• 한국과학교육학회지
• /
• 제4권2호
• /
• pp.64-73
• /
• 1984

This study aimed at identifying the characteristics of current science curriculum in several countries in terms of its format, aims and objectives, contents and guidelines and discussed about therm. The curricula were collected from 9 countries- The United States of America(5 states), Canada(4 Provinces), England, West Germany, France, Australia, Newzealand, Japan and the republic of China. Each country had her own characteristics of science curriculum, but there also common characteristics among several countries. First, the format of science curricula in eastern countries were very different from those of western countries. The western countries had the curriculum format which included characteristics and needs of science education, philosophy and background, aims and objectives, contents, characteristics of learners, teaching and learning strategy, teaching materials, guide of experiments, evaluation methods, and other concrete informations while eastern countries had the curriculum format which included only objectives, contents and guidelines. I think that the format of science curriculum in western countries is more recommendable than that of eastern countries. Second, the aims and objectives of science curricula in eastern countries focused on scientific knowledges and concepts, while those of countries emphasized scientific methods and attitudes. Third, the contents of science curricula were very similar regardless of eastern countries or western countries. In other words, all the countries in this study emphasized life science and earth science at lower grade level and physical science at upper grade level. Especially the observation and concrete learning activities were suggested at lower grade level and logical reasoning was emphasized at upper grade level. I think that the integrated (topic-centered) science curriculum is more recommendable than our current non-integrated science curriculum in lower grade levels. Finally, the guidelines of science curriculum in eastern countries did not suggest specific information about teaching contents, experimental methods, teaching-learning activities, evaluation methods, teaching and learning meterals, while those of western countries provided more specific information which teachers could utilize very effectively.

• 한국환경교육학회지:환경교육
• /
• 제14권2호
• /
• pp.40-50
• /
• 2001

To meet the objectives of environmental education, teachers especially have to perceive the importance of environmental education, comprehend various characteristics of teaching/learning methods, and be able to conduct classes by choosing proper teaching/leaming methods in accordance with a specific purpose and educational focus about environmental education. Therefore, it Bs necessary to investigate the current status of Korean environmental education and provide teachers with appropriate environmental teaching/leaming methods. To this end this study aims to examine Korean science teachers'perceptions'on environmental education and the kind of teaching/learning methods which can be utilized in environmental education. Teachers who completed the survey were 135 science teachers from middle and high schools in Seoul, and 126 social science teachers from Kyoungki province. The majors of the science teachers were in physics, chemistry, biology, geology, and earth science. Also, there was one teacher who majored in special education. For social science teachers two majors were common, geography and general sociology. After analysis of the data from the surveys the results are as follows. First, science and social science teachers in middle and high school recognized the necessity of environmental education in school education. Second, most teachers had applied environment related topics to their subject of study occasionally, but they mostly concurred that environment related contents should be included in their textbooks. Third, science teachers agreed that field trip, discussion, and the STS approach were the most proper methods for environmental education, and social science teachers agreed that field trips, inquiry, and discussion were the most appropriate methods for a teaching environment. They realized that they should decide good teaching-learning methods appropriate to the objectives and content needed for effective environmental education as they selected different teaching-learning methods according to detailed environmental objectives and contents in their textbooks.

• 영재교육연구
• /
• 제18권3호
• /
• pp.591-612
• /
• 2008

본 연구에서 K 초등 과학 영재교육 자료에 제시된 수업목표를 Bloom의 신 교육목표 분류학으로 분석한 결과는 다음과 같다. 제시된 수업목표는 13개 주제에 총 217개였고 영역별로는 에너지 27개, 물질 68개, 생명 52개, 지구 70개였다. 지식차원에서는 개념적 지식에 해당하는 수업목표가 가장 많았고 절차적 지식, 메타인지 지식, 사실적 지식 순으로 나타났다. 인지과정 차원에서는 '이해하다'에 해당하는 수업목표가 가장 많았으며 '적용하다', '창안하다', '분석하다'와 '평가하다' 순이었고 '기억하다'는 매우 적었다. 수업목표를 에너지, 물질, 생명, 지구의 네 영역으로 나누어 분류한 결과 지식 차원에서는 에너지, 물질, 지구 분야의 경우 개념적 지식이 가장 높은 비율을 차지했고 절차적 지식, 메타인지 지식, 사실적 지식 순으로 나타났다. 반면, 생명 분야는 절차적 지식이 가장 높은 비율을 차지했고 다음으로 메타인지 지식, 개념적 지식, 사실적 지식 순으로 나타났다. 인지과정 차원에서는 네 영역 모두 '이해하다'에 해당하는 수업목표가 가장 많았는데 그 비율은 지구 영역에서 가장 높았으며 물질, 에너지, 생명 순으로 나타났다. '기억하다' 범주에 해당하는 수업목표는 네 영역 모두에서 낮게 나타났다. 따라서 K 초등 과학 영재교육 자료의 수업목표는 복잡한 지적 조작을 요구하는 상위 수준의 사고 기능을 기르는 데 목표를 두고 있음을 확인하였다.

