• International Journal of Computer Science & Network Security
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• 제22권8호
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• pp.67-74
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• 2022

This study is a theoretical account of HRs requirements in educational institutions in light of the growing influence of digital technology on human rights. It intends to reveal prominent human and civilizational values encapsulated in modern human rights regulations. It dwells on educational and societal requirements for educational inclusion in the school and university curricula in light of changes that have taken place in HRs in the digital age. Relying on the descriptive documentary research design, the study concluded that HRs are inherently moral duties and fixed values. They include the importance of tolerance, freedom, peace, justice, science, work, and equality. Because education is arguably based on human and civilized values, educational foundations require intake of awareness, systematic integration and responsibility from all academic and community institutions, including family and media institutions. The article closes on a note of how technology has impacted human rights in the digital age. It provides implications and recommendations to pedagogies accordingly.

• 한국가정과교육학회지
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• 제24권1호
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• pp.73-84
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• 2012

본 연구의 목적은 저출산 사회에서 가정교과내용, 지역사회와 연계활동, 정책참여와 지지활동의 측면에서 가정과교육의 역할과 나아갈 방향을 모색하는 데 있었다. 2007 개정 교육과정에 반영된 저출산 관련 내용을 살펴본 결과, 가정교과에서는 8학년, 9학년, 10학년에서 학년별 연계성을 가지고 체계적으로 내용을 구성하여 미래에 가정을 꾸릴 학생들에게 긍정적인 가족관과 자녀관을 가질 수 있도록 하였다. 반면 사회교과에서는 저출산 고령화 현상의 원인과 해결방안을 살펴보는 것으로 한정되어 있고, 과학교과에서는 임신과 출산의 과정을 과학적 지식으로 다루고, 도덕교과에서는 저출산과 직접적으로 관련되는 내용을 거의 다루고 있지 않았다. 즉, 가정교과가 저출산을 다루는 주 교과로서의 역할과 책임이 있다. 중등학교와 지역사회, 대학과 지역사회를 연계한 교육과정의 개발, 동아리 활동, 구체적인 수업 방법을 개발하여 청소년들이 지역사회의 맥락에서 다양한 방법으로 인구문제와 관련한 활동을 할 수 있도록 하는 것이 중요하다. 또한 가정학 전문가의 적극적인 정책참여와 지지활동은 개인, 가족, 사회, 국가정책에 기여하며, 교과의 역랑을 발휘하여 저출산과 관련한 인구문제를 해결하는 교과로 거듭날 수 있다. 가정과교육의 나아갈 방향으로 저출산 극복을 위해 창의적 체험활동의 동아리 활동, 지역사회 봉사활동, 범교과 활동을 지원할 수 있는 다양한 프로그램의 개발에 가정과 교사가 적극적으로 참여하고, 지역사회에서 가족 아동 육아 저출산 고령화와 관련한 인구문제에 전문적인 지식을 갖춘 가정과 교사로서 평생교육의 강사요원으로 활동하며, 저출산 극복을 위한 적극적인 정책참여와 지지활동에 참여할 것이 제안되었다. 이를 통하여 자신의 삶과 지역사회, 국가의 안녕을 위한 변화의 주체를 육성하는 교과로 위상을 높일 수 있다.

• 해양환경안전학회지
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• 제27권1호
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• pp.97-112
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• 2021

본 연구에서는 석유화학제품 산적운송선(화학유조선)에 의한 해상운송 과정에서 발생한 위험·유해물질(HNS) 관련 해상화학사고에 대하여 국내 및 국외의 주요 사례를 조사·분석함으로써 얻은 교훈을 소개하고, 이러한 교훈을 바탕으로 국내 해상HNS 교육과정 개선방안을 제시하였다. 6건의 사고사례를 통하여 얻은 교훈을 1) 사고관련정보, 2) 안전, 3) 오염, 4) 대응, 5) 구난, 6) 기타와 같은 6개 분야로 분류하였다. 각 분야의 세부항목별로 요약된 교훈을 바탕으로 해양환경교육원(MERTI) 유해액체물질운반선 해양오염방지관리인 교육과정을 현행 8개 교과목(16시간)의 2일간 교육을 16개 교과목(24시간)의 3일간 교육으로 개선하는 방안을 제시하였으며, 또한 해양경찰교육원(KCGA) 전문교육 해양화학사고대응 과정을 현행 15개 교과목(35시간)의 5일간 교육을 32개 교과목(48시간)의 6일간 교육으로 개선하는 방안을 제시하였다. 이러한 연구결과는 해상화학사고 대응에 관한 경험과 교훈을 서로 공유하는 데에 기여하고, 해상HNS사고에 대비한 대응 인력 교육·훈련과정 개선의 기초자료로 활용될 수 있을 것으로 기대된다.

