• Korean Medical Education Review
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• v.22 no.1
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• pp.32-45
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• 2020

This narrative review introduces global trends in pharmacovigilance (PV) education for healthcare professionals and the status of PV education in Korea. Proactive participation of healthcare professionals, including physicians, pharmacists, and nurses in reporting suspected adverse events is the main driving force for effective operation of the spontaneous adverse event reporting system database, which in turn facilitates early safety signal detection of otherwise unknown suspected adverse events. The World Health Organization recognizes PV education curriculum as a key aspect in promoting awareness of PV and adverse event reporting among healthcare professionals, and multiple studies have demonstrated that PV educational interventions for healthcare professionals have increased overall adverse event reporting. Considering the global trends in PV education, the curriculum in Korean universities still has room for improvement in promoting PV obligation among future healthcare professionals. Further research is needed to develop PV education curriculum. We suggest a three-step project for innovating PV education in Korea to meet the global PV educational standards: a survey to gauge current PV competencies among healthcare professionals, reform of current PV academic curriculum, and evaluation and fine-tuning of the reformed curriculum.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.14-25
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• 1998

The Quality of human living depends on the environmental quality of the region sustaining the life. The environmental deterioration of the modern society is due to mechanical environmentalism. For the better quality of the life, The changes of recognition and attitude on the environments are required. These changes of mind are also important in environmental education for teenagers. The 7th national curriculum, officially anounced December 1998, focuses on the change of attitude to environments and practical behavior in real life for “Environments”, the environmental education curriculum in middle school. Basic elements of the curriculum are cultivation of the pro-environmental thinking, multi-levelling of teaching materials and methods, and encouraging of student participating activity. Actually, the curriculum construction is composed of stepped-levelling of teaching and learning, reasonable contents volume, encouraging of student practice, and suggesting of evaluation standards of textbook writing. Three main subjects of environmental education for middle school consist of (1) man and environment, (2) recognition of environmental problem, and (3) protection activity for environment. Methodology of environmental education can include multi-disciplinary approaches, variable teaching methods, and continuing evaluation of student practice and participation attitude. Environmental education for teenagers relating to the 7th national curriculum focuses on recognition of the environmental problems and practice activity in daily life. The recognition includes considering relationship of human life to environment, solving environmental problems in regional context, and development of comprehensive understanding concept of the environments. For the practice education, variable teaching methods, such as field survey and application of multi-media, are needed.

• Journal of the Korean association of regional geographers
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• v.22 no.1
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• pp.267-285
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• 2016

This study presents a comparative analysis of newly developed curriculum of Travel Geography as the career elective subject in high school for the 2015 revised curriculum in Korea and Tourism Geography in China. Travel Geography Curriculum comprises subject objectives, the contents organization, and achievement standards which reflect the core concept of geography. It utilizes travel as the topic and frame to raise the availability, interest and empathy in the geography classroom. The main research contents are comparative analysis on the similarities and differences of the subject character, goal, content, teaching-learning method and assessment of the national geography curriculum in Korea and China. Practical implications are presented for textbook compilation of the Travel Geography and its Practice classroom teaching-learning.

• Journal of the Korean Institute of Educational Facilities
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• v.16 no.6
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• pp.43-51
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• 2009

Since 2002, the market opening of architecture design, reformation efforts and corresponding studies on architectural education system in Korea have been made to meet the standards of international recognition and accreditation. As a result, the importance of design in architecture program has been recognised and reflected on the reformations on the curriculum by increasing hours in design courses, for instance. At the same time, much need is demanded on the qualitative improvement on architectural design education, both on its contents and structure. In addition, the current reformational changes on architectural education in Korea have their bases on the performance evaluation criteria of National Architectural Accrediting Board of America. To improve the quality of architectural program accounting the unique cultural and social requirements of Korea, various perspectives from other countries, besides American system, are needed to be considered and studied for the on-going reformations in architectural education. The purpose of this study is to contribute to the current on-going reformation efforts on the improvement of architectural design education. The study will closely examine the current architectural curriculum in German university and provide a systematic program for introductory architectural design curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.279-295
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• 2014

The Korean national curriculum will be revised in 2015. Before revisions are to be made, we must discuss the direction the curriculum changes will take. In this study, we compare the contents of the current 2011 elementary school mathematics curriculum in Korea with the Common Core State Standards for Mathematics (CCSSM) in the United States. The results from this comparative analysis may be helpful in the revision of the Korean mathematical curriculum. We find that the CCSSM introduces certain mathematical concepts earlier and in greater detail than the Korean curriculum does. The CCSSM also covers a broader range of mathematical concepts. These results indicate that the Korean curriculum needs to emphasize conceptual understanding, as well as procedural skill and fluency, in the early grades. Moreover, the 'grade band' is unnecessary in the mathematics curriculum. The Korean curriculum revision process must be debated more intensely, must be made public, and must take into consideration the key points of CCSSM.