• 치위생과학회지
• /
• 제24권1호
• /
• pp.37-53
• /
• 2024

Background: To train dental hygienists to utilize knowledge in practice, an integrated curriculum based on the competencies of dental hygienists is expanding; however, in the field of basic dental hygiene the curriculum is still fragmented and based on segmented knowledge. This study developed an integrated curriculum based on the competencies of dental hygienists in Anatomy, Histology & Embryology, Physiology, which are subjects for basic dental hygiene that have high linkage and overlap. Methods: After selecting the learning objectives for the integrated curriculum from those of Anatomy, Histology & Embryology, Physiology, the duties of the dental hygienist in relation to the learning objectives were analyzed. Learning objectives were combined with the duties of a dental hygienist to derive competencies for an integrated curriculum. Referring to the syllabus and learning objectives for each subject, the weekly educational content, learning objectives, and credits of the integrated curriculum were derived. After conducting a Delphi survey to validate the competency and content of the derived integrated curriculum, an integrated curriculum was developed. Results: By using the first and second Delphi surveys, four competencies were developed for dental hygienists that can be achieved through an integrated basic dental hygiene curriculum. In addition, an integrated curriculum including the courses Anatomy, Histology & Embryology, Physiology, Structure and Function of the Human Body/Head/Neck, and Structure and Function of the Oral Cavity was established. Conclusion: This study presents a specific example for developing a competency-based integrated curriculum that can be used as a framework to derive a competency-based integrated curriculum among subjects that can be integrated according to the linkage of learning contents and the competencies that can be achieved.

• 한국컴퓨터정보학회논문지
• /
• 제21권9호
• /
• pp.149-156
• /
• 2016

This paper is concerned with education courses operating practices for basic computer literacy training. In this study, we propose an example for students to effectively measure and evaluate the achievement of defined ability in the performance measurement and analysis, learning objectives and learning outcomes set in operation throughout the course. Through research and development use case presents the tools for teaching method and effective and objective measurement of the related subjects. And based on the results, we propose the possibility of utilizing NCS-based course operation and education certification. In this study, the measurement process is based on the association with the objective of the development and operation, and measurement tools, measuring tools for measuring learning outcomes associated with the curriculum design methods for the measurement and evaluation of the case of the operation of the course units of learning outcomes and the method proposed.

• Journal of information and communication convergence engineering
• /
• 제20권1호
• /
• pp.22-30
• /
• 2022

The reinforcement learning algorithm has proven its potential in solving sequential decision-making problems under uncertainties, such as finding paths to route data packets in wireless sensor networks. With reinforcement learning, the computation of the optimum path requires careful definition of the so-called reward function, which is defined as a linear function that aggregates multiple objective functions into a single objective to compute a numerical value (reward) to be maximized. In a typical defined linear reward function, the multiple objectives to be optimized are integrated in the form of a weighted sum with fixed weighting factors for all learning agents. This study proposes a reinforcement learning -based routing protocol for wireless sensor network, where different learning agents prioritize different objective goals by assigning weighting factors to the aggregated objectives of the reward function. We assign appropriate weighting factors to the objectives in the reward function of a sensor node according to its hop-count distance to the sink node. We expect this approach to enhance the effectiveness of multi-objective reinforcement learning for wireless sensor networks with a balanced trade-off among competing parameters. Furthermore, we propose SDN (Software Defined Networks) architecture with multiple controllers for constant network monitoring to allow learning agents to adapt according to the dynamics of the network conditions. Simulation results show that our proposed scheme enhances the performance of wireless sensor network under varied conditions, such as the node density and traffic intensity, with a good trade-off among competing performance metrics.

• 한국과학교육학회지
• /
• 제12권2호
• /
• pp.81-95
• /
• 1992

The purpose of the study is to specify the evaluative objectives of science process skills and to serve as an evaluative criterion for the development of university competency test. The followings are the results of this study. (l) Five steps as a teaching and learning model of science are suggested for the improvement of science inquiry skills. (2) Three dimensional taxomony was presented to evaluate the science process skills of university competency test. (3) Sixteen behavioral elements were selected from the science process model and defined operationally. (4) 146 evaluative objectives were specified according to each behavioral element based on the results presented above, the science inquiry model and the evaluative objectives wilt be contributed to teaching and learning strategies for the improvement of science process skills including basic concepts and contents, and problematic situation in science.

