• Journal of Science Education
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• v.45 no.1
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• pp.129-141
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• 2021

With the change of the undergraduate medical education system, many medical schools have recently run or developed a medical education curriculum. The premedical curriculum should be designed according to the sequencing and level of the medical curriculum, but there were no discussions on the standards or evidence for the basic science-related subjects. Therefore, this study examines Physics I, Physics II, Life sciences I, Life sciences II, Chemistry I, and Chemistry II, which are the subjects of need assessment exploration. The need assessment used mean, mean difference, and Borich demand, The locus for focus of memory degree and importance, and the result was converted into 76 keywords. The results of this study are expected to be used as basic data for the development of subjects related to basic science in premedical curriculum.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.17-29
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• 2013

High school 'science' in the 2009 revised curriculum in Korea was developed for the purpose of enhancing students' scientific literacy needed for citizenship in a democratic society. For this analysis, 'science' includes a variety of scientific topics from the origin of the universe to the birth of life, and the relationship between technology and modern society. It aims to make students understand the process of scientific inquiry and foster interest and curiosity about science. On the other hand, interest has been studied as a psychological construct to affect academic achievement and career selection of students. In this study, the authors investigated students' interest in high school 'science' in view of the 2009 revised curriculum. To carry this out, a survey tool was developed according to previous research, with 997 high school students' responses analyzed with descriptive statistics and factor analysis. The result showed that the students' interest in high school 'science' in view of the 2009 revised curriculum can be interpreted into three dimensions such as motivation, activity, and topic, which has several sub-dimensions. Students' interest in motivation dimension was higher than in activity or topic dimension, while the average value was slightly higher than the middle value. They showed different distribution of interest by gender and job orientation, especially in activity and topic dimensions. From this study, the authors can infer the multi-dimensional property of students' interest in high school 'Science' and the different distribution of interest by dimensions.

• Journal of The Korean Association For Science Education
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• v.10 no.1
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• pp.17-31
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• 1990

The purpose of this study is to make a comparative analysis of the educational bojective, organization, contents, teaching and evaluation of the biological curriculum in high school of Korea and the United States. The results are summarized as follows: 1. In case of the educational objectives, both Korea and the United States emphasize the importance of the process of inquiry, experimentation and observation. Particularily, great emphasis is placed upon the human centered curriculum by reinforcing the relationships between the nature and human being. 2. In regard to the educational organization, eleven credit units(Science I: 5 credits, Biology: 6 credits) is allocated in Korea, and ten credit unit, in the United States. Both of Korea and United Stats designate the biology as elective course. But the science I course is designated as required in Korea 3. This study have been analyzed the educational contents of the two countries within the framwork of the basic concepts and essential informations contained in the curriculum. Results of the analysis as follow: The educational contents have less quantity and lower level in Korea than in the United States. And interrelations among the other curricula are not well considered in the curriculum of Korea/ On the other hands, interrelations among the oter curricula are fully considered and the purpose for emphasizing the importance of the process of inquiry course is well considered in the United States. The themes are stressed on "Structure and Function" (34.5%), "Genetic continuty" (21.3%), "Diversity and Unit" (14.2%) and "Regulation and Homeostasis" (10.3%) in Korea, and in the United States "Structure and Function" (27.3%), "Diversity and Unity" (25.6%), "Genetic continuty" (17.9%) and "Organism and Environment" (9.3%). 4. Regarding the educational guidance, both of Korea and the United States emphasis the interrelation of the basic concepts and principles within the total framwork. Also observation and experimentation, safety education, interest of students, life dignity, pretection of nature, social biology are reguired being paid special attentions. 5. In case of evaluation, both of Korea and the United States are the same in all of methods of evaluation. But the United States is grest stressed on reading and writing.

• Journal of The Korean Association For Science Education
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• v.7 no.1
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• pp.41-51
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• 1987

The contents which is related to energy in current science textbooks of high school have been investigated. Based on the analysis of the results, we attempt to develop a model of energy curriculum on high school level.

• Journal of the Korean Chemical Society
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• v.47 no.6
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• pp.645-658
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• 2003

This study was carried out to analyze inquiry area of the chemistry (II) textbooks which were published by the 7th curriculum. The study attempts to analyze the degree to which chemistry (II) textbooks reflected the guidelines of the 7th science curriculum and propose educational suggestions for the inquiry learning. The analysis of the inquiry area was carried out based on the suggested inquiry elements of the 7th science curriculum. Overall, for the analysis of inquiry elements, basic inquiry elements except classifying suggested by the 7th science curriculum were well reflected on the textbooks. However, for the integrated inquiry elements, interpreting data takes almost half of the total integrated inquiry elements. Other integrated inquiry elements except drawing conclusion and transforming data were reflected less than ten percent. Investigation was also reflected less than ten percent of all inquiry activity. And inquiry activities were limited in terms of variety with few projects and no field trip. The main essence of the 7th science curriculum is the emphasis on total inquiry learning through various integrated inquiry elements and inquiry activities for higher grade students. Thus it is suggested that teachers provide inquiry learning which can supplement the textbook.

