• Journal of the Korean Institute of Educational Facilities
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• v.1 no.1
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• pp.21-32
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• 1994

It is time to put our top priority on the computer education to cope with rapid chage in technology and expansion of information. With 6th educational reform plan, from 1995 computer courses will be offered as elective subjects in the most of middle schools. However, detail planning for training of computer courses will be offered as elective subjects in the most of middle schools. However, detail planning for training of computer teachers and providing facilicles for computer education hasn't been adequately prepared yet, This will bring about confusion in computer education. The purpose of this study is to propose how to renovate the ordinary classroom into computer classroom. Followings are the suggestions for the educational specification for the renovated computer classroom for middle school in the urban area. 1) Purpose of computer classroom, 2) Size of computer classroom, 3) Curriculum design and class hour, 4) Facilities, 5) Environments, 6) Equipment and media(lighting and electric system, acoustical treatment, cooling/heating and ventilation system), 7) Activity area(Teacher workstation, Student workstation, Support area, Display surface). For the promotion of computer education, the legal, financial and administrative supports by concerned authorities should be established ahead of discussing the contents of computer education.

• 대한공업교육학회지
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• v.33 no.1
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• pp.67-91
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• 2008

The purpose of this research is to find the identity through the inductive analysis on the curriculum of the industrial high schools in Gyeonggi province. The departments of electricity, electron, and correspondence of the 22 industrial high schools in Gyeonggi province are selected as the subject school of this research. The result of this research is as follows. First, 11 out of 18 industrial schools currently arrange larger completion unit of special curriculum than common one, and 2 out of 4 general high schools do. Second, industrial schools reduced 2-4 units of required subjects of the departments, general high schools did 2 units. 11 out of 18 industrial schools arranged larger student's elective subjects than school's in the completion unit of common curriculum, and 3 out of 4 general high schools did. 31 out of 32 departments of 18 industrial schools arranged larger student's elective subjects than school's in the completion unit of common curriculum. Third, 4 out of 18 industrial schools used the certified textbooks for newly organized subjects. But 25 departments of 15 schools out of 36 departments of 22 schools changed the industrial departments into high-tech ones. Fourth, in the classification of the school curriculum by 3-type curriculum, 12 out of 18 industrial schools adopted employment-centered curriculum, 7 out of 18 schools did foundation-centered curriculum. 2 out of 4 general schools adopted employment-centered curriculum, 2 out of 4 schools did college preparation-centered curriculum. Therefore, Schools are estimated to have much effort to find their identities through the arrangement of school curriculum.

• The Korean Journal of Emergency Medical Services
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• v.18 no.2
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• pp.73-94
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• 2014

Purpose: This study aims to provide suggestions for improving the liberal arts curriculum for the 3-year emergency medical technology course by conducting a comparative research on the liberal arts curricula across 10 colleges. Methods: Various aspects of liberal arts subjects, such as basic directions set out by the curriculum, credit scores, and distribution, were studied. Results: Of the 10 colleges, 9 did not stated purpose of liberal arts education. All 10 offered courses including foreign language, computer, and self-management, however each subjects did not have reflections of course visions. Findings revealed the credit score ratio of liberal arts subjects to be relatively lower than the major subjects. Students had limited opportunity to choose liberal arts subjects, with only a small proportion of the course available for elective subjects. Most liberal arts subjects were completed in the first year. Subjects' experience was not expanded and deepened gradually. Subject choices often overlapped, with limited variety of available subjects. Conclusion: For competent emergency medical technicians, the 3-year emergency medical technology course should improve the quality of its liberal arts offerings. The study of liberal arts provides the opportunity to develop broad perspectives and mature attitudes.

• 대한공업교육학회지
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• v.30 no.2
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• pp.12-22
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• 2005

This study analyzes the requests by the people-in-charge in industries and presents methods to improve field practice systems for technical highschools. Requests from 43 industries in Korea were analyzed. The results about improvement methods for field practices are as follows: First of all, the study suggests the same educational curriculums and number of courses for the 10th grade (National Manditory and Basic Curriculum) and the 11th grade (Elective Program) both in general technical highschools and in "2+1 system" technical highschools. The school offers a dual program: completion and continuation curriculums. In the 12th grade, students choose their careers. Students can participate in field practice as a completion education. In other words, the same curriculums are operated in 10th and 11th grades for students who want to go to college and to get jobs. The different curriculum is arranged for the 12th grade. This system can allow flexibility in curriculum operation for students who want to change their careers or who drop in the middle of filed practice. Students who come back to schools in the middle of field practice are asked to complete technical courses and evaluated like in general technical highschools.

• Korean Medical Education Review
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• v.23 no.2
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• pp.90-103
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• 2021

This study examined the current status of the medical professionalism curriculum in Korea to suggest a plan to move towards the formation of a professional identity. Professionalism education data from 28 Korean medical schools were analyzed, including the number of courses, required or elective status, corresponding credits, major course contents, and teaching and evaluation methods. Considerable variation was found in the number of courses and credits in the professionalism curriculum between medical schools. The course contents were structured to expand learners' experiences, including the essence and knowledge of professionalism, understanding of oneself, social interaction with others, and the role of doctors in society and the healthcare system. The most common teaching methods were lectures and discussions, while reflective writing, coaching, feedback, and role models were used by fewer than 50% of medical schools. Written tests, assignments and reports, discussions, and presentations were frequently used as evaluation methods, but portfolio and self-evaluation rates were relatively low. White coat ceremonies were conducted in 96.2% of medical schools, and 22.2% had no code of conduct. Based on the above results, the author suggests that professional identity formation should be explicitly included in learning outcomes and educational contents, and that professional identity formation courses need to be added to each year of the program. The author also proposes the need to expand teaching methods such as reflective writing, feedback, dilemma discussion, and positive role models, to incorporate various evaluation methods such as portfolios, self-assessment, and moral reasoning, and to strengthen faculty development.

