• 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.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.133-153
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• 2010

The purpose of this study is to find out the philosophy embedded in the newly revised 2007 Home Economics curriculum. Furthermore, it analyses the current situation and future tasks of textbooks in view of that philosophy. With this analysis it tries to give alternative teaching-learning strategies for making the best use of the existing textbooks. This study deals with the newly revised 2007 Home Economics curriculum. It also analyses the twelve sorts of textbooks for the first grade students in secondary schools, which are supposed to be based on that curriculum. As a research method this study takes a qualitative approach. As follows are the results of this study. First, in the character and objectives of the curriculum is embedded the critical science perspective of Home Economics curriculum. Second, the current situation and future tasks of the textbooks are analysed with the criteria by Yang, mi-kyung about textbook construction. And we have ascertained the following problems. The current textbooks are not well designed so that teachers have the appropriate orientation, encourage students to nurture the critical thinking abilities, and urge students to employ practical reasoning in the context of society, history and culture. Third, this study proposes five alternative teaching-learning strategies for making the best use of the current textbooks in order to tackle the above-mentioned problems.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.319-327
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• 2023

As the basic approach of national curriculum shifted from contents-based to competency-based, process-fortified assessment has been stressed. Accordingly, the focus of teacher's role as an evaluator changed to process-fortified assessment, which emphasizes the development of process-fortified assessment competency of pre-service teachers as well. This study aims to explore the effects of innovations of teacher development programs on pre-service teachers' process-fortified assessment competency. To achieve this goal, C University of Education implemented a course which was restructured by using PBL, and analyzed its effects on enrolled pre-service teachers in terms of process-fortified assessment. By systematically analyzing data of observation notes, project outputs, and opinion reports, it was found that PBL approach to the course restructuring had positive impacts on pre-service teachers' awareness and understanding about process-fortified assessment. This implies that providing learning experience reflected by process-fortified assessment perspective, like PBL, can play an important role to the development of process-fortified assessment competency of pre-service teachers. The results of this study are expected to be able to provide methods of innovating curriculum and instruction for developing process-fortified assessment competencies of teacher development institutions.

• The Journal of Korean Academic Society of Nursing Education
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• v.14 no.1
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• pp.55-62
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• 2008

Purpose: The purpose of this study was to compare and analyze learning satisfaction, critical thinking disposition, learning attitude and motivation between Problem Based Learning and Subjective Based Learning. Method: The research was performed between September and December, 2005 and 2006, including the development of PBL packages and their application. Statistical analysis was performed using SPSS 13.0. An independent t-test, $X^2$-test, and Pearson Correlation Coefficient were performed to compare the two groups on each of the measures. Result: There were no statistically significant differences among participants in the two groups according to general characteristics. However, The PBL group scored significantly higher on learning satisfaction, critical thinking disposition, learning attitude and motivation. Conclusion: This study contributes to our understanding of student outcomes of the PBL approach compared to the SBL approach. PBL needs to be extended over individual nursing courses for the unification of related courses and a curriculum.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.5
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• pp.165-173
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• 2017

In this research, based on the CBAM model, there is a research purpose to measure the degree of interest of the physical education teacher ahead of execution of the revised educational curriculum 2015 and to analyze the difference in degree of interest by teacher's background variation. For this reason, we conducted an an- nental survey of 200 physical education teachers in K-area middle school, high schools and analyzed the results. The conclusion of this research is as follows. Firstly, as a whole, the attention to the revised education curriculum has been very high in view, as a result, the physical education teacher at the middle / high school, 2015 about the influence and the result that the revised curriculum gives to the student in the physical education class Although the interest is very high, a systematic approach will be necessary for training and utilization schemes so that 2015 the revised educational curriculum can be executed appropriately. Secondly, since the interest in the revised educational curriculum by the whole number of classes 2015 is different, we need to develop and give a training program for revised curriculum 2015 customization by class number 2015. Training that departs from the one-way set form of transmission training and distribution method of materials depending on the class number may be different. Thirdly, in order to stabilize the revised educational curriculum 2015, it is necessary to develop a course example program corresponding to the level of interest of the physical education teacher.

• Educational Technology International
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• v.16 no.2
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• pp.249-272
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• 2015

This study is a theoretical exploration of project-based service-learning and its application in designing pre-dental curricula. As a response to the limitation of community service courses, service-learning has been implemented as pedagogy in higher education practices. Service-learning connects service and learning by engaging students in activities that address community needs with intentionally designed learning opportunities while adding value to and transforming both service and learning. Project-based service-learning is an extended and more active version of service-learning. Whereas service activities are arranged by instructors in the original service-learning, project-based service-learning provides students with opportunities for exploring problems and root causes on site and then devising and implementing solutions of their own using their talents and creativity. This study proposes a theoretical approach to project-based service-learning and suggests six design components, namely, related curriculum, reflection, reciprocity, service and community engagement, evaluation and recognition, and creative problem solving. Based on the components, 20 design strategies are formulated. The exploration is aimed to provide design guides for professionals attempting to implement project-based service-learning in higher education.

