• Title/Summary/Keyword: 교육과정에 대한 국제 비교

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Analysis of the Verbs in the 2009 Revised National Science Curriculum-from the Viewpoint of Cognitive Domain of TIMSS Assessment Framework (2009 개정 과학과 교육과정의 성취기준에 사용된 서술어 분석 -TIMSS 인지적 영역 평가틀을 중심으로-)

  • Song, Eun-Jeong;Je, Min-Kyeong;Cha, Kyung-Mi;Yoo, June-Hee
    • Journal of The Korean Association For Science Education
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    • v.36 no.4
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    • pp.607-616
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    • 2016
  • In the 2009 revised science curriculum, comprehensive verbs such as 'know (38%)' and 'understand (46%)' are used in more than 80% of the achievement standard. Many readers, such as teachers, textbook makers, etc. have difficulties in interpreting the meaning of achievement standard sentences with these comprehensive verbs. On the other hand, 'Trends in International Mathematics and Science Study (TIMSS)' uses more various and specific verbs to express the cognitive domain. In this study, we analyzed the 2009 revised science curriculum achievement standard focusing on the TIMSS cognitive domain assessment framework. We divided achievement standard to 228 sentences and three teachers analyzed the meaning of verbs in achievement standard. There were two main results of this study. First, the verb 'Know' was analyzed into different kinds of meanings, such as 'Describe (27%)', 'Recall/Recognize (25%)' and 'Relate (17%)', etc; and the verb 'Understand' was analyzed into 'Explain (37%)', 'Relate (27%)' and 'Describe (21%)', etc. Second, there appeared to have a disagreement among the three analysts during the process of interpreting the achievement standards when the level and scope of the contents of each grade is not clear. This study concludes that there's a need for continuous discussion on the use of verbs in achievement standard to promote clearer expressions for better understanding.

Comparative Analysis of Korean and Japanese Textbooks on World Geography: Focused on the Contents of Global Education (한.일 고등학교 세계지리 교과서 내용 비교 분석 -국제이해교육의 관련 내용을 중심으로-)

  • Yang, Won-Taek
    • Journal of the Korean association of regional geographers
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    • v.2 no.2
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    • pp.75-92
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    • 1996
  • Geography education is one of the best ways to improve the understanding of other countries. By analyzing Korean and Japanese textbooks on world geography, I tried to find out how well they explain the other country and to set forth guiding principles for geography education. To achieve these aims, weight analysis are used. The major findings in this study can be summarised as follow. The contents of Korean and Japanese geography textbooks were analyzed deviding into 2 major topics, 6 minor topics, and 20 key concepts. (1) By analyzing Korean geography textbook of the 5th curriculum the weight percentages which had been given to each minor topics were found. They are as follow: resource problem(57.7%), human right problem(21.4%), population problem (9.0%), mutual dependence(6.0%), environmental problem(3.3%), international competition(2.6%). (2) By analyzing Korean geography text-book of the 6th curriculum the weight percentages which had been give to each minor topics were found. They are as follow: resource problem(42.7%), human right problem(21.7%), mutual dependence (20.9%), environmental problem(7.7%), population problem(4.6%), international competition(2.4%) (3) By analyzing Japanise geography text-book of 5th curriculum ammendment the weight percentages which had been give to each minor topics were found. They are as follows: resource problem(49.9%) human right problem(21.7%), mutual dependence(15.5%), population problem (7.1%), international competition(6.2%), environmental problem(3.8%) (4) By analyzing Japanise geography textbook of 6th curriculum ammendment the weight percentages which had been give to each minor topics were found. They are as follows human right problem (31.6%), mutual dependence(22.8%), resource problem(20.7%), population problem(12.7%), environmental problem(8.6%), international competition(3.6%). We can see that in the field of dependence Korea and Japan put the similar weight but in the field of common problem they put the fairly different weight. It can be viewed as the difference of curriculum. That is to say Korea used both the systematic method on the basis of unit but Japan used only topical method on the basis of unit. Therefore Korean geography textbook introduce agriculture, forestry, fishery, mining industry and manufacturing industry. Japanese textbook, however gives a detailed account about residents' lives in specific area. For that reason in Korean textbook, resource was stressed, while in Japanese textbook, culture was stressed.

