• Journal of Korean society of Dental Hygiene
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• v.24 no.1
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• pp.79-89
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• 2024

Objectives: This was carried out to develop an integrated care convergence curriculum. Methods: An online survey was conducted on 312 public health college students, and frequency analysis, t-test, ANOVA, and chi-square test were conducted. Results: Awareness of convergence education (2.55) and experience of convergence education (10.3%) were low, but those with education experience had high awareness of integrated care and convergence education (p<0.001). The need for education (3.07) and manpower training (3.14) were both high, and the preferred training content was first aid (3.57). Conclusions: Additional research is needed on the development of integrated care convergence curriculum.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.551-560
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• 2011

STEAM education is a topic-based curriculum to integrate the concepts into other subjects such as science, technology, engineering, art and mathematics in order to improve the students' interesting, understanding, integrated thinking and problem solving ability. In this paper, we designed STEAM curriculum in the form of Project-based Learning and developed the material for elementary students. We also developed the android-based application through searching for a utilization of IT simulation for enhancement the students' Project-based Learning effect.

• Journal of The Korean Digital Architecture Interior Association
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• v.11 no.1
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• pp.53-61
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• 2011

The purpose of this study is to propose an integrated curriculum for architectural studio in university to implement BIM process. There have been several BIM education methods occurred in school, but most of them are not successive courses but independent events. To integrate BIM into architectural curriculum successfully, it needs continuous and gradual approach. This study is proceeded by the research of precedent and analysis of key factors in foreign school program. Also fundamental objectives of the current domestic architectural curriculum are categorized to match the BIM process and functionality. As a result of this study, the new architectural design education process integrated with milestone of BIM tool is proposed.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.543-550
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• 2011

STEAM education is a topic-based curriculum to integrate the concepts into other subjects such as science, technology, engineering, art and mathematics in order to improve the students' interesting, understanding, integrated thinking and problem solving ability. In this paper, we designed STEAM curriculum in the form of Project-based Learning and developed the material for elementary students. We also developed the android-based application through searching for a utilization of IT simulation for enhancement the students' Project-based Learning effect.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.3
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• pp.361-372
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• 2009

The purpose of this study was to examine the cause of new curriculum which has always problems even though it is revised repeatedly and to propose an fundamental alternatives to solve these problems. In this study, the cause of these problems considered the wrong point grasping the knowledge of curriculum contents. In other words, the knowledge of curriculum contents is understood as the point of utility rather than the curriculum are constructed as the form reflecting nature of knowledge. According to do this, Bruner's structure of knowledge is of help. The structure of knowledge which is well known existing is understood as manifest aspect but from now on, we have to be concerned about tacit aspect. In this case, the structure of knowledge has characteristics as an integrated knowledge.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.717-728
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• 2019

The cultivation of creative convergence talent has become more important than ever, the Korean curriculum has also undergone many changes, aiming for convergence and integrated education. In addition to these changes in science and curriculum, we examined the changes in perception and Professionalism(PCK) of integrated science education of science teachers over the past decade. For this study, 359 elementary and secondary science teachers in 2008, when the 2007 revised curriculum was applied, and 360 elementary and secondary science teachers in 2018, when the 2015 revised curriculum was applied, were examined for 10 years of changes in perceptions and PCK of integrated science education. The conclusions from the analysis were as follows. First, in 2018, elementary and secondary science teachers were found to have a statistically significant increase in awareness of integrated science education. Nevertheless, cognition was found to be 'normal'. Second, teachers' perception of the necessity of improving the professionalism of teachers, providing teaching and learning materials, reducing the contents of learning, reducing the number of students and securing flexible timetables, and raising the perception of integrated science education for students and parents as a condition for the success of integrated science education, was analyzed to be significantly higher in 2018. Third, the results of PCK survey through self-diagnosis, teachers' PCK on integrated science education, such as competence to secure curriculum contents knowledge, comprehension of curriculum and class composition related to integrated science education, teaching strategy for integrated, creation of teaching and learning environment for integrated teaching, efforts to improve administrative constraints and the professionalism of integrated science education, was significantly higher than it was ten years ago. Therefore, the recent emphasis on convergence education has increased the experience of applying convergence classes in the field of education, and it was seen as a result of the continuous efforts of science teachers to meet the changes in the education paradigm.

