• Journal of The Korean Association of Information Education
• /
• v.26 no.2
• /
• pp.105-120
• /
• 2022

In addition to the rapid changes in the times caused by the pandemic, the revision of the new curriculum coincides with the change in the proportion of the three elements of learners, society, and subjects that make up the curriculum. In particular, along with the proportion of 'social' in the curriculum, the scope of the word 'educational community' has increased, and the allowable range of curriculum restructuring centered on it has expanded. In order for the intended direction of education to be properly established in the new curriculum, various educational method studies are needed to cultivate newly emerged competencies and literacy. In this study, after selecting the contents and goals of the convergence curriculum based on various criteria for subject selection, the data science program was designed by reconstructing Living Lab's PDIE methodology. As an evaluation factor for this, we tried to analyze the effectiveness of 'creativity', 'problem-solving ability', 'communication ability', 'collaboration ability' among future competencies emphasized in the curriculum. As a result of the study, it was effective in improving creative and communication skills, and this study focuses on verifying the effectiveness of School Living Lab, suggesting the necessity of post-research that expands the application space of research and diversifies the role of educational community subjects.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.14 no.2
• /
• pp.188-194
• /
• 2008

Purpose: The purpose of this study was to survey the present status of the gerontological nursing course in Baccalaureate degree programs(BSN) in Korea, so as to provide basic data for developing a standard model for a gerontological nursing curriculum. Method: Data on the contents of a gerontological nursing curriculum was collected from those programs that had a gerontological nursing course. Result: The results show that 48 schools(87.3%) offered a gerontological nursing course. Twenty-five schools(45.5%) had both lectures and clinical practicum, while 23 schools(41.8%) had only lectures. Twenty-seven schools(56%) offered a gerontological nursing course as an elective. Students earned the most number of credits in their senior year. The most common credit system for lecture subjects was 2 credits with 38 schools(79.2%) and a clinical practicum was 1 credit with 20 schools(80%). The issues identified were that gerontological nursing was an elective and not a mandatory course, a lack of clinical lab hours, and a lack of common learning objectives. Conclusion: Recommendations are made for better defined curricula in gerontological nursing. In addition, further investigations of the learners or students entering gerontological nursing to facilitate curriculum development and appropriate instructional strategies are needed.

• Journal of The Korean Association of Information Education
• /
• v.18 no.3
• /
• pp.443-452
• /
• 2014

In this study, robot curriculum was developed to fulfill systematic robot education in elementary and middle schools. For literature research, robot curriculum cases in the UK, the US, and Korea were surveyed to choose and organize robot education contents. The robot curriculum developed is categorized into five areas-robot basic course, sensor, structure/motion, control, and problem-solving-and consist of four step-robot experience, robot creation, robot exploration, and robot control. Stepwise learning contents reflected difficulty and sequence to let students experience intensive repetitive activity. This study will lay the foundation for applying systematic robot education to elementary and middle school students. In the future, it is expected to study the development and application of various programs on the basis of the developed robot curriculum.

• Journal of Korean Academy of Nursing Administration
• /
• v.9 no.3
• /
• pp.391-401
• /
• 2003

Purpose: This study aimed at curriculum development of master of science in nursing(MSN) and master of business administration(MBA) dual degree program. Method: This study performed a comprehensive review of 36 foreign MSN/MBA dual degree programs and 5 MBA programs in Korea, and analyzed philosophy, objectives, required credits to graduation, core subjects and electives, admission criteria of the programs. Results: The proposal of dual degree program consisted of 60 credits which are divided into 24 nursing credits and 36 business administration credits. Another program for graduate school of nursing are composed of 38 credits which includes consists of 14 nursing credits, 20 management credits, and 4 prerequisites. condusion: The curriculum that was proposed in this study will equip nurses to meet the challenges of future healthcare provision and will be a model to other areas of nursing practice and curriculum development.

• Journal of Korean Academy of Nursing
• /
• v.28 no.1
• /
• pp.210-220
• /
• 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 Korea Society of Digital Industry and Information Management
• /
• v.15 no.3
• /
• pp.139-147
• /
• 2019

Software education is inevitable for the success of the Fourth Industrial Revolution, and university education also requires innovation to cope with revolutionary change of the society. The number of students seeking employment in the IT field is steadily increasing regardless of the major of the student. However, the existing software-related courses offered by universities or private educational institutions are limited. This paper analyzes the existing software curriculum of several major universities for non-IT major students. In addition, in-depth surveys by students at Seoul Theological University is conducted to figure out the demand for the advanced level computer science subjects. Finally, new software education curriculum is proposed to fulfill the needs of non-IT major students and to improve the employment rate of non-IT major students seeking tech companies. The new curriculum will help to cultivate intermediate level IT experts that bridge the gap between advanced level IT experts and primitive level computer technicians.

