• The Journal of Korean Association of Computer Education
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• v.15 no.6
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• pp.11-20
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• 2012

Interest in creativity and fusion in education has led to a lot of research on integrated education. Most of those research were related to integrated education model and educational contents development, so there were insufficient research on planning a course for integrated education. In this study, we developed an integrated education framework as an guidance for teachers on how to plan a course for integrated education. With this, we analyzed successful cases of integrated education. In the result of analysis, we figured out the relations and characteristics between three course types of subjects and four participation types of teachers. On the findings, we suggested an integrated education framework composed of four stages focused on course plan and proposed some considerations for each stage.

• Journal of Science and Technology Studies
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• v.12 no.2
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• pp.185-204
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• 2012

This paper will analyze the development and management processes of the STS (Science and Technology Studies) course in the Division of Performative Humanities at College of Humanities, Hanyang University. The STS Course is one of the five integrated courses in Performative Humanities which are recommended for Humanities students as second major options. The Performative Humanities courses were established through support from the Ministry of Education, Science and Technology between 2005 and 2009. Then, these courses were integrated as the independent "Division of Performative Humanities", whose courses are being taught today. Among these courses, the STS course is a compositive course which is based on STS and links humanities, science and technology. The establishment of the STS course symbolizes a new integrative approach to interdisciplinary education both in terms of its contents and operation processes. This paper will discuss the roadmap of the STS course and how to manage its education system. The advantages and disadvantages of the course's development process and the result of its management procedures will also be analyzed. With the importance of integrated education being recognized, this paper will analyze how the interdisciplinary STS course is incorporated and operated as a major course in the University. This will enable readers to seek ideas for alternative integrated education models that can be applied in Korea's university system.

• Journal of the Korean Institute of Rural Architecture
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• v.4 no.2
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• pp.1-11
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• 2002

The integrated school has an expectation of the total education environment in which has some problems as regional, emotional, teaching treatment, establishment equipment part because of the based relative establishments are abolished. The expectations are the educating effective rising, the reduce of the responsibility of the teacher, a smooth teacher placing and saving the educating estimate. As the new education course propulsion is raising the school and students discretion and expanding the way of educating, being close to the course of studies, the integrated operation is earnestly needed and such as these versatile background the small schools will keep on getting integrated. So, in this paper I'll object the need and purpose of the integrate operation and show the integrated schools that are now in use. Investigate about actual condition of the integrated school, so after these research I've concluded these things below about the integrated school operating.

• The Journal of Sustainable Design and Educational Environment Research
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• v.3 no.2
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• pp.39-49
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• 2003

This study purpose is extract on the architectural principles and architectural planning direction for Integrated Secondary School. The integrated secondary school has an expectation of the total education environment in which has some problem as regional, teaching, treatment, establishment equipment part because of the based relative establishments are abolished. The expectations are the education effective rising, the reduce of the responsibility of the teacher, a smooth teacher placing and saving the educating estimate. As the new education course propulsion is raising the school and students discretion and expanding the way of educating, being close to the course of studies, the integrated operation is earnestly needed and such as these versatile background the small school will keep on getting integrated. Investigate about the senses of the manager and teachers, so after these reserch I've concluded these things below about the integrated secondary school.

• Journal of Korean Academy of Nursing
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• v.28 no.1
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• pp.210-220
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• 1998

The various and serious types of disaster occur everyday and everywhere on the earth. There is no doubt that it is very timely to discuss about the effectiveness and preparedness of disaster. The purpose of this study is to develop a curriculum on the disaster management through reviewing disaster concepts and the disaster management system. For the empirical relevance of the study, researchers participated in a couple or more disaster training program, reviewed references, and consulted to the experts working on action parts in the area. As a result, the 'Integrated Disaster Management System Model (IDMSM)' was designed, in which four dimensions were explained. Then the 'Disaster Curriculum Model (DCM)' was explored with its theoretical framework based on the system model. The developed curriculum is composed of four levels ; the introductory course, the fundamental course, the advanced course, and the expert course. From this DCM, basically the course-outlines of two subjects in the introductory course, 18 subjects in the fundamental course (5 of direct services. 13 of indirect services) were developed. Also each course-outline was explored by its course objective, learning objectives, contents, and its length. Finally to make the most of the results, suggestions are proposed. The governmental considerations on the policy should support the systematic and integrated educational program to practice, appointing 「Disaster School」 or 「Disaster Training Center」 of relevance and accountabilities. The further study should explore the higher levels of the DCM through interdisciplinary efforts, and develop the text aterials. ilities. The further study should explore the higher levels of the DCM through interdisciplinary efforts, and develop the text materials.

