• Korean Medical Education Review
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• v.19 no.3
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• pp.134-137
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• 2017

The main points of issue with the former premedical curriculum of Seoul National University College of Medicine (SNUCM) were the absence of educational objectives, decline in student motivation caused by uniform education, students' lack of a sense of belonging, and lack of humanistic education. In accordance with these issues, there were five aspects considered for the improvement of the premedical curriculum: reform based on the newly established educational objectives that corresponds with the 6-year medical school curriculum as a whole, expansion of elective courses and the development of personalized curriculum for the improvement of students' learning motives, expansion of social sciences and humanities curriculum for the development of students' capabilities as good doctors, active participation of medical professors in premedical education, and expansion of informal education and the student support program. According to the assessment done after the implementation of the reformed curriculum, premedical students were gratified with its establishment and management of multifarious liberal arts and major subjects. In preparation of the more rigorous entrance quota of the premedical school at SNUCM, there is ongoing reform of required major subjects and establishment of new subjects in the premedical curriculum in pursuit of unity with the 6-year medical curriculum. Moreover, there is ongoing development of an e-portfolio system for the association of premedical and medical education, integration of formal and informal curriculum, and reinforcement of student observation and formative evaluation. Further discussion on the assessment and betterment of premedical curriculum is needed.

• The Korean Journal of Food And Nutrition
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• v.26 no.2
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• pp.234-241
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• 2013

The purpose of this research was to suggest a category and level of national examination for dietitian's license and provide basic data for the development of national examination question by analyzing the current states on the curriculum of national examination for the dietitian's license and correlation with the current states on curriculum and national examination for the dietitian's license. The higher the current states on curriculum, the lower absentee rate and failing rate of the national examination for the dietitian's license. The higher the current states on curriculum, the higher pass rate of the national examination for the dietitian's license. Also, the current states on curriculum were positive relationship with correct answer rates. The higher the educational system, the higher the current states on curriculum. The educational system was negative relationship with the current states on curriculum of 'public health', 'advanced nutrition', 'food science', 'principles of culinary', and 'food sanitary law (p<0.05)'. The correct answers rates of 'institutional foodservice' were significantly positive relationship with the current states on curriculum of 'institutional foodservice (p<0.01)', 'foodservice organization (p<0.01)', 'food sanitation (p<0.05)', and 'practice in foodservice institutions (p<0.01)'. The pass rate was significantly positive relationship with the correct answer rates of 'institutional foodservice (p<0.01)', 'physiology (p<0.01)', 'biochemistry (p<0.01)', 'food sanitary law (p<0.01)', 'food science and preparation (p<0.05)', 'nutrition education (p<0.01)', 'nutrition (p<0.01)', and 'total score (p<0.05)'.

• Journal of the Korean association of regional geographers
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• v.18 no.2
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• pp.232-251
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• 2012

This paper is to examine new programme of study for geography by a revised geography(including historical, geographical and social understanding) National Curriculum in England. The new primary and secondary National Curriculum was respectively issued in 2007 for implementation from September 2008 and 2010 for implementation from September 2011. The revised National Curriculum was changed more than that of 1995 and 2000 in terms of its formation and content. Especially, Primary National Curriculum was rebuilded to the six areas of learning, in the end KS1-2 geography was integrated in 'historical, geographical and social understanding'. As a result of that, the subject named as geography only remains for KS3. Nevertheless, the new National Curriculum is consisted of programme of study(PoS) and attainment target(AT). But new programme of study was changed more than that of former curriculum in terms of its formation and content. Programme of study for primary school is organized with curriculum aims, the importance of areas of learning, essential knowledge, key skills, cross-curricular studies, breadth of learning and curriculum progression. On the other hand, that of geography for KS3 is organized with curriculum aims, the importance of geography, key concepts, key processes, range and content, curriculum opportunities. This paper examined on categorical features of new programme of study for KS3 geography and its implications for effective geography curriculum design and planning.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.352-362
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• 2018

With the advent of the 4th industrial revolution, the educational innovation focusing on the key competencies is occurring in the whole world. In September 2015, the Ministry of Education suggested six key competencies such as self-management competency, knowledge/information processing competency, creative thinking competency, aesthetic sensibility competency, communication competency, and community competency for the 2015 revised national curriculum. Also, this era requires for diverse lessons like subject integrated/converged lesson and intramural/extramural education. Thus, the objective of this study is to research/analyze exhibitions of Busan National Science Museum as extramural educational institute and to relate between the 2015 revised curriculum and exhibitions of science museum. First, the exhibitions of permanent exhibition hall in Busan National Science Museum were researched/analyzed. It analyzed the current status, display type, and explained contents of exhibitions. Second, it analyzed the relations between contents of the exhibition and key competencies in the 2015 revised curriculum. Third, the 2015 revised curriculum for the 3rd and 6th grade related to the selected exhibition contents was analyzed. The analysis on the exhibition contents performed by this study would be helpful for follow-up researches connected to exhibitions of Busan National Science Museum.

