• English Language & Literature Teaching
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• v.8 no.2
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• pp.219-243
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• 2003

The purpose of the present study was to develop a new English language model of an integrated syllabus for kindergarteners, in order to teach and learn English. An English syllabus is a tool for realizing the goals of a curriculum, in the planning of language teaching that is primarily concerned with content and method components. Thus appropriate syllabus design can play an important role on the whole effectiveness of early English education, because it presents selection and grading of content and method for English textbooks. The basic principle of the present syllabus is based on the national curriculum of kindergartens. Developing an English syllabus model for kindergarteners could suggest standards and directions for teaching and writing adequate English textbooks for kindergarteners. The syllabus model integrates competence in communication using a proportional approach and focussing on the characteristics of kindergarteners. This study presented an integrated English syllabus for kindergarteners at the ages of five, six, and seven.

• Journal of Agricultural Extension & Community Development
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• v.16 no.1
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• pp.125-152
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• 2009

The objective of this study, which applies the multiple-disciplinary approach to the developmental characteristics of children, is to study and develop a class model that can be applied to actual kindergarten classes in rural area. For this purpose, this study proposes teaching and learning methodologies for children based on English children's tales to help make the English education of children more effective and efficient. Based on the findings, the following suggestions should be considered for improving the English-education class model for kindergartners for rural areas: First, various activities based on the multiple-intelligence approach are important methods of children-oriented education advanced by the Sixth Children's Curriculum, helping children grow their independence and creativity. Second, various activities developed by this study on the basis of the multiple-intelligence approach to promote children's reading, listening, speaking, and writing abilities helped children improve their linguistic capacities, improve creativity, and remain motivated, which was reinforced by the differences found between the test group and the control group.

• Journal of the Korean Society of Clothing and Textiles
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• v.36 no.11
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• pp.1208-1221
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• 2012

This study was conducted with the budgetary support of the Gyeonggi Provincial Government Department of Education as curriculum preparation (frequently revised since 2007) for the enhancement of teacher professionalism in Clothing, Food, and Housing Life education. This study promotes changes in student learning through the enrichment of Home Economics content and the classroom-learning environment through the reinforcement of teacher professionalism and attitudes towards Clothing, Food, and Housing Life education. This study enhances the comprehension of Home Economics and understanding by educators on the importance of Home Economics. The training program was evaluated through an analysis of the motive of application, level of satisfaction with the program, change in the view of Clothing Life education, and level of expectation and contributions of the program towards the curriculum development of teaching. The trainees were motivated by the opportunity to practice, uniqueness of the curriculum of the training program, and expectations for professional enhancement. The level of satisfaction is very high. Regardless of subjects, trainees recognized the necessity of practical exercise, cultural & artistic approach, and integrated teacher training in Clothing Life education. The teachers of other subjects recognized the importance of Home Economics and the historical background of Clothing, Food, and Housing Life.

• Journal of Practical Engineering Education
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• v.11 no.2
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• pp.259-268
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• 2019

The purpose of the study was to examine the vocational educational system of Egypt, focusing on the effectiveness of the three consecutive cycle-based curriculum and integrated technical education clusters (ITECs) in order to suggest some implications for innovating the current vocational education system of Korea. The vocational education system of Egypt is similar to that of Korea, in terms of general education to go to university and vocational education to go to labor market. However, the Egyptian system is different from the system of Korea in light of the three consecutive cycle-based curriculum that links secondary vocational education, vocational education of college level, and advanced technical and vocational education. In addition, the Egyptian system has adopted the "cluster" approach which integrates technical secondary school, intermediate technical college, and advanced technical college around one physical area so as to promote vocational education in collaboration with regional industries and to guarantee education quality. In the last part, some potential implications were suggested for upgrading the quality of vocational education of Korea based upon the benchmark results of the Egyptian vocational education system and career development of students.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.233-253
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• 2018

Since open inquiry of science was formally introduced at the 2007 Revised Science Curriculum Course, the purpose and effect of it has been positively evaluated, and it is underlined continuously until the revised science education course in 2015. However, through many previous studies, there is still a lack of awareness of open inquiry of both students and teachers in the field, and it was revealed they are continually appealing confusion and difficulties. Therefore, in this research, we analyzed the causes that make it difficult to execute open inquiry, and developed differentiated open inquiry guide materials that can contribute to the realization of teachers and students. They were developed by the brain-based evolutionary approach to provide students with authentic science. The brain-based evolutionary approach is reflecting the evolutionary attributes and the brain functions associated activities of scientists. It was revealed that, in the same way as the pilot test results, the usefulness of the differentiated guide materials were very high, and there was a statistically significant difference in the science attitude. It was found that the application of the brain-based evolutionary approach had positively influenced the stage of determining the inquiry themes, and self-confidence that could be able to do as a scientist. Analysis of top and sub group types on the basis of inquiry ability showed that both groups are improved at science attitude by the differentiated guide materials. There was a positive effect on change in the self-perception of scientific creativity. We were able to see a positive change in the post survey for open inquiry-efficacy. The developed differentiated open inquiry guide materials contributed to the improvement of open inquiry-efficacy for both the teacher and student.

