• Journal of Creative Information Culture
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• v.7 no.1
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• pp.43-52
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• 2021

In this paper, the necessity of independent operation of information curriculum was suggested by analyzing the changes and problems of elementary school information curriculum. Also, a plan was suggested to organize autonomous subjects for autonomous activities so that information education can be independently operated in elementary schools. Autonomous activity is an extension of the concept of creative experience activities, and refers to an educational activity time in which autonomous courses or various educational activities can be freely operated by reflecting the needs of students and parents or the characteristics of the school. It means a subject that you choose to run or do not have to choose. In the case of running an independent curriculum using the discretionary time of the principal, such as voluntary activities, the "safe life" of the 1st and 2nd graders in the 2015 elementary school curriculum and the 7th junior high school curriculum operate elective courses in subject discretionary activities. One can be found. Therefore, if information education in elementary schools can be organized and operated as autonomous subjects, at least students who want to learn artificial intelligence, coding, and big data will have an opportunity to learn in public education.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.836-847
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• 2011

This study investigated the effects of taking elective science courses in high school on studying science at the university level. The research methods undertaken for this study included surveys of college students in science areas. For physics and biology major students, no significant differences in achievement in the basic courses at the university level were found between the groups that took only Science I courses and the group took Science I and II courses. For chemistry major students, achievement for the group that took Chemistry I and II courses was significantly higher in the basic courses, while no significant differences between the two groups was found in the advanced courses. The perceptions of college students regarding the effects of their science learning experience in high school on learning science at the university level were investigated. All the college students perceived that whether or not they took Science II courses in high school, it did not affect their learning in basic science courses in college. They also perceived that students were able to overcome difficulties by making extra effort even if they did not take Science II courses in high school.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.65-76
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• 2000

Comparative Study on Historical Changes of Practical Arts Education and Technology-Home Economics Education in Korea and Japan This dissertation is a comparative study on Practical Arts(Home Economics) Education and Technology-Home Economics Education of Korea and Japan. I established two research objectives to conduct the research : To understand the differences in historical changes in Practical Arts Education and Technology-Home Economics of the two countries: And to grope for the new direction of Home Economics Education. Research findings are as follows : Japan was also ahead of Korea for about two decades in terms of putting Home Economics Education in practice at elementary schools. Practical Arts Education Started to emerge in Elementary school system in 1955, which had been originated in vocational education before the year 1945 in Korean However, from the 3th curriculum Practical Arts Education Curriculum put emphasis on home lives. Regarding the characteristics of education from the perspectives of historical changes at Korean Junior-high schools after the year 1945. Home Economics Education had been regarded as “female subject”until the 1980s and was integrated into regular curricula for co-education in the middle of the 1990s. when the 6th Curriculum was activated. Technology-Home Economics started to emerge in Japan in 1962. while the subject Home Economics Education was integrated into curricula for males in high school as well in 1989. In the Korean 7th Curriculum, the combined subject Technology-Home Economics is divided into three categories. A remarkable difference from japanese Technology-Home Economics is that korean curriculum has no division between required and elective. In conclusion. I observe that both Korean and Japanese curricula for Home Economics Education were originated in Confucianism. However, unlike Korean situation, current Japanese Home Economics Education takes a significant part as a continuing and required subject for both primary and secondary co-education.

• Journal of The Korean Association For Science Education
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• v.10 no.1
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• pp.17-31
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• 1990

