• School Mathematics
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• v.5 no.1
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• pp.27-42
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• 2003

The current 7th National Mathematics Curriculum had been developed as a learner-centered curriculum and begun to apply to high school since 2002. This paper discusses issues related to the high school mathematics curriculum application into high school. The mathematics curriculum for grades 11 and 12 was developed primarily as a learner-centered one to provide five elective courses according to the needs of students based on their future occupation and attitudes. Discussion starts with the differences of the five elective courses: the three of them have dependent and sequential structure and the two are totally different with regards to their levels of difficulty and the content they span. It is claimed that the frameworks of the 2005 National Ability Test for the College Entrance and the minimal enrollment requirements of several influential colleges' admission policy make the high school mathematics education very rigid, unflexible, and anti-educational. Several suggestions to recover and imp-rove the high school mathematics education and the spirit of the 7th curriculum are presented.

• Journal of Korean Academy of Nursing
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• v.41 no.1
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• pp.101-109
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• 2011

Purpose: This study was done to comparatively analyze the general education curriculum of 4-yr and 3-yr nursing schools in Korea. Methods: Ten university 4-yr nursing schools were selected based on universities in Korean Accreditation Board of Nursing 2010 or "2009 Korea's Best Universities-Top 10" published by Joong-Ang Daily. Ten college 3-yr nursing schools were selected based on colleges in Korean Accreditation Board of Nursing 2010. Results: 1) Generally 4-yr nursing schools maintained the relationships between organizational philosophy/purposes and subjects in the general education curriculum. But 3-yr nursing schools did not. 2) In 4-yr nursing schools there was a relatively higher credits ratio of general education curriculum and selective courses than in 3-yr nursing schools. 3) In 4-yr nursing schools variety of courses was relatively higher than 3-yr nursing schools. 4) In 4-yr nursing schools, operating conditions were relatively better (number of tenure professors, ratio of professors to students, Identification of exclusive organization in charge of the general education curriculum) for the general education curriculum than 3-yr nursing schools. Conclusion: The results identify significant differences in the general education curriculum of 4-yr and 3-yr nursing schools in Korea, indicating that 3-yr nursing schools should make efforts to improve the good quality of general education curriculum.

• Journal of dental hygiene science
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• v.22 no.2
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• pp.126-129
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• 2022

Background: The problem with current dental hygienist education is that it operates as an education system based on the national examination rather than on a practical basis; thus, graduates have difficulties in practice after obtaining their license. This study aimed to propose a job-oriented curriculum by analyzing the links between the task analysis of Korean dental hygienists and dental hygiene learning goals. Methods: This study performed a relationship analysis based on a second job analysis study of dental hygienists conducted by the Korea Health Personnel Licensing Examination Institute and the learning goals of the Korean Dental Hygiene Faculty Association. Results: Based on the links between the task and learning goals of the dental hygienist, they were classified into six types: 1) tasks listed in the license exam and learning goal, 2) tasks not listed in the license exam but listed in learning goals, 3) tasks not listed in learning goals, 4) learning goals not related to tasks, 5) learning goals listed in a few tasks, and 6) tasks related to several learning goals. The results showed that most of them correspond to the 5th classification, followed by the 3rd and 4th categories, which are mostly basic science learning goals. Tasks without learning goals are not included in the curriculum; thus, the curriculum needs to be supplemented. The overlapping learning goals of several subjects for one job skill must be reduced in job-oriented education. Conclusion: We suggest that the dental hygiene curriculum be developed based on task analysis and reflected in the national dental hygienist exam. The clinical practice performance of dental hygienists will take further leap forward through task-oriented education.

• Journal of the Korean Society of School Health
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• v.22 no.1
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• pp.155-169
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• 2009

Purpose: The purpose of this study is to suggest the direction for improvement of educational curriculum for health education in future while investigating change of organization in curriculum for health education in Korea. Method: It is to analytic thinking the trend of curriculum development and organization of the health curriculum in national level. Results: As a result of this analysis of change of organization in curriculum for health education in Korea, the educational curriculum in Korea is proved to have established diverse subjects about health education in whole educational curriculum. The analysis of organization of educational curriculum in each term shows that subjects on health education has diminished in amount or weakened in content in the education of elementary, middle and high school, as they disappeared from organization of educational curriculum in 4th and 5th terms for education. Seventeen hours per year portioned for health education in revised educational curriculum for 2007, which is currently operated, has been analyzed as being very short to its full requirement. The significant increase of hours for education is demanded for health education to be systematic and practically helpful in actual field of education in schools. Conclusion: It is also demanded that the more diversified and systematic method of education should be applied to and operated for organization and operation of educational curriculum rather than strictly unified educational curriculum.

