• Journal of Practical Engineering Education
• /
• v.15 no.3
• /
• pp.571-580
• /
• 2023

With the advent of the Fourth Industrial Revolution, there is an increasing demand for interdisciplinary studies in the realm of university education. Accordingly, this study sought to explore learners' perceived expectation factors for a modular curriculum, one of the primary strategies for curriculum revision in interdisciplinary departments, by applying the Expectation Theory. Learners' perceptions were measured pre and post during the second semester of 2022. The results confirmed that among the expectation factors, the selection factor significantly decreased after the course compared to before. Changes in the understanding and perceived difficulty level of tool utilization within the course may have influenced these results. The significance of this study lies in providing direction for curriculum revisions in interdisciplinary departments by analyzing learners' perceptions of the modular curriculum. Specifically, curriculum design should focus on reducing difficulties and cognitive burdens associated with educational tool utilization. Furthermore, considering that students' prior experience and understanding of educational tools can impact educational outcomes, it is crucial to factor these elements when designing a modular curriculum.

• The Journal of Korean Medicine
• /
• v.30 no.4
• /
• pp.118-128
• /
• 2009

Objects: This study was conducted to investigate the current educational environment of herbology and to develop a future-oriented curriculum for oriental medicine. The questionnaire used in this research was drawn up based on the current curriculum referring to the current curriculum of herbology and pharmacognosy. Methods: The survey was carried out presenting the questionnaires to a total 12,754 of the students and doctors of oriental medicine through e-mailing five times; of these, 2,074 replied. Results: 1. Among the respondents, about 97% agreed that it was necessary to revise and complement the current curriculum of herbology. 2. The respondents felt that the assigned lecture time of subject was "sufficient" (19%), "insufficient" (39%) and "average" (39%), respectively, and the level of lecture was "insufficient" (37%) or "average" (43%) respectively. According to priority, it showed that the contents which needed complement in lecture were discrimination of medicinal herbs (24%), practical use of action and indications (23%), and correlation with modern disease (21%). In theoretical lectures, 69% of the respondents agreed on the introduction of natural scientific methods 3. In practice, 51% of the respondents replied that the lecture time for practice was insufficient. The contents which needed to be complemented in practice were as follows: audio-visual materials for discrimination of medicinal herbs (22%), concrete exercise for the processing of medicinal herbs (21%), and attempts for the objective discrimination of medicinal herbs using instruments (microscope, analytical instrument, residual pesticide, heavy metal, genetic analysis) (16%). 70% replied that the discrimination of medicinal herbs of high price and rarity was "none or insufficient". 4. 56% replied that it was necessary to introduce and practice physicochemical analysis, and they showed higher requests according to the increase of their educational level. However, 86% replied that they had never experienced concrete attempts for objective discrimination of medicinal herbs, which seemed to indicate that, excepting some schools, practice exercise was rarely performed. Conclusions: According to results, it seems that an urgent review on the current course of herbology and a workshop on the process of experimental practice for professors is needed.

• Journal of Fashion Business
• /
• v.15 no.6
• /
• pp.113-133
• /
• 2011

The purpose of this study is to establish academic identity as well as produce human resources that industries need by grasping curriculum of the departments related beauty focusing on Korean colleges (junior colleges and four year course colleges), analyzing examples of advanced countries and suggesting their developmental direction. For the research method, the reference period of curriculum in Korean colleges was from Jul. 05th, 2011 to Aug. 05th, 2011. the investigation method is as follow: first, the curriculum of the departments related to beauty which were registered in the web sites were investigated. Second, the documents were received by fax and Email from each department after calling it. Third, questions and answers were done in reference to majors on the phones. these methods are intended for 65 junior colleges and 16 four year course colleges (total 81 ones). It clarified that lifelong education centers and the graduate courses were ruled out. the statistical analysis about data which were investigated like this were done by the frequency analysis. The results which examined the major subjects of Make-up focusing on Korea and foreign countries are as follow: First, the result which examined the major and theory subjects of Make-up has found that there are the human body theory, the equipment theory, the marketing theory are the management theory in Korean junior colleges and physiology/chemical, management, marketing and equipment product were treated in four year course colleges of Korea. As for foreign colleges, the subjects related to history and culture are mainly treated as the theory courses and their purpose is to cultivate basic knowledge of the fields which are mainly connected to Make-up including plays, movies, TV and studios. Second, the result which examined practice subjects of Make-up major has found that practice subjects of the total ones are of great importance in junior colleges. And it could be found that the Make-up field is of little importance as it is not independent and exists with the hair and skin fields in one department in the four year course colleges. Especially, in the foreign countries, the more detailed and professional subjects including classes which treat digital media, studio technologies, production, wigs and the special effects were treated by the field class system and these characteristics implies that Korean curriculum should be changed in the future. Based on this analytical results of investigation, this researcher tried to propose the developmental direction of Korean curriculum in the future.

