• Title/Summary/Keyword: Major Curriculum

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Desirable Major Education through a Survey on the Needs of Education Subjects

  • CHUN, Bong-Jae;PARK, Hyeon-Young;LEE, Se-Rin;LIM, Hyeon-Jin;KWON, Young-Eun;KWON, Lee-Seung
    • Journal of Wellbeing Management and Applied Psychology
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    • v.4 no.3
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    • pp.10-22
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    • 2021
  • Purpose: This study aims to be used as a reference for setting the direction of university major education & policy. Research design, data and methodology: The satisfaction survey were nine major curriculum surveys for each college, targeting students enrolled in a university. One university consisted of 9 colleges and 49 departments or majors. The survey period is approximately one month. Results: The highest item in the major curriculum reflects the educational goal of the department, with a score of 3.95. Conversely, the lowest item is 3.65 points, indicating that the major curriculum offers a wide range of subjects to choose from. As the questions are higher than the average score (3.83 points), the major curriculum is helping me grow my competency through academic achievement (3.90 points), the major curriculum is helping me set my career and finding a job (3.88 points), The major curriculum suggests specific performance standards for judging the achievement of a set target competency (3.88 points), and the major curriculum reflects social demands and changes (3.85 points). Conclusions: Students want that their major education faithfully reflects the educational goals of their major and that major education helps their ability to grow for academic achievement.

The Analysis on Scope and Sequence of Physical Education Major Curriculum In Korea Universities (체육교육학과 전공교육과정의 스코프 및 시퀀스 분석)

  • LEE, Eun-Hwa;KIM, In-Hyung
    • Journal of Fisheries and Marine Sciences Education
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    • v.21 no.3
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    • pp.436-450
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    • 2009
  • The purpose of this study is to analyze scope and sequence of undergraduate curricula in the department of physical education. For this purpose, this paper has used the types of undergraduate subjects, which are based on analysis tools on the scope and the sequence of the Department of Education major curriculum by Kim and Lee(2005). The major results of this study were as follows. First, the proportion of major content knowledge is far more pedagogical content knowledge. Second, the scope of Physical Education major curriculum is too much stressed on 'the subjects of major content' and on 'the subjects of specific area' than 'the subjects of major skills' and 'comprehensive problem solving'. Third, the Physical Education major curriculum has shown the specific sequence; introduction/foundation courses and theory courses, application courses orderly. Whileas, application course and synthesis course are slim to none.

The Analysis on Scope of Major Curriculum in Department of Education (교육학과 전공교육과정의 조직요소 분석 - 교육과정 교과를 중심으로 -)

  • Song, Sook-Kyung;Kim, Hyun-Jeong;Lee, Eun-Hwa
    • Journal of Fisheries and Marine Sciences Education
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    • v.22 no.4
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    • pp.477-489
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    • 2010
  • This study tends to analyze the organizational factors of major curriculum of education department. For this, the education department's major curriculum of ten universities is analyzed in three levels. Subjects are analyzed for the high level, lesson plans for the middle level, and sub-topics for the low level. This study utilized the learning classified table of the Natioanl Research Foundation of Korea and the In-sil Chang's curriculum scope classified table. The results from the study are following. First, some subjects such as educational philosophy, educational psychology, life-long education take largest portions in the major curriculum of education department. Second. the history, the evaluation, and the definition and the scope of the education curriculum take greatest parts in the subject of education curriculum. It is expected that the findings of the study may provide the opportunities to introspect on the discussion and the organization of the educational directions and goals of education department.

Exploration of Quality Management Model for University Major Curriculum Based on CMS (CMS 기반의 대학 전공 교육과정 질 관리 모형 탐색)

  • Park, Sanghoon
    • Journal of The Korean Association of Information Education
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    • v.25 no.1
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    • pp.165-174
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    • 2021
  • The purpose of this study is to present a database-based major curriculum quality management model in University. To this end, by analyzing previous studies related to university curriculum innovation, problems in curriculum operation and key elements of major education quality management were derived. Based on the analysis, a four-stage major curriculum quality management model was devised, and content validity was verified by professors and education experts in the humanities and social sciences, science and engineering fields. As a result of the study, It includes a quality management model for the four steps major curriculum. The model consists of self-reflection, improvement, reorganization, and evaluation. It is a structure to review the results of each step through consulting with internal and external experts. It was constructed in a format that strengthens quality management through In addition, a curriculum quality management system (CMS) construction and utilization plan to accumulate various curriculum information calculated at each stage of the model was suggested. This study is meaningful in that it systematically presented a plan for quality management of major curriculum for innovation in university curriculum.