• Journal for History of Mathematics
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• v.22 no.1
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• pp.111-124
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• 2009

In this paper we check over some problems in College Scholastic Ability Test(CSAT) Mathematics section and propose some methods to improve the CSAT Mathematics section. CSAT has been changed several times with the change of the school curriculum. A Mathematics amended curriculum will apply in 2009 and we have to reorganize the system of CSAT. We investigate the changes in school curriculum and system of CSAT. Also we make a comparative study of the range of possible questions of CSAT with those of SAT and foreign national entrance exam for college.

• Korean Parent-Child Health Journal
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• v.18 no.1
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• pp.39-45
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• 2015

Purpose: This study aimed to analyze the women's health nursing curriculum in Korean nursing baccalaureate education. Methods: This study was conducted with women's health nursing curriculum from one nursing school. Data were collected through one nursing school in A city, Korea from November to December, 2014. Data were analyzed using 4 domain of Posner's curriculum analysis. Results: Curriculum documentation and origins were based on the nursing standard from Korean Accreditation Nursing Board Education and the learning goal of maternal nursing from Korean Nursing Association. The purpose and content of the curriculum were composed with cognitive, affective, and psychomotor domains. The curriculum was organized deductively and multidisciplinary. Conclusion: The continuity, sequence, integration, and articulation were advantage of the curriculum. The concept map of women's health nursing curriculum can contribute to share the objectives between teachers and learners.

• Journal of Sasang Constitutional Medicine
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• v.31 no.4
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• pp.1-8
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• 2019

An outcome-based curriculum or competency-based curriculum is regarded to be one of the mainstream curricula to make students centered. It is believed to be able to support a flexible, time-independent curriculum. However, it is not easy for the curriculum developers to convert from the traditional curriculum to an competency-based curriculum. Traditional medicines including Sasang constitutional medicine(SCM) have been on the verge of transforming their curricula. Considering the contents of the clinical skills in terms of an outcome-based curriculum in SCM, at least five categories needs to be covered. First, curriculum developers need to consider the understanding of relevant diseases concerning SCM although SCM could be used as the method to treat all kinds of diseases. Second, curriculum developers facilitate the students to diagnose patients' SCM types. Third, curriculum developers conduct the establishment of competencies to understand the patterns of SCM symptomology. Fourth, curriculum developers develop the diverse treatment methods and procedures to make students participate. Fifth, curriculum developers make students teach and consult their patients in terms of SCM regimen. Development of the clinical skill contents in detail depends on the situation of each colleges. Competency-based medical curriculum in SCM could influence on the management of the curriculum quality.

• The Korean Journal of Emergency Medical Services
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• v.24 no.3
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• pp.7-27
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• 2020

Purpose: The purpose of this study is to identify the compliance with the first standardization of the paramedic curriculum and suggest a second standardization to cultivate competent paramedics. Methods: This study was conducted by collecting 38 curricula, and responses to questionnaires, including those on the current status of prehospital field practice, from departments of emergency medical technology of 36 institutions. Data were collected between September 1 and November 30, 2019 via e-mail. Data were analyzed using SPSS v24.0 and NVivo 12.0. Results: Compliance with the first standardization of the paramedic curriculum was over 70% in only 11 on the 26 major subjects. The second standardization of the paramedic curriculum consists of 27 subjects requiring 76~79 credits for the 3-year course and 78~82 credits for the 4-year course. Conclusion: We suggested a minimum number of essential subjects to cultivate competent paramedics following the second standardization of the paramedic curriculum, and we hope colleges comply with this curriculum. Twenty to twenty-five percent of major subjects can be determined by the discretion of the college to maximize competency of paramedic students.

• 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.

• Journal of vocational education research
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• v.37 no.4
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• pp.1-22
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• 2018

The study tried to investigate the school curriculum organization and teacher's perceptions about test subjects in vocational education division of the college scholastic ability test based in the 2015 revised national curriculum. This study asked vocational teachers to fill in basic questionnaire that consists of 9 relevant and subjective items for the school curriculum organization and test subjects in vocational education division of the college scholastic ability test based in the 2015 revised national curriculum. For this, the survey was conducted 58 schools of 92 schools in technical specialized high schools, meister high schools and vocational high schools about test subjects of 2015 revised national curriculum. As a result, the 'Successful career life' subject was 53.5%, the most organized in the first grade. 'test course 1' was 55.2% and 'test course 2' was 72.4% the most organized in the first grade. The Opinions on the test courses were the highest in the two subjects in the same series as the present. The teacher's perceptions showed that the current test subjects in vocational education division of the college scholastic ability test are valid. The most important factor affecting difficulty was 'The Ministry Education's policy' in vocational education division of the college scholastic ability test.