• Journal of the Korean Society of Environmental Restoration Technology
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• v.10 no.3
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• pp.88-99
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• 2007

This study is aimed to suggest a direction for the general environment education through analyzing current environment education curriculums and survey of educational needs for students in Korean universities. Since the result of this survey shows that most university students lack experience in environmental education in their secondary education, the basic educational programs as well as advanced educational programs should be included to develop a general environmental education curriculum for university students. So far, general environmental education for university students has not witnessed a clear and distinct object and direction. Since we live in a situation where environmental problems should be considered in every aspect of our society, the general environmental education curriculum for university students shall play a role to solve these problems. Additionally, we need to change the way of environment education from educating and raising the environment professionals to educating and raising people who comprehensively understand economy, society and environment under the sustainable development paradigm. Also the focus of environmental education should swift from natural science to over all perspectives. Recently, the need of interdisciplinary curriculum for the environment education field has been discussed in universities. However, it has not been integrated into the normal curriculum. In this regard, systemic improvement which enables general education curriculum to operate flexibly will be followed. The key to establish an interdisciplinary curriculum is a flexible educational curriculum system which can solve problems arising from departmental curriculums, and promptly respond to the demand of educational and social consumers. Additionally, the result of survey shows that students want diverse educational operations and teaching methods, equipping educational assistance system for these needs will be required.

• Korean Medical Education Review
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• v.19 no.3
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• pp.134-137
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• 2017

The main points of issue with the former premedical curriculum of Seoul National University College of Medicine (SNUCM) were the absence of educational objectives, decline in student motivation caused by uniform education, students' lack of a sense of belonging, and lack of humanistic education. In accordance with these issues, there were five aspects considered for the improvement of the premedical curriculum: reform based on the newly established educational objectives that corresponds with the 6-year medical school curriculum as a whole, expansion of elective courses and the development of personalized curriculum for the improvement of students' learning motives, expansion of social sciences and humanities curriculum for the development of students' capabilities as good doctors, active participation of medical professors in premedical education, and expansion of informal education and the student support program. According to the assessment done after the implementation of the reformed curriculum, premedical students were gratified with its establishment and management of multifarious liberal arts and major subjects. In preparation of the more rigorous entrance quota of the premedical school at SNUCM, there is ongoing reform of required major subjects and establishment of new subjects in the premedical curriculum in pursuit of unity with the 6-year medical curriculum. Moreover, there is ongoing development of an e-portfolio system for the association of premedical and medical education, integration of formal and informal curriculum, and reinforcement of student observation and formative evaluation. Further discussion on the assessment and betterment of premedical curriculum is needed.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.111-127
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• 2018

The purpose of this study was to analysis the home economics education curriculum from the first national curriculum to the 2015 revised curriculum using text mining techniques used in big data analysis. The subjects of the analysis were 10 curriculum texts from the first national curriculum to the 2015 revised curriculum via the National Curriculum Information Center. The major findings of this study were as follows; First, the number of data from the 4th curriculum to the 2015 revised curriculum gradually increased. Second, as a result of extracting core concept of the curriculum, there were core concept words that were changed and maintained according to the curriculum. 'Life' and 'home' were core concepts that persisted regardless of changes in the curriculum, after the 2007 revised curriculum, 'problem', 'ability', 'solution' and 'practice' were emphasized. Third, through core concept network analysis for each curriculum, the relationship between core concepts is represented by nodes and lines in each home economics curriculum. As a result, it was confirmed that the core concepts emphasized by the times are strongly connected with 'life' and 'home'. Based on these results, this study is meaningful in that it provides basic data to form the identity and the existing direction of home economics education.

• Research in Mathematical Education
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• v.15 no.3
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• pp.209-228
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• 2011

Many studies such as Pepin (1999a; 1999b), Kaiser (2002), and Park & Leung (2006) revealed that there is a strong dependence of mathematics teaching on cultural traditions in different countries. This study was set up as a detailed comparison between the intended curricula in Berlin and Hong Kong to explore how cultural tradition influenced the intended curriculum. In this study, the intended curriculum is what the (local, state or national) curriculum developers stipulate in the official documents. The German educational system is influenced by the curriculum tradition called Didaktik. Didaktik is a tradition about teaching and learning. Since 16th century, Didaktik has been the most important tool for planning, enacting, and thinking about teaching in most of northern and central Europe (Westbury, 1998). On the other hand, the education system in Hong Kong is influenced by both the Anglo-Saxon curriculum tradition and the Confucian heritage culture (CHC). It was found in this study that, although many studies revealed that there is a strong dependence on cultural traditions of mathematics teaching in different countries, other factors such as social factors or the education system also played an important part in shaping the intended mathematics curriculum. So a simplistic view of dependence of the curriculum on cultural traditions is not warranted. The formation of the curriculum is a much more complicated process encompassing various factors including needs of society, advancement of technology, and government policies at different levels.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.245-263
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• 1999

We analysed current elementary and secondary school curriculum and subjects of social studies and ethics focused on environmental education. The criteria of content analysis is what are the keynotes of environmental education (environmentalism or ecology). In lower grades, most of curriculum and subjects are described on the standpoint of ecology. But in upper grades, environmentalism becomes the keynotes of environmental education. Ethics curriculum and subjects are constructed on the basis of ecology, On the other hand social studies and its curricula are written out skewed to the environmentalism. Overall, it seems that environmentalism and ecology are scattered in curriculum and subjects of social studies and ethics without coherent keynotes.