• 과학교육연구지
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• 제42권1호
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• pp.27-48
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• 2018

이 연구의 목적은 우리나라를 포함한 5개국(캐나다, 뉴질랜드, 싱가포르, 미국, 한국)의 과학과 교육과정에 대한 연계성의 비교 분석을 통해서 우리나라 2015 개정 교육과정의 연계성에 대한 시사점과 제안을 도출하는데 있다. 국가교육과정정보센터(NCIC)에서 수집한 각 나라의 교육과정 문서를 분석 대상으로 핵심 개념인 '시스템'과 '에너지'의 내용 요소와 종적 횡적 연계성을 비교 분석하였다. 연구 결과에 따르면 핵심 개념인 시스템과 에너지는 국제적으로 교육과정 연계성을 위해 적용되고 있다. 대부분의 국가에서 시스템은 과학과 기술 또는 다른 내용과 통합하기 위한 틀로 사용되고 있다. 특히, 지구와 우주과학 내용 영역의 횡적과 종적인 연계성을 강화하는데 적용되고 있다. 핵심 개념인 시스템에 대한 비교 결과는 뉴질랜드의 경우 수준을 토대로 학년과 교과 사이의 연계성을 위해 시스템과 인간 활동 간의 상호관련성, 시스템의 상호작용, 시스템의 특성에 초점을 두고 있다. 캐나다나 싱가포르의 경우, 과학과 기술 내용에 대한 연계성을 강화하기 위해 통합적으로 구성되어 있다. 그러나 2015 개정 교육과정은 시스템과 에너지 개념이 특정 학년과 내용 영역에만 한정되어 있어서 연계성의 부족한 것으로 나타났다. 교육과정은 그 수준에 따라 다양한 학년을 위해 체계적으로 개발되어 있지 않다. 결론적으로 한국의 과학과 교육과정은 충분한 학생의 학습에 대한 충분한 이해와 학습발달과정과 연계성에 대한 연구가 필요하다. 아울러, 학생들의 핵심역량과 능력을 배양하고 과학 교육을 향상시키기 위해 횡적과 종적인 연계성을 기초로 교육과정을 구성하는 것이 중요하다.

• 한국학교보건학회지
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• 제14권2호
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• pp.289-300
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• 2001

The purpose of this study is to offer basic data on sex education for middle and high school students through content analysis of sex education subjects. The objects of this study were sex related subjects in the 7th grade curriculum and sex education guide books. The results were as follows: According to the results of analyzing sex education topics classified by grade, the 7th grade accounted for 35.2% of total topics, the 8th grade 2.9%, the 9th grade 2.9%, and the 10th grade 32.3%, the result of analyzing sex education topics classified by subject, showed 76.4% of total topics in sex education guide book, 29.4% were technique and domestic subjects, 20.5% were physical subjects, 17.6% were moral subjects, 8.8% were science subjects, 2.9% were society subjects. The domains which were chiefly concerned in sex education curricula for middle school students were "Human Development", "Relationship", and "Sexual Health". On the other hand, the domains which were mainly concerned with sex education curricula for high school students were "Relationship", "Sexual Behavior" and "Sexual Health". Most sex education subjects provided less instruction concerning "Personal Skills" and "Sexual Behavior" than other domains. The suggestion according to the results were as follows: It is desirable to teach sex education as an integrated subject. Especially, sex education should be a part of a comprehensive school health education program. Because this study focused on analyzing materials for teachers, further research is recommended to analyze sex education materials for students.

