• Journal of the Korean Society of Clothing and Textiles
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• v.41 no.2
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• pp.242-253
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• 2017

We selected 81 universities (39.1%) for research and close analysis to analyze the current availability of courses in the field of clothing construction at four-year domestic universities. The results of the analysis shows that curriculum is currently composed of theoretical and practical courses that continue to be developed in diverse areas of study. Despite having classes with underlying similarities and differences, research shows that the course curriculum is constructed systematically with both theory and practice at each stage. Distribution of curriculum in the field of clothing construction were organized and analyzed by similar courses in 4 larger groupings and 9 sub-groups. Analysis of the large groupings showed that sewing courses (19.8%), pattern development courses (41.0%), advanced sewing courses (14.1%), and miscellaneous courses (26.1%) were established. Analysis of the sub-groups showed that basic theory and sewing courses (3.6%), sewing courses (16.1%), flat pattern courses (17.9%), draping pattern courses (14.6%), pattern CAD courses (7.3%), tailoring and advanced sewing courses (8.5%), scientific sewing and apparel production processing courses (1.4%), special sewing courses (3.9%), and miscellaneous and new subject courses (26.1%) were established. Overall analysis of the organization distribution was conducted in the order of pattern development (39.9%), miscellaneous & new subject (26.1%), basic theory and sewing (19.8%), and advanced sewing (14.0%). Field analysis from various angles indicates that pattern development, new subject courses, and miscellaneous courses had a relatively higher proportion than other major courses. From this it can be inferred that this trend is an effort to develop individuals to adapt to a rapidly changing fashion industry and environment. The composition of courses also shows great advancement towards diversification and course development. However, there is still insufficient exchange between industrial and education sites. As active exchange continue to be demanded, classification standards for new subject courses and titles of such studies have become unclear and have reached limitations.

• Journal of the Korean Society of Clothing and Textiles
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• v.35 no.3
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• pp.325-335
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• 2011

This study analyzes the current educational curricula in the field of Clothing and Textiles in order to develop appropriate educational methods and courses. We reviewed the curricula offered by 58 Clothing and Textiles Departments at four-year universities in Korea. We analyzed the educational content of each curriculum by dividing all of the courses offered into eight categories. The analysis was based on the information posted on the universities' Internet websites, and the analysis was performed by using descriptive statistics. The results of this study are as follows: First, the educational courses of the Clothing and Textiles Departments are composed of, 36.2% design, 20.4% production, and 14.5% textile categories. In comparison with the results of a similar study conducted in 1999, emphases on the design, distribution, and marketing categories have increased, while the emphases on the production, apparel material, basic knowledge, and consumption science categories have decreased. Second, in the case of the apparel material category, basic knowledge of materials constituted 18.5%, the largest part of the category. The average number of units offered in the area of apparel materials by the 58 Departments was 17 units per year. The curricula were found to vary by regions of the country. The universities located in the Chungcheong region offer more textile material courses, but the universities in the Capital region offer fewer textile material courses than other regions. Departments that are affiliated with universities that emphasize Art and Design have more courses on basic knowledge, dyeing and finishing, and fabric design than other universities.

• Journal of Korean Biological Nursing Science
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• v.5 no.1
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• pp.13-22
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• 2003

The purpose of this study was to investigate and analyze current educational requirements related to genetics curriculum(from June 2002 to September 2002) established at nursing institutions and to provide the basic data for the development of genetics science program at the undergraduate. Subjects of this study were comprised of twenty-three colleges of nursing in 4-year baccalaureate and thirty colleges in 3-year diploma programs. The results of this study were as follows : 1) 32 colleges offer courses related to genetics. 29 among 32 colleges have that integrated. Three schools have established completely independent courses of genetics. 21 colleges do not have any courses dealing with genetics. 2) The contents of courses related to genetics include: Congenital abnormalities, chromosomal aberrations, congenital metabolic disease, prenatal diagnosis and genetic counseling, genes and chromosomes, immune genetics, blood type and genetics, rule of genetics, variation in gene expression, the map of the human gene, gene linkage genetics, interaction of genes, single inheritance in order and genetic biochemistry. 3) For course credit, 14colleges(48.3%) offered at most 1 credit per course. The grade of student who can take the course, 51.7% were in their second year while 37.9% were in their third year. The majors of nursing faculty who taught the course were nursing(51.7%) and basic nursing science(17.2%). 4) As far as the need of opening the courses related to genetics, 36 colleges(67.0%) have made a 'need', 12 schools(22.6%) state 'dose not need'. 711e reason for need were the following development of bio engineering, increase number of patients who are related to genetics, recognition of the need in clinical nursing. 7 schools(13.2%) agreed to offer independent course in genetics but 39 schools(73.6%) are in disagreement with that. When the school offers the course with other courses, 27 schools(50.0%) are opening basic nursing science and 14 schools(26.4%) are opening nursing as an integrated courses. If the name of course was either genetic nursing(34.0%) or genetics(28.3%), the credits for the course was one or 2 credits. 33 schools(62.3%) students were in the first or second years. 41 schools(84.9%), the majors of the faculty who had taught the course were either basic nursing science(35.8%), nursing(28.3%) or basic medicine(24.5%). The contents of the course should include in that order: Chromosome aberrations, prenatal diagnosis and genetic counseling, congenital metabolic disease, congenital abnormalities, genes and chromosomes, the rules of genetics, immune genetics, interaction of genes, variation in gene expression, etc. The results and discussions of the study indicate that the entire curriculums need to be investigated with respect to contents of education, nursing curriculums and name of courses because of the increasing need of knowledge related to genetics in the clinical practice.