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The effect of global disaster competency development program on paramedic and nursing undergraduate students (글로벌 재난 역량 개발 프로그램이 응급구조과와 간호학과 학생에게 미치는 효과)

  • Kang, Sun-Joo;Piao, Mei-Hua
    • The Korean Journal of Emergency Medical Services
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    • v.18 no.1
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    • pp.83-94
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    • 2014
  • Purpose : This study assessed the improvement of competency levels for participants, as well as their satisfaction from completion of the special international disaster response program. Methods : The program structure followed an intensive two-week course that included a combination of lectures, discussions, case studies, and field trips. "ICN Framework of Disaster Nursing Competencies" was used for designing the program. A pre-post survey was done to measure the change in the competencies of students and assess their satisfaction after finishing the program. Focus group interviews were also performed to further understand the attitudes of participants toward the disaster issues. Results : The overall pre-program test score for disaster competency was $2.18{\pm}0.68$ and the post-program test score was $6.30{\pm}0.84$, which showed statistically significant gains in all competency items (p <.001). The general satisfaction of participants with the program was quite high, demonstrated by a mean score of $4.5{\pm}0.51$. The benefits for students from program participation included increased knowledge and better understanding of the important roles of international organizations and NGOs. Conclusion : The international disaster education programs are necessary to provide an opportunity for students to increase their disaster competency. In addition, future development of a unified educational competency framework is also necessary.

Calculation of Virtual Water Trading Between Countries (국가 간 가상수 거래 산정)

  • Park, Sung Je;Kang, In Hye;Park, Jui;Ryu, Si Saeng
    • Proceedings of the Korea Water Resources Association Conference
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    • 2018.05a
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    • pp.210-210
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    • 2018
  • 효과적인 물 사용과 물 관리 정책을 수립하기 위해서는 산업적 차원에서의 물 발자국 연구를 통해 산업 전반적인 수자원 활용 상황을 비교 분석할 필요가 있다. 또한 앞으로 국가 차원의 물 안보 정책을 수립하기 위해서는 기후변화와 국제환경 변화로 인해 우리나라의 물발자국 변화를 예측하는 것이 필수적이다. 국외에서는 일찍이 물과 환경전문 교육기관인 UNESCO-IHE를 중심으로 물발자국 산정방식의 이론적 연구와 함께 가상수 무역에 대한 연구를 진행해왔으며, 국제표준화기구(International Organization for Standardization, 이하 ISO)는 2014년 물발자국에 대한 가이드라인을 국제표준으로 지정하였다. 국내에서는 2009년 가상수와 물발자국에 대한 이론이 소개되어 공공기관의 주도로 가상수 및 물발자국과 관련된 연구가 진행되어 왔다. 이러한 연구결과를 바탕으로 데이터베이스를 구축하기도 하였으나 1차 산업 위주로 구성되어 있어 2차, 3차 산업 등 다른 산업에 대한 정보는 부족한 상태이다. 따라서 앞으로는 2차, 3차 산업 등에 대한 연구가 필요하다. 국제 가상수 거래의 도출을 위한 기초자료로서 WIOD의 input-output tables와 environmental accounts 등을 활용하였다. 본 연구에서는 생산량, 물사용량과 관련된 지표를 결합하여 가상수량을 도출하는 과정을 제시하고, 가상수 이동흐름 및 추이를 분석하였다. 이를 위해 주요 16개국(아르헨티나, 호주, 브라질, 캐나다, 중국, 프랑스, 독일, 인도, 일본, 한국, 러시아, 사우디아라비아, 태국, 미국, 베트남)의 농축산물 주요 10개 품목(쌀, 보리, 옥수수, 밀, 콩, 감자, 채소, 소고기, 돼지고기, 계란)을 대상으로 분석을 실시했다. 또한 국가별 가상수 교역량, 국가 간 가상수 교역량에 대한 1989년부터 2014년까지의 데이터셋을 구축하고 이에 대해 분석을 수행하였다. 가상수 교역의 품목별 분석결과 주요 16개국의 주요 가상수 수입 품목은 콩, 옥수수, 밀, 보리 순이며, 주요 가상수 수출 품목은 밀, 콩, 옥수수, 쌀 순으로 파악되었다. 가상수의 종류별로 분석한 결과 가상수 교역량은 지난 25년간 녹색 가상수가 94%의 압도적으로 많은 비중을 차지하고 있었다. 국가별로 가상수 수출입량을 분석한 결과 1989년에서 2013년까지 미국, 브라질, 아르헨티나, 호주 등 주요 농업 국가들이 전 세계 가상수 수출에서 우위를 점하고 있는 것으로 분석되었다.