• Journal of Korea Game Society
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• v.16 no.5
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• pp.111-122
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• 2016

The purpose of this study is to suggest an curriculum model of teaching scheme which performs team project learning based on Integrated project with different fields. To address this goal, the present study suggests a practical game project model under the same game-making circumstances as game industry by consisting of real case of convergence parts(game graphic, game design, game program). This project-based learning case has been conducting Integrated project education since 2008 in A educational Institute in Korea. The results of study suggest a standard of Integrated-based curriculum model and it is constructed with two parts. The first part is what students learned during project processing, such as responsibility, communication. The other part is how to construct the educational environment for integrated project. It explains how to organize and build teams, plan of integrated project, rule the role of team task, perform collaborative task, present interim/final presentation, evaluate grade. This study is expected to be utilized as a framework for the instructional design and the guideline for improving learner competency in team project learning.

• Journal of The Korean Association For Science Education
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• v.1 no.1
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• pp.35-44
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• 1978

In this study, concept centered approach and process centered approach in developing integrated science curriculum were compared and compromised between two approaches. It seems that two approaches are in antagonistic relations. The superficial conflictions getween two approaches are not because they are antagonistic in their nature, but because their interesting points are different. The concept centered approahc is interest in fundamental scientific concepts and the process centered approach is interested in scientific enquiry. If science is the composition of enquiry processes and concepts produced by enquiry processes, scientific enquiry process and scientific concept must not be inconsistant. Although concepts are not unchangeable, new concepts and advanced concepts are based on the old concepts. Enquiry activity which is not based on concepts also cannot be significant enquiry. Although fundamental concepts in science is very important, in order to apply concepts to varios phenomena, and to understand concepts more deeply the student should understand concept through the process by which the concepts are derived. As we have discussed above, only the concept centered approach or the process centered approach itself is not complete. Comparing these two uncomplete approaches to integrated science curriculum, we can find out that two approaches are in complementary relations. Because integrated science is based on the idea that natural phenomena should not be understood in fragments, but should be understood as mutually related system' the integrated science curriculum includes both the fundamental scientific concepts and scientific enquiry processes.

• Journal of the Korean Institute of Rural Architecture
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• v.3 no.3
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• pp.69-83
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• 2001

Based on year 2000 the 7th Educational curriculum is applied to students in elementary school 1~2 grade and it will be applied to middle school students in year 2001 and will be fully operated to the whole grade in 2003. In year 2004 it will be enforced to the whole grade in elementary middle high school. As like these changes of the educating surroundings it must emergence the uniform educations and system. It should be prepared for the age of worldwide, informational and diversity to educate in a new way. After all these changes of the educational courses will be effected to school institution and courses of elementary school and middle school to change. You can tell about the course of study in elementary school and middle school has already been in touch, by the 7th educational curriculum. The educating courses are all organized with elementary school to high school by time dividing. Like this diversified background, it is true that the study of the efficient operation of Integrated elementary school and middle school operations and a small group of schools that are just to be assimilated or also to be abolish, was not enough. So, in this course of study by looking through the policy the Integrated schools will be increasing and the 7th educational curriculum to contact by this result the educational facilities are required and for that the purpose is to design a architecture for the Integrated elementary school and middle school operation.

• Journal of Korean society of Dental Hygiene
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• v.19 no.3
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• pp.331-342
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• 2019

The purpose of this study is to analyze the clinical dentistry curriculum in Korea and Japan in order to review the application of integrated curriculum in the field. We collected the clinical dentistry syllabi for 2015-16 of the department of dental hygiene of Korea G University and Japan N University. Using the data from Korea, items that were duplicated and integrated were classified by the subjects covered in clinical dentistry. In addition, through case studies conducted in Korea and Japan, we analyzed and compared the credits, class hours, teaching methods, and evaluation methods, by subject. In Korea the total class hours in clinical dentistry, including clinical practice, was 1,095, and in Japan it was 1,104. In Korea, the syllabus covered by each department consisted of about 200 hours centering on theoretical lectures. In Japan, the integrated form of clinical dentistry was taught, and the instructions included all the contents of clinical dental study and also problem-based learning for approximately 100 hours. To strengthen the competence of dental hygienists as professionals, who are actively involved in dental practice, it is necessary to integrate the education contents of segmented clinical dentistry from the perspective of dental hygiene. It is also important to apply teaching methods that can help students improve their ability to solve problems.