• Journal of Engineering Education Research
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• v.16 no.2
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• pp.58-68
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• 2013

Few colleges offer remedial basic math courses for college freshmen who have not passed math placement tests or whose scholastic aptitude test score in mathematics is low. This research is aiming for the curriculum development of basic college mathematics and its effective implementation. First, an in depth statistical analysis on the basic math courses for universities in Seoul area has been done. Second, diagnostic test and longitudinal study have been carried out for one institute. Based on these, basic concepts and areas critical for the success of Calculus course are extracted. Standards and contents for the remedial math courses are suggested.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.836-847
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• 2011

This study investigated the effects of taking elective science courses in high school on studying science at the university level. The research methods undertaken for this study included surveys of college students in science areas. For physics and biology major students, no significant differences in achievement in the basic courses at the university level were found between the groups that took only Science I courses and the group took Science I and II courses. For chemistry major students, achievement for the group that took Chemistry I and II courses was significantly higher in the basic courses, while no significant differences between the two groups was found in the advanced courses. The perceptions of college students regarding the effects of their science learning experience in high school on learning science at the university level were investigated. All the college students perceived that whether or not they took Science II courses in high school, it did not affect their learning in basic science courses in college. They also perceived that students were able to overcome difficulties by making extra effort even if they did not take Science II courses in high school.

• The Journal of Korean Association of Computer Education
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• v.21 no.4
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• pp.29-37
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• 2018

In this paper, questions from the last three years' appointment examinations for secondary teachers for informatics computer subjects are classified in a way to fit thirteen basic mandatory courses, for which the composition of scores and the number of questions tested were examined. Of these thirteen basic mandatory courses, questions from six basic mandatory courses with high frequency of assessment were analyzed on their score composition based on the evaluation area. In addition, questions testing knowledge in C language were analyzed separately. The results show scores for the curriculum content subjects ranged from 0% to 17.1%, and the ratio of questions tested from curriculum content subjects 0% to 15.8%. In addition, questions from three courses showed a large deviation in scores for each year. Second, the score composition based on the evaluation area showed a large discrepancy, ranging from 0% to 52.0%. Lastly, the questions tested on the C language exhibited high score on average at 33%. Based on the results from the analysis, this study proposed plans to improve ways to evaluate test takers' aptitude.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.414-423
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• 2011

Purpose: This study was performed to identify the present status of graduate nursing curriculum in Korea, so as to provide basic data for improving nursing education. Methods: In order to analyze the present nursing curriculum, data were collected from the home page of 81 nursing colleges in Korea. The subjects and credits of nursing curriculum were analyzed using descriptive statistics. Results: The total graduate credits were 137.6, credits of general education were 31.4 and nursing major courses were 96.5 credits. The credits of nursing major courses were as follows: 'basic science for nursing' was 22.0 credits, 'basic nursing' was 11.9 credits, 'subjects having same name with nursing license examination' were 66.9 credits and 'other nursing subjects' were 11.9 credits. These results showed that the credits of general education and nursing major courses were decreased while the subjects and credits related to the courses for nursing license examination have not changed compared with the past. Conclusion: Considering the change of social needs and nursing student character, it is necessary to improve the nursing curriculum. We suggest that further research to facilitate nursing curriculum development and adapting to social change should be undertaken.

• Journal of Engineering Education Research
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• v.14 no.5
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• pp.3-9
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• 2011

This study analyzes results of current Basic Design Engineering teaching and learning methods and makes suggestions based on its findings. To reach these conclusions, participants were 112 second-year students in Basic Design Engineering courses. In the results of t-test, there were significant statistics in learners' satisfaction, achievement of course outcomes and grades. Also the average of factors of the problem based learning strategy is higher than those of the project based strategy. Based on this study's findings, recommendations for effective teaching and learning strategies are made for Basic Design Engineering courses.

• Journal of Engineering Education Research
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• v.8 no.1
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• pp.84-98
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• 2005

This study is on improving the general engineering education for enhancing the quality of engineers at a local engineering school in which the students are not highly qualified for engineering education. Based on the analysis on the current engineering education by asking questions to professors, students and alumni of Hongik College of Science and Engineering, we have set the basic educational philosophy as educating practical engineers and have decided the goals of basic engineering education as changing to student oriented education, enhancing the field adaptation capability, improving the problem solving ability and introducing engineering design courses. For achieving the foregoing goals, we have changed several basic engineering courses. Mathematics, science courses, computer related courses, English, communication skill related courses are strengthened, but general college education courses are reduced. We also have encouraged students to participate the classes actively and study efficiently, think logically and creatively. For the operational details, we have tried to impose less courses to freshmen and sophomores, to impose the prerequisite courses, to activate summer and winter schools. Finally, we have tried to find the ways to support continuous improvement on the basic engineering education.

• Journal of Engineering Education Research
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• v.22 no.3
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• pp.41-48
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• 2019

The purpose of this study is to examine how academic achievement in college math courses differ depending on when the course takes place. As a result, based on years of data analyses on students' academic achievement, it was affirmed that achievement levels differ due to environmental factors despite the diverse efforts of instructors and students. By further analyzing the causes of these differences, this study suggests solutions for improving the different academic achievement levels.