• Journal of Science Education
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• v.41 no.2
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• pp.167-178
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• 2017

It has been suggested that character education, taught only in ethics and social science, should be integrated into other subjects including science education. In terms of inquiry and the nature of science, science education is related to character education, which is emphasized by SSI (Socioscientific Issue) education. Followed by necessity of character education, the Character Education Promotion Act was established in 2015. To investigate what and how character education is conducting in schools, analysis of curriculums and textbooks is needed in terms of elements underlined in the Character Education Promotion Act. For this purpose, this research analyzed general remarks and science sections in the 2009 revised and the 2015 revised curriculums and science textbooks based on the 2009 revised curriculum with regard to essential virtues in the Character Education Promotion Act. Results showed that parts of essential virtues were included in both curriculums, of which elements were inconsistent with those of science textbooks. Curriculums and textbooks reflecting whole elements faithfully need to be developed.

• Journal of Multimedia Information System
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• v.1 no.2
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• pp.133-142
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• 2014

In the revised 2015 curriculum, it is emphasized that fostering of the students as the capable 'creativity-convergent' individuals can be achieved by offering them the opportunities to cultivate the basic knowledge in liberal arts, society and scientific technologies through schooling. While retaining the basic principle of 'fostering creative people', this fundamentally-reformed curriculum involves improvements in the elementary and middle school curriculums in response to the national and social demands in which active responses to the changes in the educational environments and amelioration of the problems posed in the field applications are required. Accordingly, a novel future-oriented curriculum is necessary for the classroom teaching, and to realize the goal, the 'Competence-oriented Social Multimedia Computer Network Curriculum' adopting the virtualization and the 'Bottom-up' methods has been proposed in this paper as a feasible and practical curriculum. Our curriculum will be compared with the recent Cisco high school curriculum and analyzed contemplating recent curriculums in US, UK, Japan and India. Two 1-year practice courses are examined to prove the validity of the proposed curriculum for a period of two years as a qualitative research project. The results of the comparative analysis will show that our proposed curriculum is superior to the Cisco high school curriculum in the aspects of economic feasibility and learning satisfaction.

• Journal of Home Health Care Nursing
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• v.14 no.1
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• pp.23-30
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• 2007

Purpose: The aim of this study was to establish basic data for developing education program of tailor made visiting home health care. Method: For this study, the subject was recruited in one directorial area among 14 nation-wide areas. The data collection was done using self-report questionnaire developed by Korea Health Industry Development Institute. Ninety one questionnaires were analyzed and response rare was 88.3%. Result: The major results were as follows. Aspect of education operations, the satisfaction of education space was revealed high. However, the satisfaction of education time, hour, and schedule were low. The overall satisfaction of education contents were revealed high. The most useful curriculums were found Chronic disease management, Infant & toddler health management, and Case management of tailor made visiting home health care. However the most unuseful curriculums were Nutritional management according to subject's health problem, Health promotion for poor family, and Understanding of visiting service in community health center. Conclusion: With these results, it was identified that the most needed contents of tailor made visiting home health care education program. So these results will be used to develop the more effective education program to activate tailor made visiting home health care service in community health center.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.22 no.3
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• pp.24-32
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• 2014

Due to the rapid growth of domestic and overseas airline markets, the demand for airline pilots has also been growing fast. Meeting such a market needs, central government, Ministry of Land and Transportation has set up civil airline pilot training center at Ulgin airport to train and provide the market with commercial airline pilots. Not only central government but universities in Korea also have tried to train pilots by operating flight training academies. Even though there are more than a dozen of flight training centers including colleges and private academies, there have been less efforts to measure and evaluate the effectiveness of the flight training school's curriculums compared to other scholar majors in a university. Therefore this paper tried to evaluate the educational effectiveness of the curriculums using the Kirk-Patrick measurement model, which has been regarded as one of the most popular and accurate measurement tool for an empirical research in social science. According to the empirical research, it was found out the inter-personal relationship between an instructor pilot and flight trainee was perceived as the most important factor to have an impact on learning abilities and student's behaviors.

• Journal of East-West Nursing Research
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• v.5 no.1
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• pp.114-119
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• 2000

This paper reviews the curriculums on the nursing in oriental medicine currently provided by Korean nursing education institutes. As of October 2000, 14 of 48 four-year-system and 40 of 65 three-years system nursing schools provide the various academic courses and programs titled with the nursing care in oriental medicine. Depending on schools, the credit assigned to these courses and programs vary widely ranged from 1 to 8 units. Even in some schools the courses are offered not as a regular credit course but as a part of other courses on time sharing base. It is absolutely insufficient efforts in promoting education on the nursing in oriental medicine. The oriental medicine is basically based on the principles that the most critical factor in promoting health and preventing disease is the process for improving the condition of both physical and mental part of patients. In this context it seems to be an valuable attempt to apply the principles of oriental medicine to the field of nursing care, and to develop the new methods. It is because promoting health, preventing disease, recovering health, alleviating pains are the basic responsibilities of nursing care. The national health policies have been increasingly emphasizing low-cost and high-efficiency just as in economic policies. In terms of cost-effectiveness nursing education in oriental medicine seems to be evaluated as good enough to satisfy these efficiency requirements. As a initial step for promoting and specializing the nursing education in oriental medicine it is absolutely needed to introduce and expand the curriculum on this new field. Increasing concerns about the oriental medicine as the third medical care is the world wide phenomenon now. Considering this trend, current insufficient curriculum on nursing in oriental medicine in education institutes, especially in four-year system nursing school, might be an undesirable phenomenon for future development of nursing education in Korea. In-depth studies about this issue are seriously needed.

