• Journal of the Korean Institute of Illuminating and Electrical Installation Engineers
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• v.26 no.4
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• pp.88-94
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• 2012

The government has pushed ahead with the establishment of a connection system among education-task-qualification with regards to the promotion of engineering industry, but there has been a lack of pertinent data. In this regard, this study investigated the ways of connecting universities' engineering education with Electrical Professional Engineer examination. The results show that the tendency of questions consists of 30[%] of transmission, 16[%] of basic theory, 14[%] of transformer, 14[%] of generation, 9[%] of new technology, 11[%] of other relevant fields. This study also presents a survey on the relationship between the engineer's license and college curriculum. The curriculum of Electrical Engineering Department of a leading National University in Seoul is investigated in relation to the Examination. Some learning materials for successful completion of the university curriculum and acquisition of the Professional Engineer license are also recommended.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.745-754
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• 2014

Students experience a variety of achievement-related emotions during the process of learning the science curriculum. The purpose of this study is to develop an achievement emotions questionnaire for Korean middle school science curriculum to measure the achievement emotions that middle school students experience during study of this curriculum, and verified its validity. The Achievement Emotions Questionnaire-Korean Middle School Science is based on the English version of the Achievement Emotions Questionnaire, developed with reference to Korean middle school science curriculum and the characteristics of science study, from the perspective of the control-value theory of achievement. It has 232 questions, configured to measure nine achievement emotions across three types of academic settings. The questionnaire results can be treated with a high degree of confidence according to the result of our validation, which also verified that the achievement emotions of these students are configured with four internal criteria (learning strategy, achievement motivation and course grade), as suggested by the control-value theory; this in turn verifies that the nine achievement emotions are sufficiently distinctive across study situations. Last, it was verified that the questionnaire has sufficient external validity based on a comprehensive examination of the relation between science achievement emotions and the four criterion variables for each student. This suggests that through the development and implementation of this quantitative questionnaire, basic ground was provided to understand the achievement emotions experienced by middle school students learning the science curriculum.

• Journal of the Korean Society of Clothing and Textiles
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• v.41 no.2
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• pp.242-253
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• 2017

We selected 81 universities (39.1%) for research and close analysis to analyze the current availability of courses in the field of clothing construction at four-year domestic universities. The results of the analysis shows that curriculum is currently composed of theoretical and practical courses that continue to be developed in diverse areas of study. Despite having classes with underlying similarities and differences, research shows that the course curriculum is constructed systematically with both theory and practice at each stage. Distribution of curriculum in the field of clothing construction were organized and analyzed by similar courses in 4 larger groupings and 9 sub-groups. Analysis of the large groupings showed that sewing courses (19.8%), pattern development courses (41.0%), advanced sewing courses (14.1%), and miscellaneous courses (26.1%) were established. Analysis of the sub-groups showed that basic theory and sewing courses (3.6%), sewing courses (16.1%), flat pattern courses (17.9%), draping pattern courses (14.6%), pattern CAD courses (7.3%), tailoring and advanced sewing courses (8.5%), scientific sewing and apparel production processing courses (1.4%), special sewing courses (3.9%), and miscellaneous and new subject courses (26.1%) were established. Overall analysis of the organization distribution was conducted in the order of pattern development (39.9%), miscellaneous & new subject (26.1%), basic theory and sewing (19.8%), and advanced sewing (14.0%). Field analysis from various angles indicates that pattern development, new subject courses, and miscellaneous courses had a relatively higher proportion than other major courses. From this it can be inferred that this trend is an effort to develop individuals to adapt to a rapidly changing fashion industry and environment. The composition of courses also shows great advancement towards diversification and course development. However, there is still insufficient exchange between industrial and education sites. As active exchange continue to be demanded, classification standards for new subject courses and titles of such studies have become unclear and have reached limitations.

• Journal of Korean society of Dental Hygiene
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• v.8 no.4
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• pp.265-278
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• 2008

The purpose of this study was to analyze theories of curriculum development in an attempt to develop a systematic early childhood oral health curriculum that would be the basis of the lifelong oral health of preschoolers. The findings of the study were as follows; 1. The current kindergarten curriculum just stated that kindergarteners should keep their teeth clean, and no systematic guidelines on what to teach were included. That was hardly expected to provide efficient education on oral health promotion. 2. Preschoolers, teachers and parents were investigated to find out learner needs, and educational objects and what to teach were selected based on their needs and Tyler's Curriculum Development Theory. 3. Most of the early childhood teachers felt the need for oral health education, but faced difficulties in conducting it due to heavy workload. Another reason seemed that they were empowered to provide that education at their option since that was not mandatory. 4. As a result of analyzing the early childhood segments and educational objects of college textbooks on oral health education, every textbook differed from one another. There was a necessity to set up standardized educational objects for early childhood oral health education. 5. Oral health specialists should be involved in the development of early childhood curriculum to ensure the selection of standardized educational objects and contents.