• 대한공업교육학회지
• /
• v.33 no.1
• /
• pp.114-133
• /
• 2008

The purpose of this study was to suggest the basement in making definite curriculum through the analysis of the curriculum and implementation of Invention Classroom in Seoul area and findings of the problems perceived by the teachers. This study analyzed the curriculums of 19 'invention classrooms' in Seoul area, asked the teachers about the problems and things to need improving through interviews and the results are following. First, it is necessary to make the more definite curriculum because there is a little big gap between the regions and the teachers in running the 'Invention Classrooms'. Second, it is necessary to narrow the gaps through the definite curriculum because the purposes, contents, teaching methods and evaluation tools perceived most importantly or emphasized most by the teachers were so different from the real suggestion in the curriculums. Third, it is necessary to suggest the definite guideline in order to overcome the regional gaps because there are a little big gap of implementation between the classes in planning teaching periods, credits needed and so on. Fourth, the teachers have perceived many problems in educational, administrational and financial aspect and so it is necessary to properly reflect them on planning the curriculum of Invention Classroom through many proper studies to improve them.

• Journal of the Korean School Mathematics Society
• /
• v.23 no.4
• /
• pp.449-468
• /
• 2020

TIMSS is a representative international comparative study that analyzes changes in mathematics and science achievement, and it collects information on the educational system, curriculum, teaching and learning situation of participating countries as well as research and check, and provides implications for each country's mathematics and science education. Although domestic TIMSS studies focused on the results of achievement related to the evaluation of mathematics, not many have taken a closer look at the content and characteristics of the assessment framework. Therefore, the purpose of this study was to analyze the characteristics of the TIMSS 2019 mathematics assessment framework, and to derive implications for the mathematics curriculum and mathematics learning by examining the students' study time in light of the Korean mathematics curriculum. The implications derived from the results of this study are summarized as follows: First, it is necessary to check the connection between content elements in the mathematics and education process. Second, it is necessary to check the appropriateness and connectivity of the learning timing of the content elements in the mathematics and education courses. Finally, it is necessary to verify that the hierarchy of content areas and the structure of content systems in mathematics and education courses are consistent with the direction of mathematics education at the international level. This study can be used as a basis for mathematics and curriculum revisions, and can be used to set directions for the development of large-scale evaluation frameworks.

• Journal of Internet of Things and Convergence
• /
• v.7 no.2
• /
• pp.21-29
• /
• 2021

In this study, it is necessary to supplement the Korean language curriculum in order for international students to adapt and settle in Korea in an era where education is being transformed into future education due to the 4th industry. In the KFL (Korean as a Foreign Language) situation encountered by international students, they suffer from difficulties in university mathematics due to communication problems due to lack of language ability, which is one of the stress factors for cultural adaptation in the Korean language education program. To solve this problem, we analyzed ESL programs in English-speaking countries and KSL programs in Korea to set educational goals, curriculum, and educational methods to achieve goals for international students, and to establish curriculum and learning processes. Therefore, the Korean language education program (KSL program) for foreign students in the Korean language curriculum should also be supplemented by accepting the advantages of setting accurate goals for the ESL program and linking it with university graduation in the curriculum of English-speaking countries. In addition, for international students to learn Korean, an integrated Korean language education course and management system using IT suitable for the 4th industrial age is needed.

• The Journal of the Korea Contents Association
• /
• v.21 no.8
• /
• pp.236-246
• /
• 2021

The purpose of this study was to help solve the problems of the high school credit system by exploring its operation plans for both career guidance and the effective and efficient operation of the high school credit system. The study's research method was literature research; it examined prior research, public hearings, press releases, the 2015 revised curriculum, and plans to promote the high school credit system by the Ministry of Education. To solve the problems facing the high school credit system, the curriculum should be organized as follows. First, it should be organized around general subjects. Second, students need to be able to study subjects related to their desired fields in depth. Third, it is necessary to confirm the basis for organizing the curriculum. Meanwhile, the following steps should be taken to improve the operation of the high school credit system for career guidance. First, a career curriculum committee for career learning and coaching should be formed and operationalized. Second, the teachers' work system should be restructured. Third, career aspirations should be identified, and directions for further study should be researched. Fourth, career and academic design guidance coaching books should be provided. Fifth, it is the role of the career and academic design guidance teacher. Sixth, emphasis should be placed on responsibility for subject selection and preparation for re-taking program.