• Korean Medical Education Review
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• v.26 no.1
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• pp.36-40
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• 2024

Chonnam National University Medical School has designed and implemented two career planning programs: a three-phase curriculum-based program and a longitudinal non-curricular program over the course of 6 academic years. The three phases of the curriculum-based career planning program are self-assessment, career exploration, and field experience. The non-curricular career counseling program operates through a faculty advisor system, with each faculty member guiding a group of students from each academic year, and students in each year forming a mentor-mentee relationship. The non-curricular career exploration program consists of a student research support program, an international practice program in basic and clinical medicine, and a specialty exploration fair. A survey conducted among 38 graduates (54.3%) working as interns at Chonnam National University Hospital revealed that graduates preferred autonomous elective subjects within the curriculum-based program. They also responded positively to the faculty advisor system, through which they maintained close relationships. A focus group interview with three interns indicated that subjects providing direct experience in fields of interest and courses that students could choose freely were helpful in career decisions. Through follow-up research, it is necessary to design and operate a systematic career planning program based on an analysis of the needs of graduates taking part in a residency training program after selecting a medical specialty.

• Quality Improvement in Health Care
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• v.30 no.1
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• pp.153-164
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• 2024

The second National Patient Safety Comprehensive Plan was developed in 2023. In this, national-level patient safety education is designated as the fifth core task, with the establishment of an educational system for preliminary healthcare professionals included as a detailed task. The foundation for providing patient safety education to preliminary healthcare professionals has now been established. In 2011, the World Health Organization (WHO) published standard guidelines for patient safety education for healthcare professionals. This study introduces the WHO's 'Patient Safety Curriculum Guide: Multi-professional Edition' and shares the experiences and cases of patient safety education conducted for nursing students-that is, future nurses-according to these guidelines. The patient safety and nursing course was designed as an elective in the second semester of the third year. Before the class was conducted, only 6.9% of the students were familiar with the concept of patient safety. Of the 11 WHO topics, this course covers nine (excluding infection control and medicine safety) and is divided into seven modules. Three modules consist of lectures only, whereas the remaining modules involve practical training. To practice patient safety, it is essential for all healthcare professionals to acquire knowledge regarding patient safety during their undergraduate curriculum. This study aimed to provide foundational information regarding patient safety education for nursing and other healthcare students who have not yet undergone patient safety training.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.19-42
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• 2020

The purposes of this study were to analyze the home economics(hereafter HE) curriculum in Victoria State, Australia, and to derive the implications for the HE curriculum in Korea. To accomplish the purposes, the contents of the curriculum were analyzed through the relevant web pages, and the actual conditions of the HE curriculum implementation were identified through e-mail and interviews with HE teachers and administrator. The results of this study were as follows. First, the HE curriculum for F-10 was one of the cross-curriculum resources based on the content descriptions and achievement standards of 'Design and Technologies' and 'Health and Physical Education' curriculum. Because the HE curriculum is competency-based curriculum and did not stipulate what was to be taught then, HE teachers had lots of autonomy in organizing and operating the curriculum, which led to the need for professionalism. Second, VCE subjects, both 'Food Studies' and 'Health and Human Development', which are HE elective curriculum for 11th and 12th graders, require students to take written tests produced by the VCAA. Because there are no specific details to be taught in the curriculum, the HE teacher had the need to devise and operate various classes to foster problem-solving skills, critical thinking skills, etc. Third, HE teachers had the discretion to create all the subject names, contents to deal with, and evaluations to prepare for the school curriculum, and thus were exerting their professionalism. This was due to the fact that the system was well equipped and VCE subjects were audited, even though teachers' performances were related to their individual competencies.

• The Journal of Korean Association of Computer Education
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• v.19 no.4
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• pp.21-31
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• 2016

As the science and technology advances, the side effects of information and communications technology use become a social issue and the social demands to strengthen the informatics ethics in the curriculum of elementary and secondary schools becomes great. The contents of informatics ethics education is included in the current curriculum for elementary and secondary school, but they are embedded in multiple subjects without the holistic guidelines for the informatics ethics curriculum. Therefore it can have duplications of the contents or missing among subjects as those subjects are elective in the secondary school. In this study, we proposed a holistic curriculum for informatics ethics education and developed the education program based on subject integrated curriculum model and the cyber internet ethics education model to solve problems of informatics ethics education. The program was practised for 291 students of $10^{th}$ graders for 5 months and effectiveness was proven by the high attainment of ethics understanding. This subject integrated education program is proposed to solve the structural problems of informatics ethics education in 2015 curriculum.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.373-391
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• 2020

This study is an analytical study on textbooks of , which was first presented in the 2015 revised high school mathematics curriculum. The textbook has a very high educational significance in that it is the first textbook developed for students majoring in economics. Analyzing whether these textbooks faithfully follow the spirit of the curriculum is an essential study for nurturing creative and convergent human beings and for personal self-realization. Therefore, in this study, a consistency analysis was conducted to determine whether the textbook fits the textbook development direction suggested by the curriculum developer and is appropriate for the state-approved mathematics curriculum. As a result of analysis, the contents of the textbook did not partially meet these criteria and lacked consistency. In conclusion, it is necessary to prepare more thorough standards for the examination and recognition of high school elective courses in the future.