• Journal of Korean Dental Hygiene Science
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• v.4 no.1
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• pp.11-18
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• 2021

Background: The present study aimed to analyze which curriculum is the most relevant to dental hygiene students when they participate in clinical practice in order to provide a useful reference for preparing educational guidance in this field. Method: The survey utilized in the present study consisted of six questions about general characteristics, such as grade, satisfaction with major, amount of clinical practice, period of clinical practice, place of clinical practice, and the most interesting are during clinical practice. When evaluating curriculum relevancy, the following were ranked on a 5-point Likert scale, where 5 = very useful, 4 = comparatively useful, 3 = normal, 2 = comparatively unuseful, 1 = very unuseful: difference in requirements in the field of clinical practice, reason for this difference, and question about the utility of each curriculum. On this scale, higher points implied higher relevance. Result: The highest groups of curricula regarding curriculum utility were as follows: operative dentistry (59.6%), pre-clinical practice (55.2%), dental materials and clinical practice (54.4%), and prosthetic dentistry (49.6%). The lowest groups of curricula regarding curriculum utility were as follows: oral physiology (2.0%), oral histology and embryology (1.6%), and oral microbiology (1.2%). These results imply a lack of connection between the curriculum and tasks in clinical practice. Conclusion: Based on the results of the present study, it appears that both theory and practice courses of the clinical curriculum must be conducted systematically, and that there is a need to conduct education for the fundamental curricula, such as oral physiology, oral histology and embryology, and oral microbiology, regarding the relevance of tasks practiced in clinics.

• Child Health Nursing Research
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• v.6 no.3
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• pp.411-422
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• 2000

Considering the rapid change of modern nursing knowledge, it is necessary to make changes in the curriculum of nursing education periodically according to the patient-nursing needs and the students' needs. This means that nursing education has to provide opportunities for the development of knowledge, skills, and attitudes. Also, as the students of the RN-BSN program being all registered nurses, the education program for them is planned differently from the general undergraduate program. This study was conducted to establish the scope of educational contents of pediatric nursing in RN-BSN program. The contents of the pediatric nursing curriculum and its necessity was identified and reviewed. From June 5 to June 30 2000, data were collected from 309 RN-BSN students in 5 nursing schools. The questionnaire used for this study was developed by their researchers and the Korean Nursing Association and consisted of items according to the curriculum contents of pediatric nursing. The data were analyzed through frequency and percentages and was analyzed using SPSSWIN 10.0 programs. The results were as follows: 1.In the section surveying on the credits of pediatric theory and clinical practice, 3 out of 5 schools had 2 credits in theory (60.0%), and 2 credits for clinical practice in 2 schools, and 2 credits were given to the elective practice in 2 other schools. 2. In analyzing the degree of demand for lecture and clinical practice, 52.1% of students preferred lectures to be given by professors and 53.7% preferred their level of undergraduate knowledge updated and finally most of the students (81.9%) didn't want to do the clinical practice. 3.The students weighted the importance of current curriculum contents as follows : sex education of adolescence(60.8%), high-risk infant(59.5%), sex education of school age children(59.2%), the handicapped children (55.7%), health assessment(52.4%), children with pneumonia(51.5%), children with asthma (47.1%), children with burns(41.1%). In conclusion, there is a need for research to measure the degree of education satisfaction and needs in RN-BSN students and to improve the curriculum contents in pediatric nursing.

• Journal of The Korean Association For Science Education
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• v.12 no.3
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• pp.91-107
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• 1992

The Purpose of this study was to present the procedures and methods of ordering theory,and to search for a learning hierarchy among science process skills in each Piagetian cognitive reasoning level. One of the purpose of this is not to determine the clear and exact hierarchy but rather to demonstrate how ordering theoretic methods and procedures can be used to determine the hierarchy of logical relationships among a set of test items or the testing of a hypothesized hierarchy. Ordering theory was used to analyze five science process skills collected from 509 high school students. Ordering Theory has as its primary intent either the testing of hypothesized hierarchies among items at the determination of hierchies among items. Hierarchical relationships were identified within five science process skills. The results will be helpful in giving useful inform at ions to classroom teachers and science curriculum developer.

• The Korean Journal of Community Living Science
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• v.14 no.1
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• pp.97-105
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• 2003

This study was to examine the contents of sexuality education in the 6th Home Economics 1 and in the 7th Technology.Home Economics 1 of Middle school curriculum by comparing those two text books. The result of the study was that: 1) the 7th TechnologyㆍHome Economics 1 has more sexuality education contents than in the 6th; 2) the 7th TechnologyㆍHome Economics 1 used much more vivid and realistic pictures to catch students' attention and bring educational effect; 3) the 7th Technology \ulcornerHome Economics 1 included more detailed information for the young students such as pregnancy, birth control, masturbation, artificial abortion, and prevention of sexual violence than the 6th; 4) although the 7th TechnologyㆍHome Economics 1 showed more developed contents for the sexuality education, it had still only theory based information that lost students' attention on this important issue.

• Journal of Elementary Mathematics Education in Korea
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• v.8 no.1
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• pp.63-87
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• 2004

This study was composed of series of guidance contents in the sub-field of spatial sense from the 7th curriculum according to the series theory by the level by Gagne & Briggs. As for the guidance contents in this field, this study discovered that it had ‘experiencing the various space senses’,‘operating it mentally (internalization)’, and ‘utilizing and expressing the space sense mathematically’ in order largely. The contents of series constitution by the subject and by the stage, a result of this research, will be helpful to the establishment of achievement standard and valuation standard by the stage.

• Korean Institute of Interior Design Journal
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• v.15 no.6 s.59
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• pp.3-10
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• 2006

In interior design and architecture area, educational system has changed since 2001 from two-year program to three-year. At present related courses are established in about 68 colleges. The purpose of this study is to ascertain the advantages of the three-year over the two-year design program, analyzing the changes in curriculum. In the study, curricula from the selected 16 colleges were collected and analyzed using the following research method. The courses were classified into 10 sectors - based on previous studies. The results are as follows. In the three-year program, the available number of courses generally increased. Of the ten sectors, there was marked growth in the 'design' and 'technique or technology' sectors after the program change. In addition, the 'primary', 'theory' and 'digital design' sectors were reinforced to represent the latest changes in the design process and presentation method.