• 여성건강간호학회지
• /
• 제11권2호
• /
• pp.99-109
• /
• 2005

Purpose: The purpose of this study is to present a procedure for developing a PBL package and to provide the example of its application. Method: In this study, the PBL package was proposed based on the integrated curricular under maternity nursing. The PBL package model proposed by Little was applied to this study. Result: The procedure for developing the PBL package includes course objectives, learning objectives, concept mapping, situation scenario, tutor guide, and evaluation method. Clinical scenarios used in 3 PBL packages were composed of a pregnant women, a childbirth women, and a postpartum women. The Eight detailed steps are given in this study. Conclusion: Through these findings, the steps might be easier and more useful for nurse professionals to begin using the PBL package in maternity nursing. In addition, the steps will actively contribute to imply the PBL in nursing education.

• 치위생과학회지
• /
• 제18권2호
• /
• pp.85-96
• /
• 2018

본 연구는 공중구강보건학 구강보건행정 영역의 국가시험 A항목 학습목표 48개의 '치위생 직무관련성', '치위생역량관련성', '교육목표 설정의 가치판별성', '시의성'을 검토하여, 최종으로 제안한 사회치위생학 구강보건행정 영역의 국가시험 A항목 학습목표는 총 75개였다. 전체 학습목표 중 18개를 삭제하였고, 15개를 수정보완하였으며, 기존 학습목표 15개를 유지하였고, 새로운 학습목표 45개를 추가하였다. 학습목표 주제는 I. 사회보장과 의료보장, II. 구강보건진료제도, III. 구강보건행정, IV. 구강보건정책으로 구분하여 고찰하였다. 최근 건강보험 및 노인장기요양보험의 확대 등 의료보장제도는 국가정책의 변화 등을 반영한 의료보장과 사회보장제도에 대한 내용을 제공할 수 있도록 수정보완이 필요하며 더 나아가 제도의 문제점과 해결방안을 제시할 수 있는 '옹호자'로서의 사회적 역할을 수행할 수 있도록 사회보장과 의료보장 분야의 학습목표를 개선할 것을 제안하였다. 구강보건진료제도와 구강보건행정 분야의 기존 학습목표는 치과위생사로서 현장의 직무와 관련성이 높은 개념과 내용으로 수정보완이 필요함을 제시하였고, 구강보건정책 분야는 치과위생사로서 정책에 참여하고 치위생 정책의제를 발굴할 수 있는 역량을 강화하여 변화주도자, 옹호자의 역할을 수행할 수 있도록 국내 보건의료정책, 치위생 관련 정책 이슈의 변화, 정책과정, 정책참여, 정책평가 등의 내용을 중점으로 학습목표를 신설할 것을 제안하였다. 본 연구결과, 변화하는 시대적 상황에 부응하여 사회치위생학 분야의 학습목표를 개정할 필요성이 제기되었다. 또한, 교육내용을 개편함에 있어 우선순위를 두어 개선하여야 한다는 것에 의견이 모아졌다. 첫째, 사회치위생학 학습목표를 개정하고, 실제 직무와 관련성이 높은 역량을 개발해야 할것이다. 둘째, 사회치위생학 학습내용은 지식, 태도, 행동을 향상시킬 수 있는 학습목표를 적극 개발해야 할 것이다. 셋째, 개정된 학습목표와 역량을 기준으로 사회치위생학 교재와 교육자료의 개발이 필요할 것이다. 넷째, 개정된 사회치위생학 학습목표를 바탕으로 치과위생사 국가시험을 개선해야 할 것이다. 이러한 교육의 변화를 통하여 치위생(학)계는 학습내용이 지식중심에서 그치는 것이 아니라 지식을 통해 다양한 활동으로 전환될 수 있도록 치과위생사의 역량을 강화하고, 치위생학 학문의 질적 수준을 향상시켜야 할 것이다. 따라서 사회에 진출 한 후 임상과 지역사회 현장에서 치과위생사로서 사회적 역할과 책임을 다할 수 있는 내실 있는 교육을 운영해야 할 것이다.

• 한국컴퓨터정보학회논문지
• /
• 제19권9호
• /
• pp.185-196
• /
• 2014

본 연구는 Bloom의 교육목표 분류법이 가지고 있는 문제점을 수정한 Anderson의 분류법과 프로그래밍 수업목표에 적용할 수 있는 Fuller의 분류법으로 2009 개정 교육과정에 의해 새롭게 출판된 고등학교 정보 교과서 6종을 분석하였다. Anderson 분류법에 의하면 교과서마다 차이가 있기는 하지만 개념적 지식과 절차적 지식, 이해하다와 적용하다의 목표들이 더 많이 제시되어 있음을 확인하였다. Fuller 분류법으로 동종의 교과서 6종을 분석해 보니 프로그램 코드의 해석과 생산 영역이 대체로 균형 있게 제시되어 있었다. 본 연구 결과를 통해 추후 이루어지는 정보 교과만의 교육목표 분류법 연구와 교과서 개발에 좋은 사례가 될 것으로 전망한다.