The purpose of this study is to make a comparative analysis of the educational bojective, organization, contents, teaching and evaluation of the biological curriculum in high school of Korea and the United States. The results are summarized as follows: 1. In case of the educational objectives, both Korea and the United States emphasize the importance of the process of inquiry, experimentation and observation. Particularily, great emphasis is placed upon the human centered curriculum by reinforcing the relationships between the nature and human being. 2. In regard to the educational organization, eleven credit units(Science I: 5 credits, Biology: 6 credits) is allocated in Korea, and ten credit unit, in the United States. Both of Korea and United Stats designate the biology as elective course. But the science I course is designated as required in Korea 3. This study have been analyzed the educational contents of the two countries within the framwork of the basic concepts and essential informations contained in the curriculum. Results of the analysis as follow: The educational contents have less quantity and lower level in Korea than in the United States. And interrelations among the other curricula are not well considered in the curriculum of Korea/ On the other hands, interrelations among the oter curricula are fully considered and the purpose for emphasizing the importance of the process of inquiry course is well considered in the United States. The themes are stressed on "Structure and Function" (34.5%), "Genetic continuty" (21.3%), "Diversity and Unit" (14.2%) and "Regulation and Homeostasis" (10.3%) in Korea, and in the United States "Structure and Function" (27.3%), "Diversity and Unity" (25.6%), "Genetic continuty" (17.9%) and "Organism and Environment" (9.3%). 4. Regarding the educational guidance, both of Korea and the United States emphasis the interrelation of the basic concepts and principles within the total framwork. Also observation and experimentation, safety education, interest of students, life dignity, pretection of nature, social biology are reguired being paid special attentions. 5. In case of evaluation, both of Korea and the United States are the same in all of methods of evaluation. But the United States is grest stressed on reading and writing.

• Journal of The Korean Association of Information Education
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• v.23 no.1
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• pp.1-8
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• 2019

In order to provide basic data necessary for developing a curriculum to enhance SW education for elementary school teacher students, a questionnaire survey was conducted on 1,260 students at G National University of Education. The results are summarized as follows. First, it is necessary to improve class time of SW education for the college students and revise the SW curriculum to improve SW education capacity for teacher students. Second, in the liberal arts course, it is necessary to develop the teaching and learning materials and the textbooks using various software. Third, in the major course, the Subject Pedagogy programs should be expanded rather than the subject content programs. Fourth, in the specialization course, the programming language education focusing on the Entry and EPL should be strengthened so that it can be linked with the elementary school curriculum. In addition, it is necessary to expand the choice of subjects for the students by reducing the number of required courses and increasing the number of elective courses.

• Journal of the Korean Chemical Society
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• v.55 no.6
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• pp.1030-1041
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• 2011

We investigated the understanding of pre-service science teacher about the chemistry concept of middle school curriculum using some items in National Assessment of Educational Achievement and analyzed the result according to background variables of pre-service science teacher. The result was that there were some pre-service science teachers who select incorrect answer at all items, pre-service science teachers don't fully understand the concept needed to solve item. And the percentage of correct answer at some items was low regardless of selection of chemistry as an elective subject at CSAT(College Scholastic Ability Test). We found some facts through the depth interviews to find the cause of the result. First, the misconception acquired in middle school days is tend not to change until college student. Second, the formation of misconception is affected by the study habit with which solve problem by simple calculation and memory without essential understanding. Third, the study habit with which solve problem by simple calculation and memory without essential understanding could not replace misconceptions acquired in middle school days with scientific concept regardless of selection of chemistry as an elective subject at CSAT.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.1-25
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• 2021

The purpose of this paper is to explore ways to prepare for the high school credit system in the home economics educational community through the case of high school credit system research school operation. To this end, the operation process of H high school in Gangwon-do, which operated a high school credit system in 2019, was monitored for 5 months, and surveys and interviews were conducted with students, parents, and teachers to determine the operation of the curriculum. Suggestions based on the case of H high school's operation of the high school credit system for home economics educational community are as follows. Home economics teachers should make active efforts to provide attractive and meaningful home economics lessons to their students by improving instruction and assessment, and implementing a variety of elective courses within the subject of home economics, including collaborative online curricula. Home economics teacher communities and related associations should build a solid network that connects local home economics subject research groups, share information related to curriculum operation, and use it as a channel for disseminating class research results. Home economics teacher training institutions should innovate the curriculum to help prospective teachers develop the ability to guide multiple classes in line with the changing teacher training policy, and develop and provide high-quality online and offline programs for field teacher re-education.

