• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.183-195
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• 2005

The purpose of this study was to develop educational objectives and content standards for clothing life area based on the theoretical framework of home economics education. To achieve this, literature review and need assessment on curriculum contents for clothing life area were performed. and expert meetings and a workshop were held. The results were considered in developing educational objectives and content standards. The educational objectives were developed in both general and specific levels. The curriculum contents were developed according to educational objectives in the specific levels in the form of content standards. Specific concepts for each content standard were proposed. The curriculum materials proposed in this study can be applied flexibly to the future development of national curriculum and textbooks.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.401-418
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• 2003

The purpose of this study was to examine philosophical views on science of two influential curriculum documents, AAAS' s Benchmarks for Scientific Literacy (Benchmark) and NRC's National Science Education Standards (Standard), and to get educational implications about a desired philosophical view on science at a school science level. In order to determine the philosophical views on science explicitly suggested in the documents, Soh's Philosophical Perspectives Probe (PPP) was used as a framework for analysis. Forty preservice teachers reviewed the documents, extracting paragraphs with which statements of the PPP' s questions would agree. The results of the study were as follows: First, the Benchmark's philosophical view on science corresponds to the borderline between inductivism and eclecticism, or eclecticism close to falsificationism. The philosophical positions by the PPP' s themes are very different. Second, the Standard's philosophical position on science corresponds to inductivism close to eclecticism. Its philosophical position by the themes of the PPP is very different like the Benchmark. These results indicate that philosophical positions of the documents are more complex than popular conceptions would have it. That is to say, the results suggest that the science curriculum documents hold not only a contemporary philosophical view on science but also a traditional view on science, and that the philosophical positions on science are different from each other by documents and even by the PPP's themes in the same document. The results suggest that the philosophical views on science in school science contexts need to be adjusted and presented to K-12 students according to topics related to philosophy of science.

• Journal of the Korean Geographical Society
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• v.37 no.3
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• pp.276-291
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• 2002

The contents of geographical education present too inclusive and abstract regard as criteria in an existing curriculum. And geographical education oneself's system is difficult because they are set to the one part of educational side. This study pursuit to make content standard of geographical education based on geography as an alternative. This paper present standard setting up 5 steps. They are Ultimate Theme, Basic Theme, Major Standard, Standard, Detailed Standard. Ultimate Theme is discern geographical education whole : understand of interaction human and environment, understand of place and region, understand of interaction human and region. Basic Theme is concrete of ultimate theme ; geographical skill, physical environment, human environment, place and region, interaction of human and region. Standard is concrete and measurable level of basic theme, it is consist of three steps in Major Standard, Standard, Detailed Standard tv level of specification. Major Standard is consist of 17 item, Standard is 48 item, and Detailed Standard is detailed to unit level.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.1041-1054
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• 2013

Big ideas are overarching principles that help students to build a holistic understanding of domain-specific knowledge and assimilate individual facts and theories. This study aims to design a standard-based integrated science curriculum framework based on Big Ideas. The core contents were extracted by analysing the 2009 National Science Standards curriculum of primary and middle schools. Four Big Ideas, 'diversity,' 'structure,' 'interaction,' and 'change,' were generated after the process of examination and categorization of core contents. The scientific facts, disciplinary concepts, and interdisciplinary concepts of every scientific domains included in each Big Idea are represented as a knowledge pyramid. Essential questions guiding the direction of curriculum design were proposed on each Big idea. Based on the framework, teaching modules for 'structure' were developed for grades 5~6.

• Journal of Science Education
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• v.45 no.1
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• pp.1-10
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• 2021

In this study, we analyzed the relationship between the physical science domain of TIMSS 2019 and the Korean science curriculum. Twelve subjects are presented in the physical science domain of the TIMSS 2019 4th grade evaluation framework. Research group consisting of elementary and middle school teachers and science education experts, a total of 12, participated to analyze in which grade these subjects were included in the Korea 2009 revised and 2015 revised science curriculum. As a results of analyzing whether the achievement standards of the TIMSS 2019 evaluation framework and Korean science curriculum are consistent, the subjects pertinent to chemistry like 'chemical changes in everyday life,' 'heat transfer,' and 'electricity and simple electrical circuits' appeared not covered at all until the 4th grade curriculum in Korea. Given that the TIMSS 2019 evaluation framework is an international achievement standard, we are proposing to improve the Korean curriculum as follows: first, for the development of the next science curriculum, there is a need for science curriculum organized from the 1st grade of elementary school to connect the content and scope of chemistry in elementary, middle, and high schools as a whole including the Nuri curriculum. Second, as an alternative to the problem of suitability of learning volume and level of learning, it is possible to think of a method to readjust the grade of dealing with related concepts by lowering the difficulty or simplifying the concept. Third, it is necessary to discuss about introducing essential concepts and standard terms into Korea science curriculum according to international trends.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.217-235
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• 2022