• Korean Journal of Heritage: History & Science
• /
• v.54 no.3
• /
• pp.150-167
• /
• 2021

Since the advent of tertiary curriculum, middle school history education has been focused on political history, but many students perceive history as a simple memorization subject and complain about difficulties in abstract learning. The researcher saw this problem as caused by the history curriculum, and carried out this study for the purpose of proposing a revitalization of cultural property education in the middle school history curriculum. First, through the analysis of prior research, the usefulness of cultural property education, such as nurturing creative talent and realizing interactive history classes, was revealed, and the problems of the current political history-centered middle school history curriculum were pointed out. Afterwards, as a result of conducting an opinion survey on middle school 3rd grade students and social studies teachers, it was found that first, both middle school students and their teachers thought that the current political history-centered history had much room for improvement. Second, all groups agreed on the necessity of cultural property education in history education. However, in reality, it was found that it was not easy to sufficiently educate students about cultural property in a political history-centered curriculum. Third, teachers thought that it was necessary to improve the current history curriculum in order to enhance cultural property education. Based on these findings, the researcher suggested an improvement plan for the 2015 revised history curriculum. First, in the 'nature of the subject' section, cultural properties and historical materials should be included, and in the 'objective' section, politics, economy, society, and culture should be included. Contents related to cultural properties should be added to the sub-themes in the 'content system and achievement standards', and cultural properties-related contents should be further reinforced in the achievement standards, 'teaching, learning and evaluation'. It was suggested that this section should include cultural property learning and historical material learning, and guidance on teaching and learning methods of cultural property education should be added. If these aspects are reflected in the 2022 revised curriculum that is currently being developed, cultural property education will be improved, and more lively history education will be provided to students.

• Journal of The Korean Association of Information Education
• /
• v.13 no.2
• /
• pp.135-144
• /
• 2009

The purpose of this study was to explore strategies for promoting distance education program and for providing total information for teachers about curriculum of distance educational training institute. In 2007, there were 65 institutes of distance education training, but we don't have enough information about curriculum of the institutes. To analyze curriculums of the institutes, it had been selected 33 institutes of 65, and 567 of performance training programs, 317 of optional programs, and 23 of free training programs. The following results were obtained : (1) It calls for easy accessibility to distance educational training institutes (2) It has to overcome biased status that private institutes have more courses than government institutes'. (3) It will be needed to make diverse courses for teacher's capabilities. (4) It calls for course development of several subject matters (5) It will be needed to maintenance for running course continuously. (6) It has to make supporting plan for excellent courses by government.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.2
• /
• pp.56-74
• /
• 1996

In order to prepare for the coming twenty-first century and to meet changing social demands and health needs, it is necessary to improve the curriculum through development of new conceptual frameworks. The purposes of this study were : 1) to assess the needs of the curriculum of the students, the faculty, the graduates, and the nursing supervisors and head murses ; 2) to develop the conceptual framework which includes philosophy and goals of nursing education based upon needs assessment ; 3) to develop level objectives ; 4) to identigy the contents of the curriculum ; 5) and to develop the faculty. The curriculum was assessed and developed from April, 1995 to March, 1996 through twenty four weekly meetings, two seminars, and two workshops. The process and results of this study are as follows : 1. A needs assessment of the present curriculum was done of the 194 students, 177 graduates, 14 faculty members, and 60 nursing administrators in 5 main areas (objectives, planning and organization, teaching-learning process and methods, evaluation, revision of curriculum). The results showed that there were many descrepancies between expectations and actual situations in all the groups and in all the areas. This implies that there was a necessity for total curriculum revision. 2. To develop the conceptual framework, 1) the core concepts were identified(man, health, environment, and nursing) on the basis of the existing educational philosophy and educational objectives of our school, elicited by group discussions using the nominal group method, one of the needs assessment methods, the philosophy and objectives were restated. 2) Six essential componednts were indentified for the conceptual framework from the restated philosophy and objectives ; nursing process, communication, professional roles, client, health, and nursing. The vertical theread consists of the client and health/nursing ; and the horizontal thread consists of nursing process, communication, and professional roles. 3. The contents of the curriculum were selected on the basis of the educational objectives and organized according to the conceptual framework. 4. The level objectives were then restated. It is expected that the objectives of our school will be accomphished through developing the courses, choosing and Implementing, more effective teaching-learning methods, and evaluating the efficacy of changes implemented. The most important factor will be to continually upgrade the faculty and their teaching skills.