• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.389-396
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• 2016

This article aims to help improve day care qualitatively to offer base data for applying the standard childcare curriculum and improve the management, by analyzing the teacher's recognition, organization and management on the 3rd standard childcare curriculum. For this, we examined teacher's recognition, organization and management on the 3rd standard childcare curriculum and determined how much a teacher of an infant class and a teacher of a young children class conduct for every sector. A questionnaire was prepared to study the recognition, organization and management on the $3^{rd}$ standard childcare curriculum and the selected study subjects were educare teachers in G-do. T-test and one-way analysis of variance were conducted with the collected research data. The study results are as follows. First, the educare teachers mostly recognized the $3^{rd}$ standard childcare curriculum. Second, they were properly organizing and managing the 3rd standard childcare curriculum. Third, all the teachers of an infant class and a young children class were conducting the $3^{rd}$ standard childcare curriculum for every sector.

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.318-326
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• 2016

The purpose of this study was to analyze differences in toddler teachers' perception and application of the contents of the Standard Educare Curriculum. The participants of this study were 205 toddler teachers in charge of two-year-old children at childcare centers in Jollanamdo. For the survey, a questionnaire was prepared for the purposes of this study based on the contents of the $3^{rd}$ Standard Educare Curriculum. Collected data were analyzed using SPSS 18.0 through frequency analysis, descriptive statistics, paired sample t test, independent sample t test, F test, and Duncan's post hoc test. The results are as follows. First, toddler teachers' perception of the contents of the National Standard Educare Curriculum was high, and the level of understanding was higher than when their academic degree was high. Second, toddler teachers' application of the contents of the Standard Educare Curriculum was relatively high. Third, there was a significant difference between toddler teachers' perception of the contents of the Standard Educare Curriculum and their actual application of the contents.

• Korean Journal of Childcare and Education
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• v.17 no.3
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• pp.1-17
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• 2021

Objective: The objective of this study is to investigate the tendency of research in relation to childcare curriculum for 0 to 2 year-olds, and then to analyze and understand the results of precedent research about the status of the operation of Childcare Curriculum. Methods: The analytic data utilized in this research contains a total of 45 research results about childcare curriculum for 0 to 2 year-olds. Results: First, the research methods were focused on quantitative research. Regarding research topics, the status of the operation of Childcare Curriculum, and contents and programs of Childcare Curriculum received high attention. Second, while, childcare teachers showed an awareness of the Childcare Curriculum, they made few efforts to investigate and understand it in depth. It was reported that a lack of multiple support systems would serve as an obstacle to the operation of Childcare Curriculum. Conclusion/Implications: There is a need for childcare centers, academic circles and the government to pay an even greater deal of attention to the childcare curriculum for 0 to 2 year-olds. In addition, structural and policy support is required, such as revitalizing case-based teacher training, lowering the ratio of teachers to children, and improving working conditions for infant teachers.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.67-78
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• 2008

The aim of this study is to develop of standard curriculum for University-level Program (UP) in environmental science. UP has much merit; for example, high school students can develop their road for future by the UP procedure which is related intimately with their choice of road for future. Environmental Science is the subject which is stable for UP's goals because of interated nature of environmental science. These goals and the increase of social demand made us proceed this study. So this study had developed a standard curriculum for UP in environmental science and designed in-service program for lecturers. This study analyzed the current situations and problems of the present environmental education in the university liberal arts and high school environmental science curriculum. As a result, most of environmental educations have been conducted mainly by an approach of natural science. Inevitably they should have limits in which students can't have holistic view in solve the environmental problem. Development of Standard Curriculum for UP in Environmental Science targeted on three points. The first point is the consideration for nature of talented high school students who have interests for environment. The second point is promotion of environmental literature for talented highschool students. The third point is the level of lecture, which we put together the lecture level on university general liberal arts. And designed the in-service program for lecturers, which constructed of six field and sisty hours.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.42-50
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• 2012

The Purpose of this study was to analyze STS contents in elementary school science textbooks according to 6th, 7th and revision 2007 national curriculum. The contents of STS were analyzed by the STS elements of Yager and the STS topics of Piel's standard. Major findings from the analyses are as follows: (1) The STS contents in the science textbooks of the 6th curriculum took up 13.7% and increased to 18.3% in the 7th and 19.0% in the revision 2007, which showed that the textbooks followed the goal of the national curriculum faithfully. (2) Based on the STS elements by Yager's standard, most of STS content is focused on 'Application of science', 'Social problems and issues' and 'Local and community relevance'. (3) Based on the STS topics by Piel's standard, most of STS contents are focused on 'Effect of technological development' and 'Society of science'. These results indicate that recent STS education trends are reflected on the 6th, 7th and revision 2007 textbooks well. However, it is suggested that some improvement is needed, such as diversification of topic.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.437-457
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• 2019

