• 한국보육지원학회지
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• 제17권1호
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• pp.19-37
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• 2021

Objective: This study aimed to explore the effect of the national preschool curriculum on children's development in Korea, focusing on teachers' daily practice. By comparing the effect of the teachers' curriculum practice to that of quantitatively measured free play, it tried to add practical implications beyond the statistical significance. Methods: Participants were 512 three-year-old children who participated in the Panel Study of Korean Children and their teachers. National curriculum practice and free play time at the age of three was put in the hierarchical linear regression models to discover children's developmental outcomes at the age of four, in domains of language, cognitive development, and social development. Results: Results demonstrated the significant positive influence of national curriculum practice on every domain of developmental outcomes. However, no facilitative influence of free play time was observed. Conclusion/Implications: The importance of teachers' practice of the national curriculum was emphasized. It was implied that the quantity of free play time itself did not assure the sound development of children. Policy implications were discussed regarding teacher practice and education.

• 한국콘텐츠학회논문지
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• 제14권10호
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• pp.810-817
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• 2014

본 연구의 목적은 영아교사의 표준보육과정의 실행 수준과 장애 요인을 분석하고, 두 요인간의 관계성을 살펴보는 것이다. 연구대상은 전라남도의 어린이집에 근무하는 204명의 영아교사이며, 연구도구는 선행연구를 참고하여 연구목적에 적절하게 제작한 질문지를 사용하였다. 질문지는 2013년 5월 6일부터 6월 13일까지 배포 수거되었다. 수집된 자료는 SPSS 18.0 프로그램을 사용하여 빈도분석, 기술통계, 일원변량분석, Pearson 상관분석을 실시하였다. 연구결과를 제시하면 다음과 같다. 첫째, 영아교사의 표준보육과정의 실행 정도는 "비교적 높은 수준" 으로 나타났다. 영아교사의 근무기관 유형, 학력, 경력에 따라 표준보육과정의 실행 수준에서 통계적으로 유의미한 차이가 없었다. 둘째, 영아교사의 표준보육과정 운영의 장애 요인은 "보통 정도" 인 것으로 나타났다. 영아교사의 근무기관 유형, 학력, 경력에 따라 표준보육과정 운영의 장애 요인에서 통계적으로 유의미한 차이가 없었다. 셋째, 영아교사의 표준보육과정 운영의 실행 수준과 장애 요인간에는 부적인 관련성이 있었다.

• 한국환경교육학회지:환경교육
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• 제11권2호
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• pp.14-25
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• 1998

The Quality of human living depends on the environmental quality of the region sustaining the life. The environmental deterioration of the modern society is due to mechanical environmentalism. For the better quality of the life, The changes of recognition and attitude on the environments are required. These changes of mind are also important in environmental education for teenagers. The 7th national curriculum, officially anounced December 1998, focuses on the change of attitude to environments and practical behavior in real life for “Environments”, the environmental education curriculum in middle school. Basic elements of the curriculum are cultivation of the pro-environmental thinking, multi-levelling of teaching materials and methods, and encouraging of student participating activity. Actually, the curriculum construction is composed of stepped-levelling of teaching and learning, reasonable contents volume, encouraging of student practice, and suggesting of evaluation standards of textbook writing. Three main subjects of environmental education for middle school consist of (1) man and environment, (2) recognition of environmental problem, and (3) protection activity for environment. Methodology of environmental education can include multi-disciplinary approaches, variable teaching methods, and continuing evaluation of student practice and participation attitude. Environmental education for teenagers relating to the 7th national curriculum focuses on recognition of the environmental problems and practice activity in daily life. The recognition includes considering relationship of human life to environment, solving environmental problems in regional context, and development of comprehensive understanding concept of the environments. For the practice education, variable teaching methods, such as field survey and application of multi-media, are needed.