• Korean journal of medical education
• /
• v.30 no.4
• /
• pp.317-326
• /
• 2018

Purpose: The study examines changes in students' self-assessment of their general communication (GC) and medical communication (MC) competencies, as well as perceptions of MC concepts. Methods: Participants included 108 second year medical students enrolled at a Korean medical school studying an MC curriculum. It was divided into three sections, and participants responded to questionnaires before and after completing each section. To assess perceived GC and MC competency, items based on a 7-point Likert scale were employed; a single open-ended item was used to examine students' perceptions of MC. Statistical analysis was conducted to gauge GC and MC competency, whereas semantic network analysis was used to investigate students' perceptions of MC. Results: Students perceived their GC competency to be higher than MC. Perceived MC competency differed significantly across the three sections, whereas no differences were found for GC. There were no statistically significant differences after completing the curriculum's second and third sections; however, the vocabulary students used to describe MC concepts became more scholarly and professional. In the semantic networks, the link structure between MC-related words decreased in linearity and looseness, becoming more complex and clustered. The words 'information' and 'transfer' proved integral to students' perceptions; likewise, 'empathy' and 'communication' became closely connected in a single community from two independent communities. Conclusion: This study differed from prior research by conducting an in-depth analysis of changes in students' perceptions of MC, and its findings can be used to guide curriculum development.

• Journal of Science Education
• /
• v.44 no.3
• /
• pp.273-288
• /
• 2020

This study aims to investigate the presentation of the Nature of Science (NOS) in integrated science textbooks of the 2015 revised curriculum. The five integrated science textbooks published by the revised 2015 curriculum were analyzed with the conceptual framework of the four themes of the Nature of Science (NOS) (Lee, 2013) based on scientific literacy. The four themes of the NOS are 1. nature of scientific knowledge (theme I), 2. nature of scientific inquiry (theme II), 3. nature of scientific thinking (theme III), and 4. nature of interactions among science, technology, and society. The reliability of the textbooks analysis was measured between two coders by the Cohen's kappa and resulted in between 0,83 and 0,96, which means the results of analysis was consistent and reliable. The findings were as follows. First, overall theme II, nature of scientific inquiry emphasized on the integrated science textbooks of the 2015 revised curriculum by devoting the contents over 40 % in the all five publishing companies' textbooks. Second, while the theme II, nature of scientific inquiry was emphasized on the textbooks regardless of the publishing companies, other themes of the NOS were emphasized in different portions by the publishing companies. Thus, the focus among other three themes of the NOS was presented differently by the publishing companies except that in theme II, nature of scientific inquiry was most emphasized on integrated science textbooks. Third, the presentation of the NOS was identified similarly across the topics of integrated science textbooks except on topic 4. Environment and Energy. The theme IV, nature of interactions among science, technology, and society was emphasized reasonably only in the topic of Environment and Energy of the textbooks. Finally, the presentation of the NOS in the integrated science textbooks of the 2015 revised curriculum were more balanced among the four themes of the NOS with focus on the scientific inquiry compared to the previous curriculum textbooks.

• Journal of the Korean earth science society
• /
• v.44 no.4
• /
• pp.342-358
• /
• 2023

The purpose of this study was to investigate preservice teachers' understanding of democratic citizenship. This study utilized the democratic citizenship frame to assess 17 participants' comprehension of this concept. The researcher designed a method course where participants in groups analyzed science activities to identify democratic citizenship components. Through the analysis of two science activities-one on energy and the other on climate change-and the development of science panels addressing various global issues, preservice teachers' understanding of democratic citizenship was enhanced. Preservice teachers showed a good understanding of critical thinking, communication and collaboration, and STS (science, technology, and society); and the most enhanced understanding of empathy, which was the least perceived in pre-survey, component of democratic citizenship. The democratic citizenship frame proved to be a valuable tool for teaching and learning this topic, particularly when applied to socioscientific issues in the classroom. More research-based revisions of the science curriculum are necessary, and more systematic practices with reflections are essential in teacher education.

• Journal of Korean Elementary Science Education
• /
• v.27 no.3
• /
• pp.287-295
• /
• 2008

Elementary students' behaviors classifying leaves have been analyzed according to the material types provided for the classification class. 199 sixth grade students were participated in the task classifying the leaves of various plants for the research. The three types of materials provided to them for the class were real leaves, photos of the leaves and explanation cards including the photos of leaves. One of the research findings was that the only material made students handle in the observed behaviors was the real leave of the material types given as classifying. Three were differences between groups in the time required and the number of using criteria for the class. The numbers of criteria had been applied to analyzing their behaviors as classifying the real leaves which were less than those with photo materials. The amount of taken time to classify the real leaves and photo materials were less than those of another material. Finally, the contents of criteria did not differ between groups except appearing properties presented to the task with photo and explanation materials. It is expected that the research can be contributed for elementary school teachers and for curriculum developers to choose appropriate instructional materials as constructing curriculum contents for elementary science to make elementary school students acquire classifying skill in science classes.