• Journal of Digital Convergence
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• v.7 no.2
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• pp.21-33
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• 2009

The aim of this study is to find out problems between the '7th National Curriculum' and '2007 Revised National Curriculum' that would initially apply from 2009 and then to suggest better ways to improve computer education in Middle schools. A survey was carried out with a questionnaire. Based on the result, a comparison was made and a suggestion has been derived: Firstly, the computer subject should not be treated as a rival to others anymore, rather it should be considered as an essential subjects. Secondly, teachers who take computer subjects as their major should be allocated to middle schools. Thirdly, computer subjects should be taught systematically from elementary and be continued throughout in order to promote the level of the computer science education. Fourthly, the advantages of computer utilisation should be taken into account to layout the computer curriculum that is practicable and learner-centered. Finally, teachers should recognise the main aim of computer education and teach computer subjects to be useful in education. Though the revised version is not perfect the more the curriculums are revised, the better they might be expected to be developed. Consequently, whenever the newly revised computer curriculum emerges, the defects should be identified and addressed in order to achieve the aim of the computer curriculum.

• Herbal Formula Science
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• v.29 no.4
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• pp.253-266
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• 2021

Objective : This is to analyze the factors affecting the satisfaction of curriculum at korean medicine college and suggest the direction of the curriculum reformation of korean medicine colleges. Method : The collected data were conducted multiple linear regression analysis using the SPSS ver.26 statistical program, using 'curriculum satisfaction' as a dependent variable after analyzing the frequency of each variable. Result : The average score for curriculum satisfaction at Korean Medicine college was 2.87 points, which was relatively low. The factors affecting the satisfaction of the curriculum were 'A favorable impression of Korean Medicine College of W University' β=0.351(p<.001), 'connectivity between major subjects' β=0.312(p<.001), 'duplex between major subjects' β=-0.163(p<.05), 'recognition of the importance of Chinese characters' β=0.114(p<.0.5). Conclusion : The curriculum of Korean Medicine College should first, be organized to allow students to be proud of themselves, second, the goal of education should set goals optimized for job competency, third, the content of learning should be consisted of student led problem based learning, fourth, the link between major subjects should be intensified, fifth, the clinical practice time should be expanded significantly and lastly the assessment evaluates the performance process.

• Journal of Korean Society of Forest Science
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• v.110 no.4
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• pp.689-710
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• 2021

The purpose of this study was to analyze contents of the elementary school textbooks on 'Forest Education' based on the 2015 revised curriculum. This study is designed to determine the status of forest educationrelated content in the curriculum. Thetypesofforesteducationintextbooksweredividedintoanalysis. In addition, the standards of achievement of the curriculum were analyzed into the areas of forest education curriculum to determine the similarities between the curriculum and the achievement of forest education. This study shows that, first, the field of knowledge in forest education was included in all subjects and grades except mathematics. It noted that the curriculum includes areas of knowledge that directly convey knowledge related to forest education. This showed that the forest education knowledge area is linked to various courses. Second, the types of forest education included in the curriculum appeared differently depending on age. In the lower grades, there was the most information on the tools and sensibilities of forest education, and in the higher grades, the more knowledge and value-related areas were addressed. As the school year increases, so do forest education levels. Third, when analyzing the achievement criteria in the curriculum, the curriculum achievement criteria included key points in forest education. Thus, this study confirmed the link between the curriculum and forest education.

• Journal of Information Science Theory and Practice
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• v.12 no.1
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• pp.77-86
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• 2024

As the significance of knowledge convergence continues to grow, universities are making efforts to develop methods that promote multidisciplinary learning. To address this educational challenge, our paper applies network theory and text mining techniques to analyze university curricula and introduces a graphical syllabus rendering method. Visualizing the course curriculum provides a macro and structured perspective for individuals seeking alternative educational pathways within the existing system. By visualizing the relationships among courses, students can explore different combinations of courses with comprehensive search support. To illustrate our approach, we conduct a detailed demonstration using the syllabus database of Yonsei University. Through the application of our methods, we create visual course networks that reveal the underlying structure of the university curriculum. Our results yield insights into the interconnectedness of courses across various academic majors at Yonsei University. We present both macro visualizations, covering 18 academic majors, and visualizations for a few selected majors. Our analysis using Yonsei University's database not only showcases the value of our methodology but also serves as a practical example of how our approach can facilitate multidisciplinary learning.

• New Physics: Sae Mulli
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• v.68 no.12
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• pp.1347-1355
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• 2018

This study aimed at investigating the physics curriculum implemented in science core schools. Thus, the researchers analyzed the science curriculum articulated in the annual reports of science core schools and interviewed some teachers in the schools to identify the features of the physics curriculum. The research findings were as follows: First, with respect to the teaching units by subjects, general science had the largest proportion, as much as 6.7 hours in average, and physics I and II were 4.2 and 4.4 hours, respectively, which were similar to other subjects such as chemistry, life science, and earth science. Second, most of schools opened the courses of physics I and II with two hours for two semesters. Fourteen schools taught physics I as an intensive unit whereas nine schools taught physics II intensively. In the case of specialized subjects, the most frequent one was independent research, and advanced physics was taught in 7 schools whereas physics experiments were done in 34 schools. Based on the findings, this study gives some implications about how to organize the physics curriculum in science core schools according to the 2015 revised science curriculum.