• Korean Journal of Child Studies
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• v.3
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• pp.97-113
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• 1982

Problems This study was aimed to find out the effects of Kindergarten education on primary school child's learning achievement and it's continuance. The specific question to be investigated in this study can he summarized as follows. 1. How did the kindergarten education effect upon primary school child's learning achievement and behavioral development? 2. How did the differences of learning achievement and behavioral development between groups of children attending kindergarten and not attending kindergarten? Methods 1. Subjects One hundred and twenty children of sixth grade and one hundred primary school's teachers were employed 1) Sixty of children were experimented groups who had received kindergarten education. Sixty of Children are Control group who had not received Kindergarten education. The subjects were sampled in N primary school in seoul and Y primary school in Taejeon. Sixty of children were boys and sixty of children were girls. 2) Fifty of teachers were sampled in N primary school in Seoul and Fifty of teachers were sampled in Y primary school in Taejeon. 2. Instrument 1) School cumulative record. School cumulative record was referred to find out the differences of school records on learning achievement in morality, National language, social studies, arithmatics, natural science, gymnastics, music, fine arts and behavioral development in industry, responsibility, coorperation, indeperdence, law abiding spirit between experimental group and control group. 2) Questionnaire paper which constructed 10 articles. Questionnaire paper asked to primary school teachers for effects of kindergarten education. Results The results of date analysis can summarized as follows. 1. Kindergarten education, generally, is regarded effective at least for school work achievement but not so effective for morality and physical education. 2. Kindergarten education is not so effective in all school works of primary school in its continuance since its effectiveness begins to fade away from the 4th grade of primary school. But such continuance tends to be outstanding especially in national language, social subjects and arts. 3. The experiences of kindergarten education is not much helpful to behavioral development during primary school. 4. Primary school teachers recognize that kindergarten education contributes to curriculum work and behavioral development for primary school children.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.4
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• pp.85-104
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• 2016

The purpose of this study is to suggest the developmental strategies of information literacy program based on the integrated topics to promote inquiry abilities of middle school students who take part in the free semester system. To that end, the content of the 2015 revised curriculum on a national level was analyzed to develop 6 inquiry themes that incorporate Korean, Social Studies, Music and Art. The instruction and learning guide were consisted of three stages of forming a background knowledge, researching and creating and evaluating the conclusion of the research. The detailed activities for research step were consisted of the four steps of recognition of the problem, information analysis and interpretation, compilation of information and evaluation for each activity. Among the themes "environment" and "appreciation" were applied to a public library and a middle school library as a trial. The trial application saw that students took an interest in programs that subject themes are link with various topics. They were also very satisfied with such programs.

• The Journal of the Korea Contents Association
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• v.11 no.3
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• pp.505-517
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• 2011

The haptic sense is one of the five human senses that deeply affects cognitive development and everyday lives of children and adults. Recently, researchers and developers have started active discussions and research on haptic technologies. The purpose of this paper is to explain the role of haptics in learning, review studies that have attempted to use haptic technologies to teach students, and discuss how these technologies can be applied in special education context. National and international databases were searched and analyzed using meta-analysis methods. The few studies that have been completed so far are heavily focused on math and science learning. However, haptic technology has great potentials for children with disabilities who can benefit from extra assistance from these devices in wide areas of curriculum including math, science, music, art, history, and so on.

• Korean Medical Education Review
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• v.12 no.1
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• pp.23-31
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• 2010