• Journal of The Korean Association For Science Education
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• v.2 no.1
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• pp.16-30
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• 1980

In is a recent trend of the world to study the integrated science curriculum development. This study aims at pursuing how to integrate physics and earthscience in high school course and forming a tentative plan as to an integrated process between both the subjects. The one was compared with the other accor ding to the basic concepts and theteaching objecties. The contents of these two subjects were analysed, the overlapping parts being chosen, and so in the hierachy of the curriculum, some mistakes were found in eaching these two two subjects. It proved valid to in tegrate these two subject. A concrete scheme was offered to in tegrate these two subjects-physics and earthscience, when a tentative plan concerning, the integra ted process was made. This new plan can make the time required for teaching decrease by 5% The better study on the basic structure of the integrated concepts between these two subjects will go on further in this respect. It is necessary to train again the teachres concerned with this new subject and to put an emphasis on the elective course between physics and earthscience in the teacher's college curriculum.

• The Journal of the Korea Contents Association
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• v.7 no.8
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• pp.226-233
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• 2007

There have not been integrated courses for education of C and Java programming languages in most universities. Based on similarities and uniqueness and the previous lecturing of each language, we designed and made an integrated programming course. In this paper, we introduce the web-based contents which make the successful and effective application of the new course. The web-based contents consist of the main page, the course materials, the auxiliary materials, and the bulletin board, and supports a variety of practices with the examples. From the application of the web-based contents to the practical lectures, we notice that understandability, satisfaction, and the programming skills of students significantly increase comparing to that of the previous respective courses.

• Journal of Korean Home Economics Education Association
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• v.1 no.1
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• pp.87-99
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• 1989

This paper is aimed to improve the current curriculum in the Korean elementary school’s practical course, which covers both industrial fields and Home Economics. Specially inveotigated here are teacher’s attitude toward the practical course and the degree of difficulty in teaching each content of the practical course in the 4th and 5th grade in the elementary school in term’s of teacher’s sex and localing. Since two heterogeneous subjects, industrial fie인 and Home Economics, are integrated into one subject named the practical course, the teaching of the practical course is not specialized. Besides, the teaching is implemented inefficiently, owing to the teacher’s misunderstanding of the practical course. In this respect, as a way of maximizing the effectiveness of practical course in elementary school, the authors suggest some proposals. (1) The curriculum of practical course should be divided into two course, industrial fields and Home Economics (2) All students should be completed Home Economics as a required course (3) A system of full-time teacher for Home Economics subject should be introduced. Concurrently, the curriculum of the practical course in Teacher’s College be modified.

• Journal of Engineering Education Research
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• v.13 no.1
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• pp.78-86
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• 2010

Training Curriculum Integrated Information Network is allowed to searching the all curriculums and courses related with training but also is a one stop handling integrated learning system to cover a course registration, learning and analysis of learning performance. Through developing and managing the Training Curriculum Integrated Information Network, it is available to get the various curriculum thus it is for trainers able to enforce the self oriented course choice and then high quality of training could be proposed by the diverse training curriculums and competitions. To manage Training Curriculum Integrated Information Network more effectively, active public relations marketing activities, high reliable correct information service and rich contents are required. It is essential to manage the learner and learning contents supplier, stable financial resources, personal security issue and protecting a copyright of training curriculum to be a successful network system.

• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.55-66
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• 2009

The purpose of this study is to assist understanding the integrated subjects and to obtain implications required on the actual operation of curriculum by analyzing content elements and basic inquiry activities in the revised "wise lift" curriculum 2007. The result of this study is as follows. First, the formation of elements in contents of "wise life" deals with the passage of time based on changing seasons, myself and family in the 1st grade and the concept of space based on home and a village in the 2nd grade. Six main subjects and twelve activity subjects are presented per each grade. Second, number of activity subjects and content elements are reduced as compared with 7th curriculum so that the responsibility of operating classes based on activities is reduced and the purpose of rationalizing contents is somewhat fulfilled. Third, eliminating a relevant domains decisively when presenting the activity subjects assures the identification and purpose as the integrated subject focused on inquiry activities. Fourth, the result of analyzing the course-relevance on content elements shows that the allotment per each domain and course is less considered but the relevance of social studies is higher regardless of non-course characteristics as the integrated subject. Fifth, according to the component ratio of basic inquiry activities, 'Observing' and 'Debating' were presented as the most essential activities, and 'Measuring' and 'Making' were relatively low. By considering characteristics of course requiring balanced and various experiences of inquiry activities, additional discussions are required on appropriateness of the component ratio. Sixth, 'Observing' was increased and 'Debating' and 'Making' were decreased on the main activities in this revised curriculum as compared with 7th curriculum.