• Journal of Fisheries and Marine Sciences Education
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• v.2 no.1
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• pp.1-14
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• 1989

The authors studied on the modification of the curriculum for the department of fishing technology in Fisheries junior college, by collecting and analyaing the references, questionaires and consultation according to the trends in industry and employment. Especially, rapid develop of the fishing technology with the modernization and automatization of fishing vessels, the present curriculum formulated in 1983 is required to be rearranged. Accordingly, the authors studied on the development of characteristic curriculum which could cultivate the professional fishing engineers. The results obtained can be summarized as follows : 1. Total open credits should be 160 credits. 2. Cultural subjects are set 32credits, 20% of total open credits, but the subjects may be choosen by the situation of each fisheries junior college. 3. Major subjects are set 128 credits with 36 subjects including the 3rd year course. 4. The proportion of the compulsory to the elective credits in the major subjects are made 1 to 2. 5. Compulsory major subjects are set 29 credits with 11 subjects during the 1st and 2nd year course. Training on the board (I) and (II) are set 40 credits during 3rd year course and evaluated as pass or not. 6. The proportion of the credits of subjects concerning to fishery and navigation is made 1 to 1. 7. In order to strengthen the computation education, the E.D.P.S. is sets 3 credits in the cultural subjects.

• Korean Medical Education Review
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• v.19 no.2
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• pp.90-100
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• 2017

The necessity of embracing selective courses in medical curriculum is increasing due to the expansion of medical knowledge and changes in the health care environment. In contrast to the abundant evidence regarding elective or selective courses during the clinical phase, articles focusing on the preclinical period are relatively scarce. This study aims to explore the development, implementation, and evaluation of newly-adopted selective courses in the first-year medical curriculum in a medical school which recently underwent a major curricular revision. First of all, the Curriculum Committee established goals and operating principles of the courses, and then the committee encouraged all participating professors to attend a related faculty development workshop after finalizing the list of courses. A survey was conducted at the end of each course for evaluation. Of the 36 courses opened in 2016, the overall satisfaction of students was $4.98{\pm}1.06$ (out of 6) and showed a strong correlation with students' previous expectations, reasoning- and participation-oriented teaching, and outcome of the courses including increased motivation. In the open-ended responses, students and professors described not only intended outcomes such as acquisition of medical knowledge and increased interest in new topics, but also unintended outcomes including positive impression for selective courses and even high satisfaction and rewarding experiences, especially from the teachers' perspective. Although long-term outcomes remain to be seen, the results of this study show the feasibility and impact of selective courses and will contribute to effective implementation in other medical schools.

• Journal of the Korean Society for Library and Information Science
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• v.10
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• pp.71-120
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• 1983

In this study, a model curriculum for the Library and Information Science programs in Junior Colleges is presented by comparing those curricula of the Republic of Korea, the United States of America, England and Japan. In Korea, 80 credits are required for graduate of Junior College and 60 credits of that total credits are for major courses. At Toshokan Danki Daikagu in Japan, 73 credits are opened for the Department of Library Science and 87 credits for the Department of Library and Information Science respectively. In the United States of America, 30 credits for major courses out of 90 total credits are opened at Lansing Community College and 24 credits for major courses out of 60-64 credits at Mesa Community College distinctively. On the basis of the various analyses, the following principles are applied in designning the model curriculum; (1) Possibly 3 credits per subject are assigned, (2) Major credits for graduate are 60-64 credits including possible optional subjects, (3) 20 percents of those 60-64 credits shall be applied for electives, so that 72-78 credits are assigned for major, (4) In order to combine theory and practice, and to select practice areas as required major, the ratio between required and elective must be adjusted, (5) In order to avoid duplication of subject, adequate individuality must be provided, (6) The Information Science areas must be dealt with in Library Science since computer systems are being rapidly adopted in libraries and the education for resources of materials and foreign languages are also important for successful fulfillment of mediator's roles between materials and users. Therefore the following model curriculum is suggested; 31 credits in 11 subjects for required major, 46 credits in 18 subjects for electives in major, total 77 credits for 29 subjects are established, and it includes such areas as material organization, foreign languages, resources of materials, library management, information science, fundamental studies, services and practice.