• Title/Summary/Keyword: Science curriculum

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Development and Application of a Forest Education Program Using the ADDIE Model

  • Kim, Soyeon;Kim, Jiwon;Choi, Jungkee
    • Journal of Forest and Environmental Science
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    • v.36 no.3
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    • pp.243-254
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    • 2020
  • This study was conducted to develop a forest education program through middle school curriculum linkage. We used the ADDIE model, comprising the five phases of Analysis, Design, Development, Implementation and Evaluation, to secure the objectivity of the program. In the Analysis phase, middle school textbooks were analyzed while considering middle school students' needs for curriculum linkage and the developmental stages of adolescents. The Design phase focused on promoting an understanding of curriculum subjects based on what was reviewed in the Analysis phase and concretized and organized a program that can be implemented in the forest, with a focus on science and physical education, based on the results of middle school students' needs. We also established the objectives and goals of curriculum linkage forest education, established the concept of the program, and selected the educational contents, teaching-learning methods, and evaluation methods. In the Development phase, we developed a 2-night, 3-day program linkage with the middle school curriculum and created a manual for instructors and a workbook for students. In the Implementation phase, we revised and supplemented the program through the first test operation with 24 students in their second year of middle school, after which, we carried out a six-session program for the 2-night, 3-day as the second test operation with 17 students in their second year of middle school. In the Evaluation phase, the program was evaluated by the students who participated in the second test operation using questionnaires on satisfaction and curriculum linkage understanding as well as rating scales for attitudes toward forests and environmental sensitivity. The results showed that middle school students showed positive significance in satisfaction and understanding of the middle school curriculum as well as attitudes toward forests and environmental sensitivity through the forest education program.

Institutionalization of Information Literacy Instruction and Library Assited Instruction Considering National Level Curriculum (국가수준의 교육과정과 연계한 정보활용교육과 도서관활용수업의 제도화)

  • Lee, Byeong-Ki
    • Journal of Korean Library and Information Science Society
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    • v.38 no.1
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    • pp.443-462
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    • 2007
  • This study is supposed to institutionalization's strategies of information literacy instruction(LAI) and library assited instruction considering national level curriculum. The national level curriculum is composed five elements with subjects matter's goal, objects, instructional contents, teaching & learning method, evaluation. Supposed curriculum added cooperative system 'library and information use' subject between other subject, it composed of total 6 elements.

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A Study on Information Graphics in the Middle School Social Studies Textbooks

  • Lee, Sang-Bock
    • Journal of the Korean Data and Information Science Society
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    • v.16 no.3
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    • pp.603-608
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    • 2005
  • The purpose of this qualitative case study is to understand how the idea of data view and information graphics is used in the social studios middle school textbooks. Data were collected through national curriculum documents and social studies middle textbooks for 7-9 grades. We set up three questions for this studies; what kinds of information graphics are used in the textbooks, how the graphics are organized in the social studies middle school, and how the 7th social studies curriculum is related with the 7th national mathematics curriculum. Through the data analysis, we found that 1) Photographs, illustrations, information maps, etc., are used and frequencies of their usages are in descending order, 2) double lines graphs, circle graphs, and stripe graphs nip often adopted for the comparison of populations, 3) the relation of the two subjects curricula is not so good, especially in the curriculum steps of information mads scatter diagrams, and comparison of populations. Finally we suggest that new web site of data view or information graphics be provided for two curricula, workshop of information graphics are needed for social studies teachers.

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Current Problems of Mathematics Education in Korea and How to Solve Them

  • Choe, Young-Han
    • Research in Mathematical Education
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    • v.5 no.2
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    • pp.133-141
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    • 2001
  • One of the most fundamental problems in education in Korea up to yet is that teaching-learning activities in the classroom are carried out without considering each student\\`s interest, ability aptitude and other attributes. In 1995, National committee on Educational Reform of Korea recommended big changes on various aspects of the education system of the nation. In 1997, just before so-called the \\\"International Monetary Fund (IMF) crisis \\\" in Korea, Ministry of Education announced the seventh amendment of national curriculum. The foundation of new national curriculum is the implementation of a \\\"differentiated\\\" curriculum. Also, the new curriculum strongly suggests \\\"performance assessment\\\", which was introduced to the nation in mid 1990\\`s. However, most mathematics teachers have reluctant to both new curriculum and performance assessment.