• 한국가정과교육학회지
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• 제1권1호
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• pp.33-42
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• 1989

By the comparative analysis of high school Home Economics curricula in the U.S., Japan and Taiwan, this study first attempts to understand the current Home Economics education and to access its treads for each country. Based on the findings of the analysis, the study also seeks to get the major implications of the analysis for the betterment of the Korea Home Economics Education. The main sources of information and data analyzed here are： 1) curricula for both Oklahoma and Ohio state as representatives of the U.S.； 2) Home Economics Teaching Guidelines in Japan； and 3) Home Economics curriculum in Taiwan. Content Analysis technique is applied in this study. The major elements of contents include：1) structure of the curriculum； 2) subject name； 3) unit (time) allotment； 4) goals； 5) subject areas and content composition； and 6) other related characteristics for the implementation of the curriculum. Summarized results of the study outline as follows： 1) Home Economics is offered as independently required subject with equal status to Mathematics, Science, and Social Studies subject in all three countries； 2) Sex discrimination is prohibited both in the U.S. and Taiwan, while in Japan sex equity is not secured for Home Economics educations； 3) Time allotment for Home Economics in Japan and Taiwan is similiar to that in Korea；4) Subject areas cover such fields as Foods and Nutrition, Clothing and Textiles, Home Management, and Human Development in all three countries, which is similiar to those of Korea. In addition, Consumer Education and Career Education are also covered in the U.S., whereas in Japan Child Care is offered； and 5) Curriculum can be utilized as instructional planning material due to the clear specification of instructional methods, materials, and evaluation methods on the curriculum, especially in the U.S. and Taiwan.

• 한국간호교육학회지
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• 제22권2호
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• pp.220-227
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• 2016

Purpose: This study aimed to understand current global health education and suggest its future direction for Korean undergraduate nursing students. Methods: After reviewing literature to identify key concepts applicable to global health nursing curricula, the authors analyzed global health curricula from 98 nursing colleges by using a framework that was developed for this study. Results: Among the 201 nursing colleges, 98 (48.8%) schools offered one or more global health-related courses. The titles of these courses were divided into two categories: Multiculturalism and international nursing. Multicultural courses were offered mainly for freshmen (40.5%) or sophomore students (40.5%), whereas international nursing courses were offered mainly for senior students (35.9%). These courses trained nursing students to be culturally competent in providing nursing care for immigrants or foreign travelers living in South Korea. Conclusions: It is evident that interest in global health education is growing in South Korea. However, the scope and content of global health education needs to be broadened beyond multiculturalism and international nursing so that it can prepare nursing students to promote global health equity, reduce global health disparities, and work competently with globally-focused organizations.

• 한국가정과교육학회지
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• 제10권1호
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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.

• 한국초등과학교육학회지:초등과학교육
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• 제22권2호
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• pp.200-210
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• 2003

This study is focused to characteristics of earth region vocabularies used in 7th curricula science textbooks for 3rd to 6th grades of elementary school. The numbers of earth region vocabularies are generally increased from the lower to the higher grade textbooks, ‘science’ and ‘experiments and observation’. In ‘science’ textbooks, numbers and use frequencies of earth region vocabularies are predominant in astronomy and atmospheric science vocabularies. Meanwhile, in ‘experiment and observation’, domains related with astronomy have relatively more numbers of the vocabularies but domains related with geology have higher use frequencies of those vocabularies relative to domains related with another areas. ‘Strata’ and ‘fossil’ of geology vocabularies, ‘air temperature’ of atmospheric science vocabularies and ‘sun’ and ‘planet’ of astronomy vocabularies are commonly the highest frequent in the use for science textbooks and experiment and observation. In the both books, earth region vocabularies are derived from 70% to 80% words of Chinese, below 10% of pure Korean, and rest of other languages. Additionally, cases of pure Korean vocabularies unpacked from professional nomenclatures, ones without previous explanations and multiple vocabulary applications to same phenomena are observed in the both books. Synthesizing above results, it is suggested that the reconsideration of domains related with each area of earth science and vocabulary uses assigned to above cases is necessary, in possible.

• 한국도서관정보학회지
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• 제27권
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• pp.1-25
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• 1997

The purpose of this paper is to investigate the Korean situation of education for librarianship by comparing library education in the United States of America, the United Kingdom and Korea. The qualifications of librarians, educational institutions and the present trends of education for librarianship in the three countries are described and compared. It was not intended to find out similarities and differences as the three countries share no similar cultural and historical backgrounds. Compared with the education of the two countries, Korea has more ways to qualify librarians, more library schools, and lower academic levels for librarians. Library Associations or Institutes of the U. S. A. and the U. K. are involved in library education by accrediting library schools or library school curricula, but the Korean Library Association has nothing to do with library education. In case of present trends in library education, Korean institutions seem to lag behind in coping actively with the changes occurring in the modern society. Based on the findings, some suggestions are recommended.