• 한국응급구조학회지
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• 제11권2호
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• pp.29-50
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• 2007

Purpose: This study was carried out in order to provide the basic data for the curriculum standardization of emergency medical technology by analyzing the three-year period curriculum of 9 colleges. Method: This is the descriptive analysis of the curricular of 9 colleges. The analyzed variables were the distribution, credit, mean, frequency of the liberal arts, majors, clinical and on-the-job(OJT) training courses, and teaching profession subject. Results: 1. The number of whole subjects was 61.0, the number of liberal arts was 10.3, and the number of majors was 50.7. The completion credit was 128.3, credits of liberal arts were 15.5(12.2%), and credits of majors were 112.8(87.8%). 2. The range of credits of liberal arts was 8 to 21, and most of the liberal arts were done in the first year of college. 3. The distribution of the credits of the national examination for the license was as follows; the itemized emergency care subjects were 27.9 credits, the general emergency care was 18.5 credits, basic sciences were 17.7 credits, emergency patient care was 9.5 credits, and emergency medicine law was 3.2 credits. 4. The number of other major subjects were 10.0 and showed even distribution in each semester. 5. The clinical and on-the-job(OJT) training were 4.5 subjects, the credits of completion were 14.9 and these subjects were not in the first year of college. Conclusion: This results will be helpful data for the advanced development and standardization of the new curriculum by keeping pace with the environmental change, competency improvement and the need of the learners of emergency medical technology.

• 한국과학교육학회지
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• 제18권4호
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• pp.539-544
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• 1998

교육 목표 영역으로 설정된 부분이 실제 각 단원, 소단원 그리고 수업 차시 목표에 균형있게 반영되었는지를 확인하기 위해 제 6차 과학과 교육과정에 의해 개발된 초등학교 자연과 생물 영역의 수업 목표를 교사용 지도서를 중심으로 분석하였다. 교육목표설정 영역은 인지적 영역, 탐구과정 영역, 수공적 기능 영역, 창의성 영역, 정의적 영역과 STS 영역 등 6개이다. 인지적 영역의 교육목표가 가장 많았으나, 창의성 영역에 해당하는 것은 하나도 없었다. 단원 목표와 소단원 목표에서는 인지적 영역, 탐구과정 영역, 정의 영역, 수공적 기능 영역, STS 영역 순으로 비중이 높았으나, 차시 수업 목표에서는 인지적 영역과 탐구 과정 영역이 대부분이었다. 목표 영역 중에서 인지적 영역과 탐구과정 영역을 제외하고는 대체로 단원, 소단원과 차시의 수업 목표의 연계성이 부족하였으며, 특히 정의적 영역에서는 대단원, 소단원, 차시 수준으로 갈수록 그 비중이 급속하게 낮아지는 것으로 나타났다. 교육 목표 설정 영역의 형식적인 구분보다는 교과서의 개발시 목표 영역의 일관성 있고, 균형 있는 반영을 고려해야 하며, 또한 목표 설정 영역의 특성을 고려한 적절한 안배가 요구된다.

• 실천공학교육논문지
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• 제7권2호
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• pp.107-112
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• 2015

본 논문에서는 중학교 기술 가정 교과에서 재료가공 단원의 학습 성취도를 수업 방법에 따라 어떤 차이가 있는지를 연구하였다. 대상 집단은 중학교 2학년과 3학년을 비교하였으며 2, 3 학년 모두 재료가공 단원을 처음 배우는 학생 집단을 선정하였다. 2학년은 교육 매체를 활용하는 방법으로 강의하였으며, 3학년은 전통적인 판서 강의를 하는 방법을 선택하여 학습 성취도를 비교하였다. 6개의 문항에서 정답률을 비교한 결과 교육매체 활용을 한 수업에서는 71.1%의 평균 정답률을 나타내었으나 판서 강의를 한 집단에서의 평균 정답률은 45.3%로 나타났다. 두 집단의 평균 정답률 차이는 25.8% 포인트로 교육매체를 활용한 수업이 학업성취도를 향상시키는데 효과적임을 알 수 있었다.