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A Study on Industry and Learner's Demand-Based Curriculum Development on Nursing Education : A Case of P University (산업체 및 학습자 수요 간호 교육과정 개발에 관한 연구 : P 대학의 사례)

  • Shin, Hwa-Jin
    • Journal of Korean Clinical Health Science
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    • v.4 no.4
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    • pp.769-781
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    • 2016
  • Purpose. The purpose of this paper was to analyze the educational needs of industry which will hire learner and to develop curriculum to meet the demand. Methods. This study was a descriptive research based on survey results. In each questionnaire, the number of responses and ratios were measured to determine the priorities of the questionnaire items and the education demand was evaluated based on these priorities. Results. The core competency keywords for nurses in industry are knowledge, technology, and communication. In the industry needs for curriculum development, the importance of education to be strengthened for nurse training was found to be core basic nursing skills, nursing process application ability, communication ability, creative nursing problem solving ability, personality and foreign language ability. Conclusion. This study has laid the groundwork for the development of competency based curriculum based on environmental factors and reducing the problems of mis - matching between industry and education.

An Analysis of Science Process Skills for K-12 Science Curriculum Articulation : Focused on the Concept of the State and the State Change of Matter (유치원, 초등, 중등 과학 교재의 연계성을 위한 탐구능력 분석 -물질의 상태 및 상태 변화 개념을 중심으로 -)

  • 백성혜;박진옥;박재원;임명혁;고영미;김효남;조부경
    • Journal of Korean Elementary Science Education
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    • v.20 no.1
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    • pp.91-105
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    • 2001
  • This study was to analyze science process skills related to 'state of matter' and 'state change of matter' in the kindergarten, elementary and middle school science textbooks. On the base of articulation, we analyzed science textbooks of the 5th kindergarten curriculum, the 6th elementary school science curriculum and the 6th middle school science curriculum. The findings indicated that the scientific inquiry abilities of predicting, classifying, hypothesizing and designing investigations are not enough in all grade science textbooks. Also, while young children have measuring ability theoretically, it was represented only in high grade textbooks. We concluded that these were inappropriate from the viewpoint of articulation which is related to scientific inquiry ability.

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Characteristics of Good Science Teachers and Preservice Teacher Education Curriculum Percevied by Secondary Teachers (현직 교사들이 바라는 중등과학교사의 특성과 사전교사교육과정)

  • Park, Yune-Bae
    • Journal of The Korean Association For Science Education
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    • v.12 no.1
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    • pp.103-118
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    • 1992
  • Quality control of science teachers seems to be one of the most important tasks to improve the quality of science education in Korea. The purposes of this study, as a survey, were to identify characteristics of good science teachers and to make an outline of preservice teacher education curriculum for cultivating the characteristics from inserivce secondary science teachers. A questionnaire was developed for this study and distributed to 176 inservice teachers. It had three parts: 1) characteristics of good science teachers, 2) weights of preservice curriclum areas, and 3) weights of college courses. The means and standard deviations of teachers' responses were calculated. To test the differences between teacher variables, t-tests were executed. The inservice teachers perceived that the junior-high school teacher's characteristics should be different from the senior-high school teacher's. Characteristics, such as enthusiasm toward teaching or students, subject knowledge, content selection and organizing skill, teaching techniques, and scientific worldview were ranked within top five of good science teacher's chracteristics. The teachers' perception about preservice curriculum were as follows: 1) present weight of liberal arts area should be reduced: 2) weight of content area for junior-high school teachers should be different from that for senior-high school teachers: 3) present weight of pedagogy area should be increased: 4) present weight of science education area should be increased: and 5) many courses in pedagogy and sciencd education areas need to be changed, Based on the data and disussion, a conceptual model for preservice teacher education curriculum was proposed.