• The Korean Journal of Archival Studies
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• no.29
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• pp.129-173
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• 2011

Standards-curriculum based archival contents for education is the best effective teaching and learning units for historical thinking abilities. This paper purposes a developing procedures of an archival contents for education that is theoretical instructions of developing an archival contents for education by the National Archives of Korea. This paper can be used of the theoretical bases for the National Archives of Korea by proposing the methodology of development of an archival contents for education. The developing procedures of an archival contents for education is the same with the procedures of developing an e-learning contents that has planning, analyzing, designing, developing and assessing steps but it is characterized by an archival contents for education that is curriculum standards analysis, collection analysis, and detailed design for structured formats in effective-accomplishments for teaching-learning objectives. I propose the procedures for determining teaching-learning subjects that enable the development of an archival contents for education by curriculum standards analysis. I also propose the procedures for deriving the key words from the teaching-learning subjects. Collection analysis methods analyze key records that correspond to the learning subjects according to the selection criteria of primary sources. In the steps of designing, titles of contents and contents structures have to be determined and storyboards based on flowchart of learning have to be made of according to the results of analyses. In the steps of developing contents, making a copy of primary sources like a original is the key points. And also in the steps of assessment, products of teaching-learning contents to effectively achieve the teaching-learning objectives have to be estimated by the appraisal board. Finally I propose that user's survey research after the services have to be reflected on contents updates and new developments of contents.

• Journal of the Korea Society of Computer and Information
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• v.21 no.8
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• pp.127-141
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• 2016

With more emphasis on importance of software, many countries try to provide software education. Of course Korea includes informatics courses in 2015 revised curriculum, so that software education will be administered briskly in soon. However there are practical challenges including a lack of teaching hour in classes and the monotony of educational contents which occurs with that. To solve these problems, this research develop software education curriculum model that could be practically used for both middle and high school. First this study compare the curriculum of Korea to that of United States and United Kingdom. After analyzing the result, the curriculum model for middle and high school is developed. The curriculum model can be classified into three types, middle, high and advanced-high levels and include key concepts like collaboration and convergence, computational thinking, computing practice and programming, computers and communications devices, community, global, and ethical impacts. To assess the feasibility of our software education curriculum model, examination was made by expert group and a hearing was held by related researchers. Then the model was modified in a way that adjustable to Korea education system. This study provides some important guidances on designing a curriculum for software education at middle and high school. However, there still are difficulty adjusting to the elementary school and university course. To be able to further research, same kind of studies on elementary school and university course need to be done. Also, continuous modifications are required to reflect reality including technological advance, curriculum, and changes of education system.

• The Journal of Korean Association of Computer Education
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• v.23 no.1
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• pp.1-28
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• 2020

The purpose of this study is to establish the standard curriculum for informatics by reflecting the changing information technology and social needs and based on the competencies that school at each level must have. To accomplish the purpose, the informatics curriculums of 8 countries were analyzed, and the learning elements of the curriculum were extracted with the body of knowledge of the higher-level informatics standard curriculum being the frame. To establish the standard curriculum, 51 experts reviewed it and their opinions were collected 10 times. As a result of this study, the competencies that need to be fostered through the informatics curriculum were defined, and the competency-centered curriculum, including the learning elements required to acquire the competencies, and the competencies that can be manifested through the learning element, was proposed. The implication is that the informatics standard curriculum, proposed in this study, laid down the foundation for establishing the informatics curriculum scheduled to be revised in 2022.

• Korean Journal of Clinical Pharmacy
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• v.24 no.4
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• pp.304-310
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• 2014

Objective: The objective of this study was to evaluate the 6-year clinical pharmacy curriculum in Korea among 35 schools of pharmacy and to compare the pharmacy practice experience curriculum with the U.S. Methods: Data on the 6-year clinical pharmacy curriculum was collected and analyzed from 35 schools of pharmacy in Korea. Data were collected from each school's website, or through professors in clinical pharmacy or the administrative office, when not available online. Guidance for U.S. clinical pharmacy curriculum was referenced from the Accreditation Council for Pharmacy Education (ACPE) Accreditation Standards and Guidelines. Results: Pharmacotherapy was the only course that was offered in every school of pharmacy with average of $11.5{\pm}2.8$ credit hours offered. Only six subjects were offered in more than half of the schools. Average pharmacy practice experience credit hours in Korea were $1.8{\pm}0.6$, $7.8{\pm}1.5$, $4.9{\pm}1.2$, $3.5{\pm}1.1$, $11.8{\pm}1.2$ in introductory, hospital, community, pharmaceutical industry and administration, and intensified pharmacy practice experience, respectively. While the U.S. required introductory pharmacy practice experience (IPPE) to be conducted in the real pharmacy setting, the IPPE in Korea was conducted as an in-class simulation. The total required hours of IPPEs and APPEs were 1400 hours in Korea and 1740 (300+1440) hours in the U.S. Conclusion: Clinical pharmacy curriculum in Korea is offered through a variety of courses and the pharmacy practice experience curriculum has been adopted by every school of pharmacy. A guidance outlining the major required contents of clinical pharmacy curriculum could help standardize and advance the clinical pharmacy education in Korea.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.405-425
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• 2018

Increasing the problem solving power in school mathematics is the most important task of mathematics education. It is the ultimate goal of mathematics education to help students develop their thinking and creativity and help solve problems that arise in the real world. In this study, we investigated the contents of problem solving according to mathematics curriculum goals from the first curriculum to current curriculum in Korea. This study analyzed the problem-solving contents of the mathematics textbooks reflecting the achievement criteria of the revised curriculum in 2015. As a result, it was the first curriculum to use the terminology of problem solving in the mathematics goal of Korea's curriculum. Interest in problem solving was most actively pursued in the 6th and 7th curriculum and the 2006 revision curriculum. After that, it was neglected to be reflected in textbooks since the 2009 revision curriculum, We have identified the problems of this problem-solving instruction and suggested improvement direction.