• Journal of the Korean association of regional geographers
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• 제18권2호
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• pp.232-251
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• 2012

This paper is to examine new programme of study for geography by a revised geography(including historical, geographical and social understanding) National Curriculum in England. The new primary and secondary National Curriculum was respectively issued in 2007 for implementation from September 2008 and 2010 for implementation from September 2011. The revised National Curriculum was changed more than that of 1995 and 2000 in terms of its formation and content. Especially, Primary National Curriculum was rebuilded to the six areas of learning, in the end KS1-2 geography was integrated in 'historical, geographical and social understanding'. As a result of that, the subject named as geography only remains for KS3. Nevertheless, the new National Curriculum is consisted of programme of study(PoS) and attainment target(AT). But new programme of study was changed more than that of former curriculum in terms of its formation and content. Programme of study for primary school is organized with curriculum aims, the importance of areas of learning, essential knowledge, key skills, cross-curricular studies, breadth of learning and curriculum progression. On the other hand, that of geography for KS3 is organized with curriculum aims, the importance of geography, key concepts, key processes, range and content, curriculum opportunities. This paper examined on categorical features of new programme of study for KS3 geography and its implications for effective geography curriculum design and planning.

• Journal of Korean society of Dental Hygiene
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• 제10권6호
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• pp.1061-1071
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• 2010

Objectives : The purpose of this study is to train talents with high quality in dental hygienists by suggesting problems and proposing basic data available for applying to development in dental hygiene curriculum, through analyzing contents of dental hygiene curriculum. Methods : To analyze curriculum of educational institutions for dental hygienists between America and Korea, it utilized materials that were notified on each university homepage, analyzed documents, analyzed curricular content analysis, comparatively analyzed America's ASDHEP field, and comparatively analyzed Biomedical Science field, dentistry field, prevention and public field, clinical dental hygiene field, integrated curriculum, and teaching course between domestic university and American university. Results : 1. The basic field of ASDHEP was indicated the average credit in 28.6 for 4-year university with establishment and the average credit in 26.9 for 3-year university with establishment. The curricular subject field of ASDHEP except the basic field was indicated the average credit in 29.45 for 4-year university with establishment and the average credit in 30.68 for 3-year university with establishment. The prevention and public field by university was indicated the totally average credit in 27.5 for 4-year university and in 26.2 for 3-year university. The clinical dental hygiene field by university was indicated the totally average credit in 27.5 for 4-year university and in 35.0 for 3-year university. The integrated curriculum was indicated to be established dental hygiene practice(3 universities), dental clinics practice for Dept. of clinical dental hygiene(2 universities), and comprehensive dental hygiene practice(1 university) for 4-year university, and to be established clinical dental hygiene(2 universities), comprehensive dental hygiene practice, dental hygiene practice, and dental clinics practice(1 university, respectively) for 3-year university. Comparing the teaching courses by university, they were established diversely from 8 credits to 2 credits. Conclusions : Seeing the above findings, a plan for dental hygiene curriculum needs to be continuously developed so that dental hygienists can enter upon a professional career. Development in the international standard curriculum proper for global era is considered to be desperately needed.

• Journal of Korean Home Economics Education Association
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• 제18권4호
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• pp.103-126
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• 2006

This study was to develope and applicate the consumer education program with appropriate level for middle school students so that they could take systematic consumer education by using creative-discretionary activity. The procedure of this study was researching and analyzing the degree of learner's need and choosing the contents of education involved with the characteristics of adolescent consumers. This education program was performed at creative-discretionary activity class with the 3th grade of middle school. To evaluate the effect of education program, we compared with the difference of student's knowledge and attitude before and after this program was performed. Although there was no significant difference, student's knowledge and attitude was improved much better. And there marked a high satisfaction rate of 3.87 about the overall method of consumer education.