• 한국치위생학회지
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• 제21권6호
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• pp.793-803
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• 2021

Objectives: The purpose of this study was to investigate the current status of dental hygiene curricula related to clinical practice in Korea. Methods: Clinical work included the categories 'history taking, infection control, oral prophylaxis, preventive treatment, education/counseling, radiography/reading, assisting/cooperation, impression/bite registration, anesthesia, etc.', and 66 works were finally selected based on the frequent tasks of dental hygienists. The subjects were made to answer nine questionnaires. Results: It was found that the theory and practice of the main works operated quite differently in lectures and practice in each school. All types of practice were applied to all schools in the case of 'scaling'. The evaluation of clinical practice was also found to be very different from school to school. Conclusions: For dental hygienists to establish expertise in clinical practice and promote quality improvement, it is necessary to develop a core curriculum focusing on clinical practice. The standardized curriculum should be improved to an efficient and competency-centered one defining clearly the role of dental hygienists considering the needs and importance of clinical practice.

• 동의생리병리학회지
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• 제25권2호
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• pp.352-358
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• 2011

This study was to develop experiment and practice curriculum for the Visceral Manifestation and Life Nurturing with traditional Korean psychobiology and Sasang medicine in School of Korean Medicine, Pusan National University. The required items for the 4-hour program such as objectives, contents and tools, and evaluation methods were described in details with the reference of standardized planning forms. The response of students to the 4-hour long program showed responses with high satisfaction ($8.11{\pm}1.06$), high interest ($8.57{\pm}1.07$) and low difficult ($5.16{\pm}1.22$). The students suggested to increase allocated time for lecture and discussion/presentation. We discussed the importance of systematic establishment and development of experiment and practice curriculum in Korean Medicine education. Since this program has usefulness for understanding of the tools for Korean psychobiology and Sasang medicine, it can be used for the establishment of evidence-based teaching programs with research data for the Korean medicine in the near future.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제6권1호
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• pp.11-28
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• 2002

The purposes of this study were to analyze elementary school mathematics textbooks developed in accordance with the 7th national amended curriculum and to find implications for the development of a new revised curriculum to meet the needs of the knowledge-based society. Elementary school mathematics textbooks and accompanying practice books were analyzed. Teacher's manuals were also studied to examine the intentions of the textbook developers. The two major questions were sought. First, to what degree do elementary school mathematics textbooks and practice books match with the intentions of the national curriculum\ulcorner Second, how do elementary school mathematics textbooks and practice books facilitate student's learning for understanding mathematics\ulcorner The findings were as follows. First textbooks, practice books, and teacher's manuals appeared not to reflect the intentions of the 7th amended curriculum to the full extent. Second, characteristics and roles of textbooks, practice books, and teacher's manuals were not clearly defined and therefore, they were not very feasible for teaming for understanding mathematics. The recommendations for a new revised curriculum were suggested. First, regarding the contents presented in the textbooks, the idea of structure of subject matter need to be considered in order to help students to understand connections of concepts and relationships between concepts and functions in mathematics. Second, more ill defined problems should be presented to develop problem solving ability in real life contexts in students. Third, contents for relearning and enrichment need to be reorganized to reflect students' real ability. Fourth, uses of the concrete and the manipulative need to be more realistically suggested. Fifth, more prototypes of performance assessment tasks, scoring rubrics, and portfolios need to be presented in a more teacher-friendly manner. Sixth, characteristics and roles of textbooks and practice books need to be more discernible.

• International Journal of Human Ecology
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• 제15권1호
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• pp.23-37
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• 2014

This study critically appraised the accumulated articles based on the critical science perspective on Korea's home economics education. The 55 articles published from 1993 to 2011 were identified and placed into three categories: Critical science paradigm, practical problem-focused curriculum, and systems of action. The common result across categories was that some authors did not fully understand the concepts of practice, a practical problem-focused curriculum, the practical reasoning process, and the systems of action. A positive outcome of including a critical science perspective in the Korean national curriculum will be seen when systems supporting this perspective, such as those providing more specific information on a critical science perspective and the relevant textbook accreditation standards, are available. We present a proposal based on considerations of a national curriculum, teacher education, relevant philosophical perspectives, and classroom practice.