Medical humanities has become a third area of medical education following basic and clinical medicine. Also, in the national evaluation of medical schools, medical humanities education is an important factor. However, there are many difficulties in teaching medical humanities in medical schools. First, it is still an unfamiliar education area to medical schools and professors. Second, still, there is no consensus on the definition and contents of this education. Third, it is usually very difficult to find professors who have interest and the ability to teach medical humanities. Fourth, even medical students do not understand why they should study medical humanities and sometimes do not eagerly participate in class. This paper suggests some solutions for these problems. First, medical humanities need to be divided into sections according to how easily the contents can be accepted by existing medical education system and apply these sections in the introduction of this education gradually and in stage. One example of the division can be as follows: Group 1) medical ethics and medical law which can be most easily accepted. Group 2) medical communication skills which can be relatively easily accepted. Group 3) medical history and medical professionalism which is relatively difficult to accept, and Group 4) medical philosophy, medicine and music, medicine and literature, medicine and art, medicine and religion, etc. which is the most difficult to accept. In this paper, four things are suggested. Second, divide the contents into mendatory courses and elective courses. Third, allocate the contents throughout the four years from the first year though the fourth year according to the spiral curriculum model. This paper reports some new ideas and methods for medical humanities education. First, to stimulate students' participation, several methods were applied in a large size lecture and student projects. Second, the emphasis of writing in class and evaluation were discussed. Third, the provision of hands on experience is more emphasized than lectures. Fourth, inviting some doctors who work in non-medical areas such as journalism, pharmaceutical industry, etc is suggested. Trial and error is inevitable in this education, but it is essential in molding a good doctor, so medical professors who are interested or in charge of this medical humanities education need to share their ideas and experiences.

• Journal of Korean Home Economics Education Association
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• v.10 no.1
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• pp.77-93
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• 1998

The purpose of this study is two-fold. One is to provide the teachers of Home Economics with the basic reference data of the relevance between Home Economics and other subjects taught in the middle schools for the purpose of bringing out more efficient classroom teaching. The other is to help the teachers, the textbook writers, and the curriculum reformers improve the curricula of the middle school on the basis of this research. The conclusions drawn from this study are as follows: 1) The units of Human Development and Family Relationship should be taught with reference to Korean Language, Ethics, and Music. 2) The unit of Adolescence Development is dealt with in Physical Education and in Ethics as well, which seems to indicate that there was no interdisciplinary consideration and cooperation before/when the curricula were made. 3) The unit of Nutrition which appears in the first grade in Home Economics has a close relationship with the unit of Morphology and Physiology of Animals which appears in the second grade in Natural Science. It is thought that the interdisciplinary themes ought to be organized cooperatively among subjects for efficiency of study. 4) Since the unit of Clothing is not dealt with in the other subjects, ti can be developed in Home Economics on its own. 5) As the unit of Housing is closely related to Technology, it should be taught on the basis of Technology. 6) The textbooks of all subjects should be written based on the interdisciplinary research and cooperation. They should be organized in order not to overlap or repeat the same topic in the same level if it is not necessary.

• Journal of the Korea Convergence Society
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• v.12 no.3
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• pp.151-164
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• 2021

This study aimed to find ways to reduce self-censorship by identifying the conflict and attribution to the motivation for self-censorship during the curriculum of the College of Arts. The analysis confirmed the significance of each relationship by conducting a correlation and regression analysis between the variables, and the analysis of the effects was based on the significant factors among them. The analysis showed the external locus of control toward self-censorship and interpersonal conflict had a partial mediation effect. In other words, as the degree of conflict in the educational environment increases, art college students are aware of the cause of the problem due to external characteristics such as others, task difficulty, etc., and thus confirmed the conclusion that frustration and shame caused by it become the motive for self-censorship.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.443-451
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• 2023

Sound Art (Sonic Art) is a branch of contemporary art that has been practiced dominantly in Europe and the Americas since the mid-20th century; and in Korea, it tends to be regarded as a multiple art field or as a subgenre of contemporary music or media art. Since the 2000s, some leading universities in North America and Europe have been opened sound art majors, producing talented people who specialize in this field or work as practical artists, yet it is still considered a non-mainstream art field. It is difficult to find schools that have opened sound arts as their major program in domestic universities. Along with the introduction of a liberal arts curriculum model and teaching methods used in the <Sound Art of Modern Society> course operated in a four-year university in South Korea, this paper discusses the possibility of using sound art as a main subject in liberal arts learning in higher education as a creative fusion liberal arts subject.