• Journal of The Korean Association For Science Education
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• v.30 no.3
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• pp.323-336
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• 2010

The purpose of this study was to evaluate students' written arguments embedded in scientific inquiry investigations using the Science Writing Heuristic (SWH) approach. Argument components defined in this study are questions, claims, questions-claims relationship, evidence, claims-evidence relationship, multiple modal representations, and reflection. A set of criteria for evaluating each argument component was developed to evaluate writing samples of students from college freshman general chemistry laboratory classes. Results indicate that students produced, on average, moderate to powerful questions, claims, and evidence. They also constructed reasonable questions-claims relationship and claims-evidence relationship. Compared to other component scores, the average score for reflection was relatively low. Overall, the average Total Argument score was 21.4 out of a possible 36, that is, the quality of the written arguments using the SWH approach during a series of inquiry-based chemistry laboratory investigations was moderate to powerful. The findings of this study suggest that students, on average, developed reasonable scientific arguments generated as part of scientific inquiry. In other words, students are capable of putting together reasonable arguments as they participate in inquiry-based laboratory classrooms.

• Journal of Music and Human Behavior
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• v.16 no.1
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• pp.89-117
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• 2019

The purpose of this study was to explore and better understand special education music teachers' perceptions of their music curriculum. For this purpose, we conducted a focus group interview with seven special education music teachers. During the interview, four major themes and 14 sub-themes were identified. The main themes were the following: (a) types of applied activities and the goals of music classes (e.g., activities to be applied in various ways depending on the characteristics of the disability and intended outcome), (b) difficulty in implementing the music curriculum (e.g., lack of fit between textbook and students' chronological ages, lack of time and focus, self-evaluation of performance as a music teacher, (c) therapeutic experiences during music classes (e.g., expectation for positive effects through music therapy, joy of witnessing changes in students, and sense of togetherness), and (d) obstacles to the therapeutic approach of music classes and need for support (e.g., lack of professional knowledge regarding therapeutic approaches and problems with administrators and school environment). Based on these results, problems in implementing the music therapy approach as part of the music curriculum in special education schools are discussed and practical solutions for educators are offered.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.109-122
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• 2015

In National Curriculum of Science revised in 2007, free inquiry was newly introduced to increase student's interest in science and to foster creativity by having students make their own curiosity questions and find answers by themselves. The purpose of this study is to analyze elementary school students' perceptions on free science inquiry activities applying a brain-based evolutionary approach. For this study, 106 the fifth grade students participated, and then completed a questionnaire on free inquiry activities according to a brain-based evolutionary science teaching and learning principles. The students performed a series of steps of the Diversifying, Estimating-Evaluating-Executing, and Furthering activities in each of Affective, Behavioral, and Cognitive domains (ABC-DEF approach) and constructed their own free inquiry diary, then the observations by the researcher and interviews with the students were analyzed both quantitatively and qualitatively. The major results of the study were as follows: First, the majority of the students perceived the each domain and step positively although a few of them perceived negatively. The reasons perceived as negatively were categorized into two; preference dimension of like or dislike and ability dimension of metacognitive or self-reflective capacity. Also, they perceived the free inquiry experience in the form of ABC-DEF as helpful to understand the nature of scientists' scientific activities. Based on these findings, implications for supporting authentic inquiry in school science are discussed.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.579-587
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• 2014

In National Curriculum of Science revised in 2007, 'Free Inquiry' was newly introduced to increase student's interest in science and to foster creativity by having students make their own questions and find answers by themselves. The purpose of the study was to analyze characteristics deployed in the processes of elementary school students' free inquiry activities applying a brain-based evolutionary science teaching and learning principles. For this study, 106 the fifth grade students participated, and they performed individually free inquiry activities according to a brain-based evolutionary approach. In order to characterize the diversifying, estimating-evaluating-executing, and extending-applying activities in behavioral domain, the free inquiry diary constructed by the students, observations by the researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The major results of this study were as follows: First, the students preferred basic inquiry process skills and the majority of the students selected observation as a major approach of their inquiry. The reason was found to be that they were accustomed to only typical basic inquiry skills which is frequently presented at textbooks and regular instruction and didn't have appropriate experience for using relevant integrative inquiry skills. Second, most of the methods diversified and selected by the students were confined to descriptive explanation rather than causal one. Third, both of the science attitude and academic achievement were associated with the number of diversified methods and the selection of appropriate method. Based on these findings, implications for supporting domain novices in inquiry learning environments are advanced.