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A Comparative Analysis on the Primary Mathematics Textbooks for Multiplication and Division of Decimals: Focusing on Korea, Japan, Singapore, and Finland (소수의 곱셈과 나눗셈에 대한 초등 수학교과서 비교 분석: 한국, 일본, 싱가포르, 핀란드를 중심으로)

  • Park, Mangoo;Park, Haemin;Choi, Eunmi;Pyo, Junghee
    • Education of Primary School Mathematics
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    • v.25 no.3
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    • pp.251-278
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    • 2022
  • The purpose of this study is to obtain implications for mathematical education by analyzing how the multiplication and division of decimal numbers are presented in the elementary mathematics textbooks in Korea, Japan, Singapore, and Finland. Compared to the fact that students often have misconceptions about multiplication and division of decimal numbers, there have been not many comparative studies in recent elementary mathematics textbooks. For this study, we selected elementary mathematics textbooks those are widely used in Japan, Singapore, and Finland along with Korean elementary mathematics textbooks. We chose the textbooks because the students in the selected countries have scored high in international achievement studies such as TIMSS and PISA. The analysis was examined in terms of elementary mathematics curriculum related to multiplication and division of decimal numbers, introduction and content, real-life situations, use of visual models, and formalization methods of algorithms. As a result of the study, the mathematics curricula related to multiplication and division of decimal numbers includes estimation in Korea and Finland, while Japan and Singapore emphasize real-life connections more, and Finland completes the operations in secondary schools. The introduction and content are intensively provided in a short period of time or distributed in various grades and semesters. The real-life situations are presented in a simple sentence format in all countries, and the use of visual models or formalization of algorithms is linked to the operations of natural numbers in unit conversions. Suggestions were made for textbook development and teacher training programs.

Comparison of Trigonometry in Mathematics Textbooks in Korea, Australia, and Finland (한국, 호주, 핀란드의 수학 교과서에서 삼각법 영역 비교)

  • Choi, Eun;Kwon, Oh Nam
    • Communications of Mathematical Education
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    • v.34 no.3
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    • pp.393-419
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    • 2020
  • Trigonometry allows us to recognize the usefulness of mathematics through connection with real life and other disciplines, and lays the foundation for the concept of higher mathematics through connection with trigonometric functions. Since international comparisons on the trigonometry area of textbooks can give implications to trigonometry teaching and learning in Korea, this study attempted to compare trigonometry in textbooks in Korea, Australia and Finland. In this study, through the horizontal and vertical analysis presented by Charalambous et al.(2010), the objectives of the curriculum, content system, achievement standards, learning timing of trigonometry content, learning paths, and context of problems were analyzed. The order of learning in which the three countries expanded size of angle was similar, and there was a difference in the introduction of trigonometric functions and the continuity of grades dealing with trigonometry. In the learning path of textbooks on the definition method of trigonometric ratios, the unit circle method was developed from the triangle method to the trigonometric function. However, in Korea, after the explanation using the quadrant in middle school, the general angle and trigonometric functions were studied without expanding the angle. As a result of analyzing the context of the problem, the proportion of problems without context was the highest in all three countries, and the rate of camouflage context problem was twice as high in Korea as in Australia or Finland. Through this, the author suggest to include the unit circle method in the learning path in Korea, to present a problem that can emphasize the real-life context, to utilize technological tools, and to reconsider the ways and areas of the curriculum that deal with trigonometry.

A Comparison study of Nursing process competency, Critical thinking disposition and SBAR technique knowledge between Clinical practice and Alternative clinical practicum (임상실습과 임상실습대체 교내실습 간의 간호과정 수행능력, 비판적사고성향, SBAR 기술지식에 대한 비교 연구)

  • Oe-Seon Lee;Jung-Hye Lim
    • The Journal of the Convergence on Culture Technology
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    • v.9 no.6
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    • pp.605-614
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    • 2023
  • The purpose of this study is to understand the difference in nursing process competence, critical thinking disposition, and SBAR technique knowledge of nursing students according to practical methods. The subjects of the study were 20 students who participated in clinical practice and 18 students who participated in alternative clinical practicum. The collected data were analyzed by t-test, Mann-Whitney U-test, and Kruskal Wallis test. As a result of the study, there was no significant difference between nursing students' nursing process competence, critical thinking disposition, SBAR utilization ability, and perception of use depending on clinical practice and alternative clinical practicum. In clinical practice, nursing process competence and SBAR technical knowledge were significantly higher when college life satisfaction was high. In in-school practice, which is an alternative clinical practicum, critical thinking disposition and SBAR technical knowledge were high when nursing major satisfaction was high, and critical thinking disposition was high when grade were high. In preparation for future pandemic situations, a systematic clinical alternative practicum education plan should be prepared to improve nursing process competence, critical thinking tendency, and SBAR technique knowledge.