• Korean Medical Education Review
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• v.19 no.3
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• pp.145-148
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• 2017

One important purpose of premedical education is to help students attain core competencies during the two-year premedical program. Since premedical curriculum is the foundation of medical education, it is necessary to develop the premedical curriculum in accordance with the overarching curriculum of a medical school. Inje University's College of Medicine (IUCM) has attempted to integrate competency-based medical education into the premedical education curriculum. The revised premedical curriculum aims to develop students' intrinsic competencies during premedical years. In an effort to do so, IUCM defined competencies for premedical education, analyzed and designed premedical courses according to the defined competencies, and suggested learner-centered instructional methods. As a result of implementing the revised premedical curriculum, students have reported both positive experiences and difficulties. Based on the results, it will be necessary to continuously improve the premedical curriculum as well as develop appropriate methods for evaluating student achievement of the defined competencies.

• Korean Medical Education Review
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• v.19 no.3
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• pp.149-151
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• 2017

The educational goal of premedical education is to provide the desired college-level training in liberal arts as well as sciences, and to equip students with a basis for future medical studies. The purpose of this study was to introduce a premedical curriculum at Chonnam National University Medical School and to provide baseline data for developing an improved premedical curriculum. The reformed premedical curriculum has been followed since 2017. Formal premedical curriculum consists of basic education and character education through liberal arts study and major courses related to medical education. In addition to the formal premedical curriculum, students are supported through various programs that help develop interpersonal and intrapersonal competences.

• Journal of Korea Multimedia Society
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• v.22 no.3
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• pp.403-416
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• 2019

The purpose of this paper was to analyze multicultural elements and propose measures to strengthen them in the 2009and the 2015 school curriculum. Based on Kim Cheong-ha (2015), the multi-cultural guidance elements and Bennett (2003:32-35) the target system and Choi Moo-sung and Kim Soon-ja (2009) were reconstructed and analyzed. Multicultural elements shown in the 2015 revised curriculum were analyzed for cultural diversity, recognition and tolerance, community awareness, and self-identity. The analysis targets analyzed multicultural elements of 'seeking human beings', 'core competences' and 'school organization and operation' during the elementary education curriculum in 2009. As a result of analyzing the multicultural elements of the former primary education process, 'cultural diversity' is 1,Recognition and tolerance'0, community spirit'3, and 'self-reliant'2 total6. In the new elementary school curriculum, 18 were analyzed as 'cultural diversity'1, 'Recognition and tolerance'1, 'community spirit'8, and 'self-identity'8. The first analysis of multi-cultural factors appearing in the new elementary school curriculum should include the addition of multicultural elements 'cultural diversity' and 'cultural diversity area' and 'education and tolerance' to the following: Second, to grow into a balanced multicultural society member, it proposes an enhanced multicultural curriculum in four areas: cultural diversity, recognition and tolerance, ccommunity spirit, and self-identity.

• The Journal of Korean Medical History
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• v.34 no.2
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• pp.45-63
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• 2021

This study considers the stages of curriculum development for the integrated curriculum of Pusan National University Graduate School & Hospital of Korean Medicine, and specifically the KAS2021 (announced in 2019), improvement measures for the curriculum of the College of Traditional Korean Medicine, and the case of the College of Medicine. The introduction of integrated curriculum in the College of Traditional Korean Medicine starts from the members (doers)' agreement. In the process of development, the organization that represents the members, the organization that sets up a goal and designs the curriculum, and the organization that executes them should fulfill their own roles. The stage of development and operation should have the support system for manpower, institution, administration, and finance. The curriculum (draft) should be concrete enough to be operated in reality. For the smooth operation of integrated education, it is necessary to secure more full-time teachers than before, and it is also necessary to have an organization fully in charge of monitoring and improving the operation. For the introduction and operation of integrated curriculum in Traditional Korean Medicine education, the members' agreement, institutional change, support system, and the cultivation of manpower for the operation/evaluation/development of curriculum should be considered.

• Journal of Engineering Education Research
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• v.17 no.4
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• pp.7-14
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• 2014

This study was conducted for the purpose of developing a basic-level TRIZ curriculum to improve students' creativity and problemsolving abilities. Towards this end, literature review, field application study, and a survey on the demand for such curriculum were conducted, as the research methodologies. Specifically, literature review was performed on the TRIZ-related research trends and education trends, and the researchers, who had experience running a TRIZ education program for a few years, ran a basic-level TRIZ for 40 hours as part of the extra-curriculum of A University. An actual survey was also conducted to determine the demand for the development of a basic-level TRIZ curriculum. Of the total of 40 students who were subjected to the curriculum, 31 responded sincerely 1 to the survey. Based on the survey analysis results on the students' recognition of the TRIZ curriculum and of the TRIZ task performance, and on the contents and educational effects of TRIZ, basic guidelines for the development of a basic-level TRIZ curriculum were formulated. Reflecting the results of the survey on the demand for a basic-level TRIZ curriculum, such a curriculum was proposed based on 16-week-long, 3-credit lectures considering the curricula of other subjects in the university.