• Journal of Engineering Education Research
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• 제12권1호
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• pp.64-72
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• 2009

The objective of the current study is to establish the CQI procedure of leadership outcome education, which is emphasized in engineering education accreditation. Leadership includes many program outcomes, especially soft skills, such as communication skill, team work skill, and etc. This paper studied leadership education program in Yeungnam University. In particular, this research was conducted by using focus group interviews with experts and working level staffs of relevant organizations for the analysis of Yeungnam University curriculum and non-curriculum courses related to leadership education and for the preparation of leadership education CQI method. In addition, we conducted leadership competence diagnosis, leadership education demand survey and satisfaction level survey on the leadership camp participants. Interviews with experts, lecturers and focus group of Dale Carnegie Research Institute Daegu branch that administered the progress of leadership camp were conducted along with analysis of education contents through non-participation observation method during camp period and participant students interviews. The conclusions are summed up as follows: To educate global leaders in true meaning, first, psychological level competence strengthening method and study completing ability improvement method should be considered simultaneously. In particular, for non-capital region universities, emphasis should be given to education for self-confidence and vision establishment. Second, leadership education methods of mid/long term and systematic curricular and extra-curricular type should be pursued. For instance, with the use of engineering design subject completing system, leadership education can be consolidated to engineering subject courses with engineering design projects or the system of mentor-pupil among earlier leadership camp participants and later participants may be utilized. Third, it is determined necessary to pursue and realize practical methods of conducting various intramural leadership related education activities in mid/long term perspective by organizing leadership education advisory group consisting of major, departments and intramural and extramural relevant organization authorities that focus on leadership education.

• Journal of Science Education
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• 제41권1호
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• pp.1-15
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• 2017

The purpose of this study was to deduct implications for national curriculum and textbook by analysing the duplicated contents and sequence between science and technology home economics subjects of the 2009 revised middle school curriculum. For duplication analysis, overlapped achievement standards and themes were examined by comparing the science and technology home economics curricular. Next, analysis of duplicated concepts is performed by comparing science and technology home economics textbooks through the concept map. The result of analyses of the achievement standards showed 4 standards related with 'digestion', 'energy' were duplicated. The other results of studying duplicated contents in textbooks suggested overlapped concepts(terms) were existed as following: digestion(22 contents), Energy(9 contents). In science textbook, the duplicated concept is usually described in detail. In contrast, the technology home economics textbook explain the duplicated concept briefly with providing various type of examples and cases. There are differences of using terminology between two subject textbooks. The findings of this study may provide educational insights into teaching of the duplicated contents between science and technology home economics.

• The Mathematical Education
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• 제42권2호
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• pp.203-218
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• 2003

The purpose of this study is to see what the essential characteristics are in teaching probability and statistics among various mathematical fields. we also tried to connect the study of probability and statistics education with what is needed for a science be synthetic to have its own identity as a unique research field. Since we searched for the future direction of the pedagogic study in the probability and statistics we first selected papers on probability and statistics published in (Series A), the Journal of Korea Society of Mathematical Education, and establish the following research questions. What kinds of characteristics can be found when papers on probability and statistics published in (Series A) are classified into low categories; contents of probability and statistics education, research method of the mathematics education, methods of teaming and teaching, and finally measurements and evaluation\ulcorner We classified papers into two kinds. One is related to the educational contents, consisting of the methods of learning and teaching, and of the measurement and evaluation. The other is reined to the methods of research, which is not a part of the educational curriculum but is essential for establishing the identity of mathematics education. According to the periods, papers on the curricular contents in 1960s were influenced by the New Mathematics, and papers on the curricular contents in 1980s were influenced by 'back to basic'. In 1990s, papers on methods of learning and teaching, and measurement md evaluation were increasing in number. Besides, (series A) from the Journal of Korea Society of Mathematical Education covers contents, methods of Loaming and teaching, and measurement and evaluation. And when I examined the papers on the contents of textbook of a junior high school related to the probability and statistics education and on methods of learning and teaching, 1 found that those papers occupy 1.84% in . When it comes to the methods of loaming and teaching, most of studies in (series A) are about application of concrete implement like experiment and practical application of computer programs, Through this study, I found that over-all and more active researches on probability and statistics are required and that the studies about methods of loaming and teaching must be made in diverse directions. It is needed that how students recognize probability and statistics, connection, communication and representation in probability and statistics context, too. (series A) does not have papers on methods of study. Mathematics pedagogy is a mixture of various studies - mathematical psychology, mathematical philosophy, the history of mathematics and Mathematics. So If there doesn't exist a proper method of study adequate in the situation for the mathematics education the issue of mathematics pedagogy might be taken its own place by that of other studies'. We must search for the unique method of study fur mathematics education so that mathematics pedagogy has its own identity as a study. The study concerning this aspect is needed.