• East Asian mathematical journal
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• v.32 no.4
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• pp.483-500
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• 2016

Ancient Greek mathematician Euclid left three books about mathematics. It's 'The elements', 'The data', 'On divisions of figure'. This study is based on the analysis of Euclid's 'On divisions of figure'. 'On divisions of figure' is a book about the construction of the shape. Because, there are thirty six proposition in 'On divisions of figure', among them 30 proposition are for the construction. In this study, based on the 'On divisions of figure' we explore the direction for construction education. The results were as follows. First, the proposition of 'On divisions of figure' shall include the following information. It is a 'proposition presented', 'heuristic approach to the construction process', 'specifically drawn presenting', 'proof process'. Therefore, the content of textbooks needs a qualitative improvement in this way. Second, a conceptual basis of 'On divisions of figure' is 'The elements'. 'The elements' includes the construction propositions 25%. However, the geometric constructions contents in middle school area is only 3%. Therefore, it is necessary to expand the learning of construction in the our country mathematics curriculum.

• Research in Community and Public Health Nursing
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• v.28 no.4
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• pp.397-409
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• 2017

Purpose: Competency is a key foundation of the nursing education curriculum and a baseline element of nursing practice. The purpose of this study was to explore the competencies of community health nurses in a maternal early childhood sustained home-visiting program based on nurses' field experiences. Methods: The participants were 21 nurses who had more than 1 year of experience in this program. Reflective interviews were performed; lasting 1 hour per nurse, on August 18, 2016, and the collected data were analyzed using qualitative directed content analysis. Results: Twenty-four themes were extracted for 9 competencies. The major themes included implementing a long-term relationship-based approach, providing client-led service rather than expert-led service, helping mothers with psychosocial difficulties, and applying skills in a practical manner in the home environment. Conclusion: In order to develop a home-visiting program as part of maternal-early childhood nursing practice, nurses should develop competencies that help them make significant and positive interventions. Results indicate that the curriculum for community health nurses should be changed to improve competencies in building relationships with clients and to focus on the application of skills in specific cases and in clinical practice.

• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.35-55
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• 2000

There seems to be a public consensus that the content of Korean mathematics textbooks is extensive and of a high level of difficulty. However, such judgment is the result of a generalization based on individual experience or on the results from comparisons of the international levels of achievement. Therefore, a more objective and stricter approach to the determination of the quantity and level of difficulty of mathematics content is necessary. For this purpose, this study has compared the content of Koreas 6th and 7th junior high school curriculums, and the Korean mathematics curriculum to textbooks of the United States, which has a considerable influence on the making of Korean mathematics textbooks. First of all, a comparison of Koreas 6th and 7th junior high school mathematics curriculums showed a slight reduction in the total quantity of content, as more content was deleted than was added in the 7th curriculum. However, given the fact that the number of hours of mathematics classes has been reduced, the reduction in content cannot be regarded as anything more than a simple reflection of the reduction in hours, proving that the 7th curriculum has not met its revision objective of reducing the content by 30%. Meanwhile, the comparison of the United States junior high school mathematics textbooks to Korea's 7th curriculum showed that the 7th grade content in the United States was much broader, encompassing content which in Korea ranged from the 2nd grade of elementary school to the 2nd year of junior high school. Therefore, on the surface, it may appear that the overall level of content in the American mathematics textbook is lower than that of the Korean. However, there are several cafes, such as statistics and probability, where certain content was more difficult and introduced at an earlier grade in the United States than in Korea. In fact, it can be said that Korea students tend to find content of the mathematics textbooks to be harder than they actually are because they are delivered as a mere aggregate of algorithms, with little consideration to its application in their everyday lives. In this respect, there is much room for improvement on the mathematics textbooks of Korea.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.517-523
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• 1998

It has been an important task that the decreased quantities of science lessons must blend with the 7th science curriculum. This study analysed the 6th and 7th science curriculum contents, and found the perspective and the problems in relation to the decreased lessons in the 7th science curriculum. The results found in the analysis of the science content system in the curriculum are as follows: first, the new science themes in the 7th content system were those appeared in the sub-themes in the 6th curriculum, so substantially scientific concepts didn't increase in the 7th. Second, the number of the terms which restricts the conceptual and contextual region of the major science themes considerably increased in the 7th curriculum. Third, Surface Lesson Quantities(SLQ), which were defined as the counted lesson number considering the quantities of science themes and the lesson decreasing rate 30% of the whole school curriculum, were inferred as 38.5% of the 6th lesson quantities. And the results found in the analysis of the sub-themes inferred from the sentences describing the science themes in each grade are as follows: Essential Lesson Quantities (ELQ), which were defined based on the sub-themes, were more than SLQ in almost themes. But, in case of the themes, 'weather' and 'ground', SLQ were much more than ELQ. The results of this study shows that it will not easy to solve the task, the decreasing lessons and phenomena-centered approach in constructing the science teaching content according to the 7th science curriculum.

• International Journal of Knowledge Content Development & Technology
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• v.13 no.4
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• pp.81-94
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• 2023

Purpose - The purpose of this study was to investigate data aspects in Library and Information Science curricula at all levels in selected African Universities. Design/methodology/approach - A review of existing literature on data aspects and LIS Curricula. Secondly, the study juxtaposed web-based courses for fourteen LIS schools to establish data aspects incorporated into their curricula. Findings - The study's findings found that although many LIS schools have some form of data aspects in curricula, coverage is still very limited and basic.