In this study, we analyzed how the content and achievement criteria of the Geometry domain of Korean elementary school mathematics curriculum have changed. To this end, based on the analysis framework based on the 2015 revised curriculum, the achievement standards for each period were classified into continuous, extinct, and additional types, and their characteristics were examined. In the domain of Geometry, continuous achievement standards accounted for 51% of the total, and there were many achievement standards that remained unchanged in grade and domain. The extinctive achievement standard is 20.4% of the total, and the mathematics contents that were rapidly introduced due to the modernization of mathematics in the 3rd curriculum were eliminated the most from the 4th curriculum, and after the 7th curriculum, With the introduction of staged curriculum and the system of school year group, the contents of learning were either integrated or moved to middle school. The additional achievement standard was 28.6% of the total, and the achievement standard was added the most with the introduction of spatial sensory development in the 7th curriculum. The GAct that the additivel achievement standard is more than the extinction achievement standard in the Geometry domain is the result of the efforts to actively introduce the geometric contents appropriate to the times despite the great flow of curriculum revision of the curriculum reduction. It is hoped that the results of these studies will be used as basic data in the formation of new achievement standards in future curriculum development.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.89-98
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• 2010

In this study, we investigated and compared the standard of the present teaching tools & facilities in 16 cities and provinces. On the basis of this data, we suggested the standard of teaching tools & facilities according to the new curriculum. In the analysis of the present teaching tools & facilities, we divided the scope of facilities into 'the common one' and 'lab & practical room[common].' This study made it possible to easily recognize a facility by deleting a prep room from the names of facilities. Also, we prepared the standard plan for teaching tools by putting its focus on how to desirably manage the curriculum while giving the independence of a school to the maximum because of all sorts & great numbers of teaching tools.

• Journal of Korean society of Dental Hygiene
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• v.9 no.3
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• pp.229-247
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• 2009

The purpose of this study is to provide the improvement basis for Dental Hygiene education program by analyzing the current implement status of Dental Hygiene curriculum in Korea and comparing the status with the US ADA standard. The researcher analyzed the Dental Hygiene syllabus limiting "Dental prophxis", "Comprehensive dental hygiene" subjects only from 31 universities which offer 3 years program. The main interest was to figure the implementing status of the curriculum and to compare the actual teaching content with the CODA 2-17 standard. The results show that there are a number of problems in implementing the Dental Hygiene courses among different universities. First, there is a significant inconsistence among schools in terms of course title, total credit, hours, the ratio for theory and practice, etc. In addition, there is a big gap between the actual content of Dental Hygiene courses and the essential/required content of CODA 2-17 standard. For instance, most of the Dental Hygiene programs in Korea cover the overall assessment stage content and some of implementation stage content. However, very few programs deal with the planning and evaluation stage content. To improve these problematic circumstance a number of suggestions were made. Developing the standardized curriculum for the Dental Hygiene program might be one of the major solutions. Next, the regular accreditation and/or assessment system for the Dental Hygiene program should be developed. This research can provide the basis for the need to assess and improve the Dental Hygiene curriculum.

• Journal of the Korean Society for Library and Information Science
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• v.43 no.4
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• pp.451-468
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• 2009

Since the curriculum of the department of library and information science for nurturing librarians and teacher-librarians is not standardized and the education scope and content of subjects for each exam to recruit librarians and teacher-librarians is also not standardized, the objectivity and credibility required for national exam are not guaranteed. This study is for developing a standard curriculum as one of the solutions regarding the foregoing problem. To achieve the goal of this study, first of all, the requirements for librarians and teacher-librarians and a national exam related to Teacher Certification Examination, regulation, and implementation rules were reviewed. Secondly, the justification of the suggested subjects through analyzing prior studies for developing a curriculum for library and information science was reviewed. Thirdly, the subjects resulted from the two foregoing methods were confirmed as a standard curriculum for library and information science through a focus group discussion among practicing librarians.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.310-326
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• 2016

A lot of colleges have made continued efforts to help freshmen adapt themselves to a new school life and environment and build a decent relationship with faculty and other students. Therefore, this study attempted to figure out the effectiveness of team teaching(team teaching by academic advisor, standard textbook-centered guidance vs. autonomous mentoring) on strategic cultural curriculum as a way to help freshmen adapt themselves to a school life. For research subjects, 31 enrolled freshmen and 5 professors from a college in Chungbuk were selected. In terms of research tools, 'Communication Competence Assessment Sheet' provided by Strategic Cultural Curriculum Development Team and a simple questionnaire on 'curriculum satisfaction, adaptation to school and intimacy' were applied. For data analysis, paired t-test, independent samples t-test and rating scale were conducted. The study results found the followings: First, according to analysis on the effects of two different types of team teaching on the goal of strategic cultural curriculum('improvement of communication competence'), significant effects were found in a standard curriculum(textbook)-centered team. Second, when adaptation to a school life(school adaptation, intimacy) perceived by the students who completed the strategic cultural curriculum according to two different types of team teaching curriculum was analyzed, significant changes were found at standard textbook-centered guidance team. Third, this study has examined other changes, satisfaction, opinions and perception(strength, weakness, opinions for improvement) on the curriculum perceived by the students(learners) and faculty regarding about team teaching curriculum. Based on these results, educational implications of this study were reviewed. And a suggestion and limits were presented.