An International Comparative Study of the Graduate Degree Programs for the Professionals of the Gifted/Talented Education - An Analysis of Korean Graduate Program in Comparison with the Standards of America and Europe - (영재교육 전문가 양성을 위한 대학원 교육과정 국제 비교 연구 - 미국과 유럽 표준에 비추어본 한국 대학원 교육과정의 교과목 분석 -)

  • Kang, Choong-Youl
    • Journal of Gifted/Talented Education
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    • v.18 no.3
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    • pp.569-589
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    • 2008
  • One of the main factors that affect the improvement of G/T education is the number and the level of quality of the professionals who are working for the gifted. The professionals vary depending on the role they play for the gifted from the classroom teacher, coordinator, to consultant. Since the legislation of the law for the enhancement of the gifted education in Korea, the in-service training for the classroom teacher has been expanded in number throughout the country. Nowadays, the gifted education is about to be expanded into the general school population, and it becomes more necessary that the training at the level of university graduate program be expanded beyond the short-term in-service training so far. In this vein, the number of universities in Korea that offer the staff development for the gifted education at the graduate level has been increased. However, the problem is whether those programs meet the need to produce the quality professionals. Based on this problem awareness, the study analyzed the graduate programs of 8 universities in Korea by comparing their course descriptions with the graduate-level training program standards of the United States and Europe. It was found that most of the universities fulfilled the areas that both standards commonly consider import, such as "concept and development of giftedness", "curriculum development for the gifted", "teaching methods for the gifted." However, the number of the offered subjects was different among the universities, which indicates that it is suspicious that the universities equally satisfy the areas both standards require. Furthermore, it was also found that the universities differ in satisfying the other standards, From these findings, several suggestions were made for the improvement of the university graduate programs in Korea.

Design of Embodiment-based Programming Education using Arduino for Middle School Students (중학생을 대상으로 한 아두이노를 활용한 체현 기반 프로그래밍 교육 설계)

  • Eom, Hyun-Young;Lee, Kang-Hee
    • The Journal of the Convergence on Culture Technology
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    • v.6 no.1
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    • pp.471-476
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    • 2020
  • We propose an practical embodiment-based programming training course for middle school students using Arduino and conduct survey before and after the curriculum. Arduino is an open source physical computing platform that integrates the IDE used in processing language. It is a low-cost, relatively simple I/O interface compared to other platforms, and because of its practical formability, it is educational material suitable for programming. Subsequent surveys will provide feedback on changes in cognition of programming needs and improvement in thinking skills. In this study, the program based on embody-based programming using Arduino was conducted for 8 weeks for each first grade, and 112 middle school students for two years from '16 to '17. Based on the theoretical and practical training, the training was based on the application of the ultrasonic sensor to the RC car and the preparation of the adduction quadrotor drone. The purpose of this study is to prove that the recognition, necessity, and programming education of middle school students are effective for the improvement of thinking ability through the program based on embody-based programming using Arduino.

An Education and Training Strategies for Logistics Professionals in the Digital Age (디지털시대 물류 전문인력 양성방안)

  • Han, Chul-Hwan
    • Journal of Korea Port Economic Association
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    • v.38 no.1
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    • pp.15-29
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    • 2022
  • The Korean logistics industry is in a double challenges to train logistics professional in terms of quantity and quality. The study aims to derive implications for the logistics professional training policy and present the capabilities and skills of logistics manpower necessary in the Industry 4.0. To this end, the supply and demand status of logistics personnel was examined through a full survey of logistics curriculum of domestic universities, case analysis of successful overseas logistics education and training programs was attempted, and the skills and capabilities for logistics professional were comprehensively presented through in-depth literature research. As a policy recommendations for future training and education of logistics professional following policies are suggested; necessity of national standard logistics competency map and integrated platform for national logistics capabilities/skills development, creation of industry-university co-education/training ecosystem and education programs for new logistics professional in response to digital transformation and COVID-19 pandemic.