• Journal of The Korean Association For Science Education
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• 제34권6호
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• pp.535-547
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• 2014

This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.

• Journal of Korean Elementary Science Education
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• 제24권4호
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• pp.329-336
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• 2005

The purpose of this study was to investigate the elementary school student's recognition of informal science education program : 'Korea Junior Engineering Achievement (KJEA)'case. The subjects were 807, 4th, 5th, 6th grade elementary school students who participated KJEA program. We developed questionnaires and explored the students' preference and the reason to KJEA (compared with school science lesson), attitude on informal elements of KJEA (non-school teachers and non-curricular content), interest in the each KJEA program, outcome of the KJEA. The result of this study showed that the students' recognition of the informal science education program was strongly affirmative. Students preferred KJEA program to school science lessons for that reason why they could make and do by themselves and the KJEA program had novelty. They expected more teaming opportunities by non-school teachers on non-curricular content. Though KJEA had little effect on career interests, students showed willingness to continue to participate. We could get implication for informal science education that the quality of the program is the most important factors than others. The novelty and the doing by oneselves were also important factors for students.

• Journal of the Korea Academia-Industrial cooperation Society
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• 제21권1호
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• pp.656-664
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• 2020

This study obtained basic data for developing human resources with creativity convergence competency by surveying and analyzing the level of creativity convergence competency of university students. The study was conducted from October 1, 2019 to November 10, 2019 on university students attending the departments of computer science, pharmaceutical engineering, physical therapy and dental hygiene. The data from 296 students was finally used for this study, and IBM SPSS/Win statics 23.0 programs were used to analyze the data. Students who graduated from Seoul/Gyeonggi High School or those students with high undergraduate satisfaction were found to have high creativity convergence ability, and these results were statistically significant. Further, the group of students who had experience with Campus/Suburban competition, Global Competency training/ International exchange programs or the Capstone Design/Team Based Project showed high creativity convergence competency, and these results were statistically significant. Thus, this study identified the necessity of developing and operating various extra-curricular programs at education institutes in order to enhance students' creativity convergence capability.

• International Journal of Computer Science & Network Security
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• 제22권5호
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• pp.79-88
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• 2022

Modern production requires production staff who have design competence, experience and skills to work in various types of work integrated into professional activities. Possession of digital design methods significantly expands the opportunities for professional activities of qualified workers. The purpose of our study was to study the impact of pedagogical conditions on the formation of design competence of future qualified workers in a group work. We have identified a set of pedagogical conditions that promote the development of professionally oriented artistic and technical creativity of workers in the conditions of curricular and extracurricular activities, which include motivational-target, procedural-semantic, organizational-technological, and subject-oriented. It is shown that the formation of design competence is determined by motivational, informational-active and reflection criteria, which are aimed at motivational-value, cognitive, operational-active, creative, social and emotional components of this competence. The methodology of the research is highlighted, which includes the use of the following methods: determination of the personality's motivational sphere in order to identify strong and weak motives of students activity; multiple intelligence to identify students talents in the direction of practical intelligence, which is important for design competence; determining the level of creative activity to identify manifestations of students creative abilities; identifying the type of students innovative thinking in order to develop motivation for success; factor-criterion model, developed on the basis of a qualimetric approach, which is used to identify the level of design competence formation in accordance with its components. The results of the study showed that the creation of separate pedagogical conditions in the institution of vocational education and training (VET) had a positive impact on the development of design competence, which shows the potential of artistic and technical design in the development of professional creativity of future qualified workers taking into account the environmental approach.