• Korean Medical Education Review
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• v.19 no.3
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• pp.149-151
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• 2017

The educational goal of premedical education is to provide the desired college-level training in liberal arts as well as sciences, and to equip students with a basis for future medical studies. The purpose of this study was to introduce a premedical curriculum at Chonnam National University Medical School and to provide baseline data for developing an improved premedical curriculum. The reformed premedical curriculum has been followed since 2017. Formal premedical curriculum consists of basic education and character education through liberal arts study and major courses related to medical education. In addition to the formal premedical curriculum, students are supported through various programs that help develop interpersonal and intrapersonal competences.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.159-178
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• 2015

This study discusses on aims for affective development in national curriculum of mathematics. Firstly, affective characteristics of school mathematics studied in Korea are investigated. Secondly, aims for affective development in the Korean national curriculum of mathematics from the 1st curriculum to the current one are inspected. Thirdly, aims for affective development in national curriculum of Hong Kong, Singapore and Finland are researched. From the result, suggestions on the statement about aims for affective development are proposed.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.63-75
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• 2007

This study investigated how the contents of biology domains that were dealt with in the 7th national elementary-school science curriculum were in turn dealt with in the other subject matter areas. Through this, it was hoped that the place and identity of biology as a subject could be more clearly established and defined and additionally, more basic data for developing the new national science curriculum could be acquired at the same time. Subject matter areas that overlapped with biology in the 7th national elementary-school curriculum were practical arts, social studies and physical education. The structure and composition of specific components that were dealt with by these subject matter areas were very different from those of science, and the analysis showed that they failed to correspond across grades. Moreover, topics such as 'natural calamities and the environment' and 'human reproduction' that were dealt with by other subject matter areas, but not in science must be included for developing the new national science curriculum. Accordingly, when it comes to composing the contents of each subject matter area during creation of the new national curriculum, the relevant experts in related subject matter areas should be mobilized to conduct in-depth analysis of the following areas: viability, the most appropriate level of difficulty, and appropriateness of any hierarchy of relative importance between subjects. Additionally, efforts to reflect any improvements in the way the new national curriculum is developed which come about through this research are needed.

• The Korean Journal of Applied Statistics
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• v.18 no.1
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• pp.229-249
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• 2005

In Korea, mathematics education of 1-10 grade students has been taken according to the 7th national mathematics curriculum, which was renovated by the Ministry of Education and Human Resources Development announcement in 1997. The education of probability and Statistics has been carried out as a part of this curriculum. We analyze 1-10 grade mathematics textbooks and compare the 7th national mathematics curriculum with the 6th national mathematics curriculum.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.867-892
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• 2001

In both Korea and the U.S., science education leaders and specialists insist that there is a shortage of curricula to address the new national science education guidelines in support of reform. This paper addresses development of new curricula for science education reform in the hopes of facilitating further development of guideline-based curricula. We examine Korean and U.S. thematic-based (Korean Science Field Trip at Cultural Sites Program and U.S. Graduate Teaching Fellows in K-12 Education) and project-centered (Korean Teachers for Exciting Science and U.S. Foundational Approaches in Science Teaching Program) programs. Using the criteria of rationale for curriculum, content and scope, processes of implementation, and assessment strategies, we identify the curricular components that are common across four successful secondary science programs and determine which of these components address the national guidelines. Our findings indicate that common components of these four programs meet the expectations of the science guidelines being used to revamp science education in both countries. Therefore, these programs not only engage secondary students and teachers in practicing successful science education, but also lead to successful science education practices that can be incorporated in the future development of curriculum to support secondary science reform.

• Journal of the Korean earth science society
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• v.27 no.7
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• pp.730-744
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• 2006

The United States curriculum reform movement has recently started in each area of science education. The initiatives on curriculum reform stem from a notion that the low rate of science curricula offered in schools has been a serious problem. The schools in the United States are not only facing a lack of offerings within science curricula but also low enrollment in science courses, especially in physics, chemistry, and earth science. This trend resulted in low performances on international achievement tests including TIMSS and PISA. This paper introduces the efforts to solve existing problems through curriculum reform; including ChemCom, BioCom, EarthComm, and Active Physics. In this paper, a discussion is presented to show how the curricula can help address the status quo in science education. More specifically, this paper focuses on curriculum reform in high school earth science (EarthComm), providing a closer look at the scope and sequence of the reform movement. EarthComm was chosen because it was released based on the development of the National Science Education Standards (NRC, 1996). Consequently, EarthComm became a curriculum that espoused the visions of the Standards, which has been guiding the reform of the US curriculum. At the end of this paper, two research outcomes of the EarthComm curriculum implementation in schools are discussed in terms of student learning and differences from conventional curricula.