This study aimed to analyze the changes in the physics curriculum of elementary schools over the past years and to discuss the issues faced by the science curriculum for elementary education prior to the next curriculum revision. We analyzed changes in the elements of the contents from the 7th curriculum to the 2015 revised curriculum and reviewed studies conducted after the revision in 2015. Additionally, three professors majoring in physics education discussed the results of the curriculum analysis. The result indicates that content of the physics curriculum for elementary education was generally reduced after the 7th curriculum. Specifically, difficult concepts were omitted or designated to a higher school level. Concerns related to the science curriculum pertain to the content adequacy and difficulty of the current curriculum, its relationship with mathematics, connection between the Nuri curriculum and the integrated curriculum for the 1st and 2nd grades, and the achievement standard predicate problem.

• Journal of the Korean Society of School Health
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• v.18 no.2
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• pp.15-26
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• 2005

Purposes： This review is designed to assess the current status of health education in Korea, to identify problems within the curriculum, and to suggest ways to improve health education in Korea. Results： Korean schools currently lack a regular standardized health education curriculum. Subjects related to health education are presently taught in other disciplines, such as physical education, home management, biology, and other related subjects. The Korean health education curriculum suffers from many significant problems, including a lack of educational goals for health education, absence of designated time for health education, a lack of continuity between contents, knowledge-oriented health education, and an overall disconnect with the needs of the students. Other problems include an exclusion of health education experts in the development of the curriculum, no designated times for health education within the regular curriculum, and a lack of health teachers in schools. Conclusion： To improve health education in schools, standard health education curriculum should be developed. Health education curriculum needs to be sequential, comprehensive, and skill-based. Health education needsto be a essential subject, health teachers need to be trained, and provided with technical support.

• Korean Medical Education Review
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• v.10 no.1
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• pp.19-33
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• 2008

Purpose: This study is purposed to analyze the curriculum on medical humanity and social science in foreign medical schools. The Main topics are classified into three parts: the characteristics of American medical humanity and social science curriculum: understanding of medical humanity and social science in medical school in USA, UK, and Australia: standard recommendations on medical ethics and professionalism in curriculum design. Methods: The literature reviews and on-line searching were conducted to collect the information and data on medical humanity and social science in foreign medical schools, 9 medical schools were selected in terms of reputations in USA, UK, and Australia. Results: First, American medical humanity and social science curriculum have changed, especially from cores to electives, from informal to formal and from subjects to interdisciplinary. In addition. teaching methods have changed into small-group discussion and teaching materials into various sources, such as essays, poetry, films and so forth. Second, most medical schools had their own unique curriculum adjusted to their academic traditions. Especially, curriculum of UK and Australia were more integrated than those of USA. Finally, it is recommended that standards of medical ethics and professionalism have to be considered in curriculum design. Conclusion: It is suggested that medical humanity and social science curriculum be designed closely connecting with clinical medicine.

• Korean Journal of Adult Nursing
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• v.26 no.2
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• pp.223-233
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• 2014

Purpose: This study was aimed to analyze the sexual health curriculum for the nursing baccalaureate and associate's degrees in Korea. The curriculum proper based on Posner's theory presented the analysis of purpose, content, organization, and underlying assumption. Methods: This study was conducted with sexual health education guidelines, nursing practice standards, 181 curriculums, and teaching materials. Data were collected through literature, online homepage from 181 nursing school, and textbooks from July to September, 2013. Data were analyzed using percentage and mean with SPSS 12.0. Results: The purposes were mostly included in the low grade cognitive learning domain. The contents included 20 key elements among 22, so the scope was not inclusive. There was an unbalance between content's depth and scope, because total mean credit of sexual health nursing education was only 19.81 hours. The spiral structure of organization showed continuity, sequence, and integration with international standards. The interdisciplinary integration and transcultural value were advantages of the curriculum. Conclusion: This study provided a view on understanding sexual health nursing curriculum and implication for advanced education. The proclaiming of the standard and concept mapping of sexual health curriculum may contribute to the curriculum development for the advanced nursing.

• Proceedings of the Korean Institute of Building Construction Conference
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• 2019.11a
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• pp.205-206
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• 2019

National Competency Standard(NCS) is a national organization that organizes the knowledge, skills, and quality required to perform duties at industrial sites by industry sector and level. As NCS was developed and adopted as part of the government's implementation of capability-oriented society, the construction industry is also fully applying NCS to the curriculum and training. This study investigated and analyzed the problems of NCS development in construction work field through prior research analysis and experts interview and derived problems such as discrepancies in classification system, lack of connectivity with curriculum, and lack of effectiveness in revising NCS in construction work field. Further research is thought to be necessary for the establishment of the development system reflecting the construction characteristics in the future and for the presentation of practical improvement directions.