Pre-service Teachers' Opinions and Needs on the Physics Education Major Curriculum in College (사범대학 물리교육과의 전공 교육과정에 관한 예비 교사의 의견과 요구)

  • Jo, Kwang-hee
    • Journal of Science Education
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    • v.37 no.2
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    • pp.374-388
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    • 2013
  • The purpose of this study was to investigate pre-service physics teachers' perceptions on the physics education major curriculum. We surveyed 15 junior, and 13 senior college students of physics education major in an university in southern part of Korea. Among them, 24 participants(86 %) took the physics 1 course in high school and 22 participants(79 %) chose the physics 1 in their Korea Scholastic Aptitude Test. The responses showed that the most necessary part in pre-service students' learning was the understanding of high school level physics(36 %), and the understanding of introductory level physics(29 %). In the wish list of courses to be open, high school level physics course was ranked first among seven options by 61 % of respondents. Also, there was some concurrence among respondents in opinion of the necessity for understanding introductory physics. Students felt difficulties in understanding it especially owing to the lack of problem solving skill and comprehension. They added that the sufficient explanation of core concepts should be the first action in the innovative plan. Most participants of pre-service physics teachers hoped to have the revised major curriculum which could help their understanding of high school level or introductory level of physics. However, there was a gap of opinions between the group of students with completion of the high school physics 1 & 2 course and those with non-completion of them. The approach of changing major curriculum with consideration of learners' needs was recommended because the number of students with completion of the high school physics course would probably be decreasing rapidly under these circumstances such as the application of new national curriculum, the reduction of the number of the elective courses in Korea Scholastic Aptitude Test and so on.

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A Subjectivity Study on the Satisfaction of Intensive Major Course in Bachelor Degree Major College -Focusing on hotel culinary department enrolled student- (전문대학 학사학위 전공심화 교육과정 만족도에 관한 주관성 연구 -호텔조리학과 재학생을 중심으로-)

  • Kim, Chan-Woo
    • The Journal of the Korea Contents Association
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    • v.18 no.9
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    • pp.648-660
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    • 2018
  • The purpose of this study is to find out the perception of the satisfaction of the undergraduate curriculum in the college undergraduate degree. The purpose of this study is to classify the structure of satisfaction of major curriculum, and to describe the characteristics of types of curriculum satisfaction in the major curriculum. The results of the type analysis are as follows. The first type (N = 5): In-depth major curriculum teaching method satisfaction type, the second type (N = 4): Practical learning class satisfaction type, the third type (N = 3) 4 types (N = 3): Employment Establishment centered class satisfaction type, 5th type (N = 3): Theory centered class satisfaction type, 6th type (N = 2) It is analyzed that there are various features for each type. In the future, we will revise and refine it with detailed Q methodological questions and analytical techniques, and analyze various opinions of respondents more concrete and objectively.

Study on Effective Learning Factors to Obtain National Certifications - Focusing on Operation of Interior Architecture Engineers Certifications in Connection with Major Curriculum - (국가자격증 취득을 위한 효율적 학습요인 연구 - 전공교육과정과 연계한 실내건축기사 국가자격증반 운영을 중심으로 -)

  • Yoo, Yong-Woo
    • Korean Institute of Interior Design Journal
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    • v.23 no.4
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    • pp.140-148
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    • 2014
  • The objective of this study is to address Effective Learning Methodology by subjects to acquire National Certification which is an essential requirement to get employed. For this purpose, analysis was completed after conducting a survey on the class to obtain Interior Architecture Engineer Certification. 23 applicants were selected based on effectiveness of each subject, level of difficulty, degree of understanding, mentoring effect, self-driven learning, and group discussion. Results are as below. Upon the first written test, Interior Design Theory and Chromatics showed a high learning effectiveness in self-driven learning and mentoring. Ergonomics showed a high learning effectiveness in mentoring, self-driven learning and group discussion while Building Materials, Architecture Construction presented a high effectiveness only in mentoring and group discussion. Architecture Environment showed average learning effectiveness in mentoring and group discussion and showed a low effectiveness in self-driven learning. Upon the second practice test, Interior Architecture Construction and Planning/Management of Construction Materials presented an average learning effectiveness in mentoring and group discussion. Process Control and Adding Up(Supply Calculation) showed a low learning effectiveness in self-driven learning and presented an average to below average learning effectiveness in mentoring and group discussion. Lastly, Interior Design Plan, Interior Design Drawings presented average learning effectiveness in mentoring and group discussion however they showed a high effectiveness in self-driven learning.