• Korean Journal of Clinical Pharmacy
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• v.25 no.2
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• pp.68-73
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• 2015

With the changes in the pharmacy curriculum from a 4 year program to a 6 year program in 2009, a new subject called Pharmacy Practice Experience (PPE) has been launched into the curriculum. The purpose of introducing this subject is to increase the competency of new pharmacy graduates in providing quality healthcare to the community. This study has been done, via comparison among different pharmacy schools in Canada and Korea, to ensure that the competency of future Korean pharmacists can be increased with the introduction of this subject. In general, the Introductory Pharmacy Practice Experience (IPPE) in Korea consists of 60 hours while Canada consists of 320 hours (minimum). Furthermore, the Advanced Pharmacy Practice Experience (APPE) required in Korea is 1340 hours while Canada requires minimum of 960 hours. Specifically, comparing the Korean PPE curriculum to the PPE curriculums of University of Toronto (UT) and University of Waterloo (UW), UT and UW required a minimum of 75% and 89% direct clinical patient care experience respectively, either in hospital or community setting, compared to 45% in Korea; the remaining percentage in any of the universities can be fulfilled by taking other electives that may not require direct patient care experience. Observing these differences, it seems clear that the current PPE experience in Canada takes more of a patient focused approach than in Korea. Thus, with the recent movement in the Korean pharmacy community towards a more patient focused approach rather than a product focused approach, it would be beneficial to learn the differences between the PPE curriculums in Korea and Canada and apply any new understandings to the relatively newly introduced PPE program in Korea to further enhance the value of the new curriculum in helping to deliver quality patient care.

• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.723-732
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• 2017

Software education is highly needed to train talent in the fourth industrial age. In order to emphasize the importance of software education. In recognition of the importance of software education, Korea decided to implement 17 hours of software education in elementary school from 2019 in the revised education curriculums in 2015. Because all teachers in elementary school have to be able to teach software, the government is carrying out systematic training for teachers. It is necessary to analyze the curriculum for preparing the software education at the university that educates teachers The results of this study show that subject education curriculums for software education are 1.64 hour in 11 educational universities and contents of education are composed of computer general education. In this software curriculum, it is not possible to educate teachers who can teach software education in universities that educate elementary teachers in Korea. Therefore, in order to develop the ability of preliminary teachers to educate software, curriculum of education college should be conducted for 5 hours or more similar to other subjects, and education content should be composed of teaching and learning methods for software education.

• Journal of The Korean Association of Information Education
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• v.20 no.4
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• pp.421-432
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• 2016

The 21st century computer education is very important for the future generations in the knowledge and information society. Therefore, developed countries that are the US, UK, and Germany, it is very important to find out how the computer education. In the US, the NETS and ACM K12 curriculum are investigated, In the UK and Germany national level computer curriculums are looked out. USA, UK, and Germany's curriculum includes computer science, information technology, digital literacy, and computer curriculum is independent, at least in the elementary schools computer education can be seen that more than 17 hours. After the revised national curriculum at 2015 is amended in korea. compared to the developed countries to derive the problems of the Korean revised national curriculum 2015. The revised 2015 Korean elementary school computer education, has no identity because it is not operated as an independent subject. Software will include education only. A very limited time of 17 hours may be a problem.

• 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 Society of Physical Medicine
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• v.5 no.2
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• pp.165-172
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• 2010

Purpose : The purpose of this study was to investigate curriculums of physical therapy education. Methods : We identified the curriculums of physical therapy education by internet. Results : In Korea, education on physical therapy started as a two-year program in 1963, and recently reorganized as three or four years programs. Currently some ten schools offer physical therapy programs for master's and doctor's degrees. The member countries of the World Confederation for Physical Therapy (WCPT) provide approximately ten types of education programs that take two to six years. In Korea, the same programs have three or four years of education periods. The American Physical Therapist Association (APTA) launched on the doctor of physical therapy (DPT) course in the late 1990s, encouraging physical therapists to acquire a doctorate degree. In addition, the U.S. Vision 2020 envisions that all physical therapists acquire DPT by the year 2020. As the medical field becomes more professional and specialized, physical therapists are expected to supplement and even replace works of doctors, instead of merely assisting them. It is necessary to reinforce education programs and improve related school systems to enhance status of physical therapist in accordance with the changing social needs and to provide quality service to patients. Conclusion : We suggest to change the curriculum of Korea. It is more accurately reflected the scope, depth, breadth, and rigor of the high-quality education preparation needed for current and future practice.