• 임상간호연구
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• 제26권2호
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• pp.240-253
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• 2020

Purpose: This study was conducted to provide basic data for the systematization of 13 areas related to Advanced Practice Nurses (APN). Methods: The three-phase study was conducted as follows. 1) review of APN system and curriculum, 2) Focus Group Interviews (FGI) with 9 APNs, 6 physicians, and 3 nursing professors on the APN system, 3) analysis of clinical practice of the 13 APN areas, and of the accreditation and certification system for APNs, medical board, and medical subspecialty board. Based on the above data, a systematic plan was drawn. Results: The 13 APN areas could be divided into 7 groups based on a review of the APN system and curriculum for the 13 areas. Analysis based on clinical practice showed that the 13 APN areas could be divided into 4 groups. Two themes and seven categories emerged in FGI. The two themes were 1) 13 APN areas that need to be discussed, 2) improving the curriculum for APN. Considering these themes from FGI and the system of the medical subspecialty board, results could be integrated into 2 groups - clinical area and non-clinical area. Conclusion: The 13 APN areas need to be integrated in order to activate the APN system. For that, further discussions on improvements and a standard curriculum according to legislation related to APN should be carried out.

• 한국임상약학회지
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• 제10권1호
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• pp.42-49
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• 2000

The undergraduate curricula of the twenty pharmacy schools in Korea were analyzed in order to find out the relationship between the Korean Pharmacist Licensure Examination (KPLE) and the Pharmacy Education. The results of this survey indicated that the Pharmacy Education was highly related to KPLE. During the 1999 academic year, there were 1,853 undergraduate courses offered by the twenty pharmacy colleges excluding pre-pharmacy courses. Of the total courses 73\%$ were related to the twelve subject of KPLE. Eighty percent were related to the basic pharmacy. Only $13\%$ were related to the pharmacy practice. The courses related to the Medicinal Chemistry were 16\% of the basic pharmacy courses. The numbers and the names of the subjects of KPLE have not been change during the past 3- years. Recently, the names of the subjects of KPLE have not been changed during the past 30 years. Recently, the National Health Personnel Licensing Examination Board advised to change the courses from the drug-oriented curriculum to a practice-oriented one. Therefore, it will be better that the curriculum of the undergraduate pharmacy program to be re-organized focusing on the divisions of the courses, not on the name of the courses. The number of the under graduate courses should be reduced by combining the related courses. The more courses in the field of patient-oriented pharmacy practice are needed to be added to the undergraduate curriculum in order to produce the clinical pharmacists.

• The Journal of Korean Physical Therapy
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• 제31권4호
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• pp.184-192
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• 2019

Purpose: This study was conducted to review the curriculum and license examination of physical therapists in the United States. Methods: The doctor of physical therapy (DPT) curriculum was evaluated by a review Course Work Tool version 6 (CWT6) data and current physical therapy licensure examination (National Physical Therapy Exam, NPTE) category in the United States. Results: The results indicated that they were required to meet the doctor of physical therapist degree based on 'Guide to Physical Therapist Practice' of American Physical Therapy Association (APTA). This includes general education in the areas of communications and humanities, physical science, biological science, social and behavioral science, and mathematics. A minimum of one course must be completed successfully in each area of general education. Moreover, there should be at least 68 didactic credits of professional education and 22 clinical education credits, which is a minimum of two full-time clinical internships with no less than 1050 hours in total, which were supervised by a physical therapist. Regarding the physical therapy licensure examination, National Physical Therapy Exam (NPTE, 2016) consisted of a physical therapy examination (26.5%), evaluation, differential diagnosis, baseline of prognosis (32.5%), intervention (28.5%), protection, responsibility, and research (6.5%) based on the 'Guide to Physical Therapist Practice'. Conclusion: Based on the study results provided above, it is considered a standard to meet domestic reality as the Guide to Physical Therapist Practice of APTA for South Korean physical therapists.