Reflective Thinking and Meaning Analysis of (Prospective) Early Childhood Teachers' Storybook Reading Activities in Reflective Journals (반성적 저널에 나타난 (예비) 유아교사들의 그림책 읽어주기 활동에 대한 반성적 사고 및 의미 분석)

  • Kim, Jung wha
    • Korean Journal of Childcare and Education
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    • v.16 no.5
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    • pp.127-154
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    • 2020
  • Objective: This study aimed to show and analyze the flow, content, and meaning of (prospective) early childhood educators reflective thoughts entailed in the process of planning, implementing and evaluating storybook reading by analyzing reflective journals written by technical college students enrolled in an advanced major curriculum after they completed a storybook reading assignment. Methods: The subjects of this study were 39 technical college students enrolled in an advanced major curriculum that participated in a 15-week-long 'storybook seminar' course. This study analyzed journals on storybook reading written by the students as an assignment for the storybook seminar course. Results: As a result, four categories of selecting a storybook, planning the reading of the selected storybook, actual reading of the storybook and subsequent activities were extracted according to the implementation process of storybook reading. Through this series of experiences, (prospective) early childhood educators had a childt-centered view of reading picture books, changed the method of reading picture books, re-recognized the importance of early childhood literature education, and developed a will to develop professionalism through reflective thinking. Conclusion/Implications: This study finds its meaning in showing the reflective thinking that occur within early childhood educators that plan, implement and evaluate storybook reading.

A Brief History of Home Economics Education after Modern Period (GAEWHA-KI) - (1900~1945) (개화기이후 가정과교육의 사적 고찰 - 1900~1945년을 중심으로 -)

  • 양문식
    • Journal of the Korean Home Economics Association
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    • v.11 no.1
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    • pp.92-106
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    • 1973
  • Brief history of home economics education after modern period (GAEWHA-KI) (1900~1945). Education of home economics in our country is known to have been developed mainly through school education by need of women education. The first period is construed "from 1890's until before the conclusion of ULSABOHO treaty, which can be referred to as an inception of the education for home economics by including subjects of sewing and manual arts in the curriculum of EWHA-hakang. The second period is "from the conclusion of ULSABOHO treaty in 1905 until the act of higher education for women was decreed, transition of the education for home economics and major curriculum thereof and the text books of home economics are handled. The third period is "from the promulgation of CHOSUN education act in 1911 until the fall of Japan education of home economics in this period is described in terms of national education under the Japanese colonial rule. The education was first renewed by women missionaries with the onset of "blooming period (GAEWHA-KI)" and school education of home economics far educating women was initiated at EWHA-hakdang in 1896, in 1908, with the pronulgation of the act of higher education for women, major curriculum and subjects were set up and text books of home economics were also compiled. In accordance with CHOSUN education act in 1911, housekeeping and sewing subjects at secondary school were taught 10 hours a week with the emphasis on general education and practical subject oriented training. Home economics under the Japanese rule was so educated as to imbue, students with the sense of nationality by teaching Korean custom and family habits.

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Analysis of the Major Curriculum of Fashion-related Courses (패션관련학과의 전공교과과정 현황분석)

  • Rha, Soo-Im;Kwon, Hae-Sook;Lee, Jung-Soon
    • Journal of Fashion Business
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    • v.12 no.5
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    • pp.54-66
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    • 2008
  • This study aims to suggest better future-oriented improvements by considering the traits and changes of the curriculum of the courses related to the field of fashion. To get the best results from the study, out of all the fashion-related majors (courses) from 4-year based universities in Korea, 65 was selected and divided into 24 courses in the category of clothing & textiles, 34 courses in the category of fashion design and 7 courses in the category of fashion industry in 7 universities, and their education goals and contents of the curriculum posted on the internet homepage of each university were analyzed. The results of the study are as follows: Firstly, with the result from analyzing what the core terms have in common, which are used to express the educational purposes of fashion-related courses in Korea, the ideal type of talents that most of the fashion-related courses tend to pursue can be said to be those who are equipped with a sense of future-oriented creative direction and international communication capability, based on a multidisciplinary general capability, a professional executive ability, an information-analytic ability and an ability of planning, as well as in possession of a sense of beauty, creativity and a scientific mind. Secondly, with the traits of the curriculum of courses in each category, it was found that the category of clothing & textiles courses belongs to colleges of human ecology the most, and in terms of major subjects, the relative importance of clothing science seemed high compared to other school categories while the category of fashion design courses belongs to colleges of art, modeling or design the most, and in terms of major subjects, the scope of dress design appeared the widest, and finally the category of fashion industry courses belongs to colleges of natural science the most, and the relative importance of marketing seemed quite high. Moreover, with the result mentioned earlier, It was found that the names of departments and majors of fashion-related courses are differentiated, depending on what kind of college they belong to, and their curriculum have been differentiated to some degree accordingly. Thirdly, as shown above, Korean universities have attempted to make a lot of changes in the curriculum of fashion-related courses according to changes of the age, compared to what they did in the past, but they have still seemed to lack many things for the cultivation of talents fit for their educational purposes. Through the result from investigating both the changes of the current age and the directions in developing the curriculum, the study came to conclusion that each university in Korea should develop the major curriculum of fashion-related courses that are more sophisticated and intensive fit for the its department name and educational purposes.