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Data Literacy Education in Design Curriculum of Higher Education Focused on Development of Design-Data Convergence Curriculum (디자인 교과과정에서의 데이터 문해력 교육에 관한 연구 -디자인-데이터 융합 교과 개발 사례를 중심으로)

  • Lee, Hyun Jhin
    • The Journal of the Korea Contents Association
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    • v.22 no.5
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    • pp.685-696
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    • 2022
  • This study explores convergence curriculum for design and data science, and applies data science knowledge on undergraduate design classes for designer's data literacy. First, related studies about data literacy education for non-data science major's, and data driven design project cases are explored, then design competency and data competency based on NCS are studied. Then this study developed 3 step design-data convergence curriculum model for designers' data literacy. The curriculum model is applied on case study classes, which are Big data and UX design(2) classes. The learning results and student's feedback of the case study classes are collected and analyzed to prove the design-data convergence curriculum, and the results provide findings and implications of the design-data convergence class case study.

Strategies for Structuring Health Systems Science Curriculum in the Korean Medical Education: A Study Based on an Analysis of the Domestic Status of Health Systems Science Education and Case Studies of US Medical Schools (한국형 의료시스템과학 교육과정 구성 전략: 국내 의료시스템과학 교육 현황과 미국 의과대학 사례분석을 중심으로)

  • Yoo Mi Chae;Young Mee Lee;Sun Hee Shim
    • Korean Medical Education Review
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    • v.25 no.3
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    • pp.198-211
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    • 2023
  • Health systems science (HSS) is recognized as the third pillar of medical education. alongside basic and clinical sciences. Today's physicians must also be systems thinkers who are able to discern how social, economic, environmental, and technological forces influence clinical decision-making. This study aimed to propose strategies for structuring an HSS curriculum that is tailored to the Korean healthcare and medical education context. First, the authors of this study conducted a survey to identify the present curricular contents of HSS related education at Korean medical schools. Second, a needs assessment was performed to determine the necessity of HSS competencies, as well as the prerequisites for the seamless integration of HSS into the existing curriculum. Third, literature reviews on HSS education at 14 US medical schools and expert consultations was conducted. We would like to propose a set of strategic approaches, classified into two levels: comprehensive and partial restructuring of the current medical curriculum to incorporate HSS. The partial restructuring approach entails a gradual, incremental incorporation of HSS content, while maintaining the current curricular structure. In contrast, a complete overhaul of the curriculum may be ideal to build HSS as the third pillar of medical education, but its feasibility remains relatively limited. The partial reorganization approach, however, has the advantage of being highly feasible. Collaborative efforts between professors and students are imperative to collectively devise effective methods for the seamless integration of HSS into the existing curriculum.

Critical Review of 'Skills' in the 2015 Revised Science National Curriculum (2015 개정 과학과 교육과정의 '기능'에 대한 비판적 검토)

  • Kwon, Munho;Park, Jongseok
    • Journal of The Korean Association For Science Education
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    • v.40 no.2
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    • pp.151-161
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    • 2020
  • The 'core concepts', 'generalized knowledge', and 'skills' are newly introduced in the 'contents system' of the 2015 revised national curriculum, and the 'skills' are not clearly defined in the science curriculum. There is a problem of uniformly presenting 'skills' in all 'areas' of science subjects. In this study, it was intended that the teachers' clear understanding of the 'skills' and the philosophy of the revised curriculum would be applied to the school classrooms through the critical problem recognition and consideration of 'skills' newly introduced in the 'contents system' of the 2105 revised science curriculum. First, we reviewed 'science and engineering practice' in the NGSS, which was a reference to the introduction to the curriculum, and identified the problems of 'skills' presented in the science curriculum. It also analyzed critically by comparing 'skills' and 'practices' with other subjects and previous curriculum. Based on this critical analysis, we suggested the following. First, introduce 'skills' items that can implement scientific key competencies, and clearly define each item. Second, present 'skills' that are appropriate according to the subject, 'area', 'core concept', and grade(group) and describe in detail how to apply 'skills' and, third, present 'skills' directly in 'achievement standards'.