluation problem case was applied as a real-time online non-face-to-face evaluation method to effectively evaluate the programming competency of non-major students.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.85-90
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• 2022

This study aims to analyze the differences in major satisfaction among college students by gender and university type(public, private), and what are the college education service factors that affect major satisfaction. Using data from the Korean Children & Youth Panel Survey, a total of 1,220 students' data were analyzed using SPSS 23, and descriptive statistics, t-test, and multiple regression analysis were performed. As a result of the study, first, there was no significant difference in major satisfaction by gender or university type. Second, it was found that the service factors of university education had a significant influence on major satisfaction in the order of curriculum, educational content, student support system, and faculty and educational facilities had no significant effect on major satisfaction. Through this, in order to increase major satisfaction of college students, which is the competitiveness of the university, it is necessary to reorganize the curriculum and educational contents to improvement the quality of education and develop competence based on the needs of society and students.

• Journal of The Korean Association For Science Education
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• v.11 no.2
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• pp.87-101
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• 1991

Science-Technology-Society curricula have been developed in several countries for the last 20 years. Those curricula were focused on social aspects of science, i.e., value-laden knowledge and scientific enterprise, and society-related scientific and technological issues, i.e., energy, pollution, natural resources. The major teaching models employed in those curricula were problem solving and decision making, which required the following teaching techniques: teacher as a manager, small group discussion, controversy as a motivational force for substantive learning, and sufficient factual information into the discussion. Further researches are to be made to ascertain whether or not the expectations of the curricula might be realized in practice. It was shown that most Korean biology teachers considered the STS-related goal of science education as more important than the other goals. Based upon the findings, some recommendations for development of Korean STS curriculum were made as follows: 1. The contents of the STS curricula are to be organized with the integrated mode; 2. The major teaching models throughout the contents are to be problem solving and decision making. These are considered to provide students with the opportunities to involve in debates on practical issues and to draw consensus from them; 3. Some degree of flexibility should be provided on teachers' implementation of the curriculum in terms of contents, teaching techniques etc.; 4. To increase the practicality of the curriculum, teachers should be involved in the development of the curriculum and the relevant research; and 5. Contents to be included in STS curriculum were suggested by some science educators, but the more systematic study is required in this respect.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.12 no.8
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• pp.4057-4071
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• 2018

The software centered world following the fourth industrial revolution is rapidly approaching us. Countries around the world attach importance to software's ability as one of the key elements for training future human resources. In order to train software centered human resources, each university has designated Software Education as an essential curriculum for not only major but also non-majors. In the past Software Education was an education for a major, but recent Software Education was changed to the essential education that is necessary for all living in the software centered world. In the past the curriculum was focused on software development and implementation-oriented education, but recent curriculum emphasizes sequential arranging and thinking of problem solving. In order to reflect trends in recent Software Education in detail, we integrate Software Education with major concept of Computational Thinking. In this paper, we analyzed the effect of the main concept of Computational Thinking on Software Education for non-majored learners who received Software Education based on Computational Thinking (here refers to learners who major in humanities, social sciences and arts). In addition, research models of satisfaction, self-efficacy, and occupational change was established as the elements of Software Education, and it was found that there was a relation between Computational Thinking and Software Education.

• Korean Medical Education Review
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• v.19 no.3
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• pp.149-151
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• 2017

The educational goal of premedical education is to provide the desired college-level training in liberal arts as well as sciences, and to equip students with a basis for future medical studies. The purpose of this study was to introduce a premedical curriculum at Chonnam National University Medical School and to provide baseline data for developing an improved premedical curriculum. The reformed premedical curriculum has been followed since 2017. Formal premedical curriculum consists of basic education and character education through liberal arts study and major courses related to medical education. In addition to the formal premedical curriculum, students are supported through various programs that help develop interpersonal and intrapersonal competences.

• Journal of Korean Home Economics Education Association
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• v.2 no.1
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• pp.91-99
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• 1990

By the comparative analysis of middle school Home Economics curricula in the U.S, Sweden, japan, Taiwan, and Korea, this study attempts to understand the current Home Economics education and to access its trends for each country. Based on the findings of the analysis, this study also seeks to get the major implications of the analysis for the betterment of the Korean Home Economics Education. The main sources of information and data analyzed here are :1)curricula for 10 School Districts in Pennsylvania state as representives of the U.S ; 2)Home Economics curriculum for middle school in Sweden ; 3) Home Economics Teaching Guidelines in Japan ;4)Home Economics curriculum in Taiwan ; and 5) Home Economics curriculum in Korea. Content Analysis technique is applied in this study. The major elements of contents include :1)structure of the curriculum ;2)subject name ; 3)time allotment; 4)goals and objectives ; 5)subject areas and content composition ; 6) other related characteristics for the implemention of the curriculum Summarized results of the study outline as follows; 1)Home Economics is offered as independently required subject without sex discrimination in all five countries. 2)Time allotment for Home Economics in Sweden is double that in the other countries. 3)The common goals of Home Economics courses is practical learning experiences closely related to reality. 4) In terms of subjects areas, Food and Nutrition, Clothing & Textiles, Housing Human Development, and Child care are offered in three of four countries, which is also similar to those of Korea. In addition Consumer Education is also covered in the U.S., Sweden and Korea. 5)Curriculum can be utilized as instructional planning materials due to the clear specification of instructional method, materials, and evaluation method on the curriculum, especially in the U,S, and Taiwan.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.48-61
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• 2011

Mechanical engineering curriculum has been studied through curriculum tree model and requirement of prerequisite courses. We analyze curriculum, curriculum system, course outcomes, design education of mechanical engineering programs in korean and foreign universities and present results to improve current curricular system. Current study would analyze, develop, and help mechanical engineering programs to prepare better curriculum for engineering education accreditation, to maintain accreditation. Through this analysis we try to provide reasonable model curriculum structure, prerequisite courses and necessary information about establishing various sub-major curriculum in mechanical engineering.

• Journal of Korea Game Society
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• v.17 no.2
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• pp.95-106
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• 2017

In this paper, we characterize and analyze the technology elements and their hierarchy for the college graduating students performing capstone design projects in a game software major. When graduating students in a game software major must make a game for graduation, they need to know the pertinent technologies and their hierarchy. Technology analysis for game making would mean for students to recognize how the low level technologies taught in freshman and sophomore periods are linked to the high level technologies taught in junior and senior periods. Also, the analysis would help the professors design the game software major curriculum in detail based on the levels and the hierarchy of the individual technologies.

• Journal of the Korea Convergence Society
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• v.9 no.12
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• pp.251-258
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• 2018

The university bachelor's system is based on autonomy, but due to the rigid academic structure, it is not appropriate to respond to changes in social demand. Recently, universities are pursuing diversification of their bachelor's system. With the introduction of various majors (linkage major, convergence major, autonomic major, and self-design major), efforts are being made to nurture convergence talent based on mutual linkages between major and departments. This study introduces the design and operation process of 'Global Creative Convergence Major' which the four universities of Chungcheong region promoted as a union. In particular, it derives the key elements of each step and presents the operating model and implications based on the main features. Convergence major operation model constitutes educational system (talent award, educational goal, competency factor, curriculum) through linkage between specialization areas of universities. The competency elements contain creative competence, convergence competency, problem solving competency, and global competency.