• Journal of Korean Academy of Nursing
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• v.4 no.2
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• Korean Journal of Childcare and Education
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• v.10 no.4
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• pp.29-49
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• 2014

This study focused on how early childhood in-service teachers and pre-service teachers understood the concept of Forest Education. By applying the analysis of conceptual maps, introduced by Novak and Gowin's (1983, 1984), this study examined the number of upper category and subcategories, characteristics, hierarchy, and density of teachers' knowledge of Forest Education. 39 early childhood teachers and 60 pre-service teachers participated in this study. First, in-service teachers put 'nature(forest)' and 'living creatures' in the highest level of knowledge of Forest Education. On the other hands, pre-service teachers put 'the effect of Forest Education' and 'program' as well as 'nature(forest)' in the highest level of knowledge. In-service teachers seemed to construct their knowledge by understanding Forest Education as curriculum or activities such as math, language, music or multicultural education. Therefore they had a tendency to talk more about specific concepts including four seasons, insects, air, or climate change. However, pre-service teachers described 'the interconnectedness between human and nature', 'deep relationship with nature' and 'provision of nature.' This tendency might relate to their prior educational experiences of Eco-centered Early Childhood Education. With regards to the density and hierarchy of knowledge on Forest Education, both groups revealed the relatively low degree of density with average of around 2.00. This result can be interpreted that both groups of teachers might not have strong hierarchical and organizational knowledge of Forest Education. For the teacher education, philosophical background and practical knowledge of Forest Education should be included more.

• Korean Journal of Health Education and Promotion
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• v.20 no.2
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• pp.35-61
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• 2003

Background： The purpose of this study was to develop a structured and individualized smoking prevention program for adolescents by utilizing a multimedia computer-assisted instruction model and to empirically assess its effect. Method： For the purpose of this study, a guide book of smoking prevention program for middle and high school students was developed as the first step. The contents of this book were summarized and developed into an actual multimedia CAI smoking prevention program according to the Gane ＆ Briggs instructional design and Keller's ARCS motivation design models as the second step. At the final step, the short-tenn effects of this program were examined by an experiment. This experiment were made for middle school and high school students and the quasi experimental design was the pretest - intervention - posttest. The measured data was attitude, belief, and knowledge about smoking, interest in the program, and learning motivation. Result： The results of this study were as follows： First, the guide book of a smoking prevention program was developed and the existing literature on adolescent smoking was analyzed to develop the content of the guide book. Then the curriculum was divided into three main domains on tobacco and smoking history, smoking and health, adolescent smoking and each main domain was divided into sub-domains. Second, the contents of the guide book were translated into a multimedia CAI program of smoking prevention througn Powerpoint software according to the instructional design theory. The characteristics of this program were interactive, learner controllable, and structured The program contents consisted of entrance(5.6％), history of tobacco(30％), smoking and health(38.9％), adolescent smoking(22.2％), video(4.7％), and exit(1.6％). Multimedia materials consisted of text(121), sound and music, image(still 84, dynamic 32), and videogram(6). The program took about 40 minutes to complete. Third, the results on analysis of the program effects were as follows： 1) There was significant knowledge increase between the pre-test and post-test with total mean difference 3.44, and the highest increase was in the 1st grade students of high school(p＜0.001). 2) There was significant decrease in general belief on smoking between the pre-test and post-test with total mean difference 0.28. In subgroup analysis, the difference was significantly higher in the 1st grade of high school (p<0.001), low income class (p<0.001), and daily smokers (p<0.01). 3) There was no significant difference in attitudes on his personal smoking between the pre-test and post-test. 4) The interest in the program seemed to lower as students got older. The score of motivation toward this prevention program was the highest in the middle school 3rd grade. Among sub-domains of motivation, the confidence score was the highest. Conclusion： To be most effective, the smoking prevention program for adolescents should utilize the most up-to-date and accurate information on smoking, and then instructional material should be developed so that the learners can approach the program with enjoyment. Through this study, a guide book with the most up-to-date information was developed and the multimedia CAI smoking prevention program was also developed based on the guide book. The program showed positive effect on the students' knowledge and belief in smoking.