• 의학교육논단
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• 제16권3호
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• pp.126-131
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• 2014

The purpose of this study is to analyze the medical education system of Korea and to propose a method of curriculum redesign. Although there have been many attempts by medical educators to improve the quality of medical education, the results have not been fruitful. First, there exists a limitation to the dualistic curriculum design based on Flexnerianism, and thus, this model does not provide an integrated experience to medical students. Therefore, we propose a unidimensional model for curriculum redesign. Second, it is impossible to promote excellence in medical education without solving the structural problems of teaching and learning, such as the teaching competency of the faculty, large-scale lectures, and team teaching systems. A curricular strategy that emphasizes mutual interaction and teaching accountability is necessary to promote meaningful learning. Third, the current clinical training system, the circulation model, provides incomplete training as well as a lack of sequence and articulation experiences. This system needs to be redesigned in a way that allows only those students who have mastered both the knowledge and the application of medical education to advance to the next step. Fourth, norm-referenced assessments of a medical college distort the learning process and create unconstructive system energy. A criterion-referenced assessment that values cooperation, independent study, and intrinsic motivation is more important for the reliability and validity of the assessment. Medical students should not focus on formative and informative learning. Medical colleges should investigate the multifaceted potential of the students and provide transformative learning to grow students into change agents. For this to take place, curriculum redesign-not new methods of medical education-is required.

• 의학교육논단
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• 제15권2호
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• pp.87-92
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• 2013

The purpose of this study was to assess third-year medical students' competency for development or revision of the undergraduate curriculum and assessments. One hundred and twenty-seven third-year medical students at the Pusan National University were included in the study. After third- and fourth-year students took a common written examination, clinical performance examination (CPX), and objective structured clinical examination (OSCE) with common items as a summative assessment, the third-year students' competency was compared with 132 forth-year students' results. The correlation of the written examination and CPX/OSCE was analysed, and the summative results were compared with the grade point average (GPA) through the second year, CPX/ OSCE in the second year, and GPA in the clerkship. On the written examination, the third-year students' mean score was lower than the fourth-year students' by over 11 points, whereas the gap in the CPX/OSCE was 4 points and there was no difference in the OSCE. There was a moderate correlation between the written examination and the CPX/OSCE scores (R=0.371, p<0.01). The written examination was highly correlated with GPA through the second year, which mainly evaluated medical knowledge (R=0.771, p<0.01). A relatively high correlation was observed between CPX/OSCE scores and GPA in the clerkship (R=0.641, p<0.01). The summative CPX/ OSCE scores showed a moderate correlation with formative CPX/OSCE scores in the second year (R=0.464, p< 0.01). The third-year students' score was quite low on the written examination and slightly low on the CPX/OSCE compared to that of the fourth-year students. The written examination and CPX/OSCE cannot replace each other and should be combined with other methods of evaluation to measure competency. Early OSCE and workplacebased assessment should be useful in the early assessment of clinical skills competency.

• 한국환경교육학회지:환경교육
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• 제23권4호
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• pp.70-81
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• 2010

연구의 목적은 고등학생들의 물 문제와 관련한 환경과학적 소양과 태도를 이해하기 위한 것이다. 2010년 1학기 동안 서울시 소재 공립 국제고등학교 남 녀 학생 123명을 대상으로 물에 관한 환경과학적 소양과 태도에 관하여 연구하였다. '물에 관한 환경과학적 소양검사'(ESLW)와 '개정 친환경적 태도검사' (Revised NEP scale)를 사용하였으며, 검사 결과는 기술분석과 내용분석을 하였다. 연구대상 고등학생들은 물 자원 보존의 필요성을 인식시키는 것이 중요하다고 하였으나, 자신들의 실제적인 물 사용 태도와는 거리가 있었다, 또한, 이들은 물의 상태변화에서 비가시적인 현상이나 수계 사이의 물질변환에 대한 과학적 이해에 어려움을 겪었으나, 상당한 수준의 친환경적인 태도를 나타내었다. 이러한 결과에 기초하여 연구자들은 물 환경과 관련한 과학적 이해, 물 문제에 관한 환경과학적 지식과 실제적인 경험 및 친환경적 태도간의 차이를 좁힐 필요가 있다는 점을 발견하였으며, 이는 물 부족문제와 수질환경, 그리고 수자원 보존과 관리에 관한 과학적 이해를 위한 좀 더 통합적이고 간학문적인 과학교육과정의 필요성을 시사한다.

• 한국가정과교육학회지
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• 제22권1호
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• pp.117-135
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• 2010

이 연구는 학교교육에서의 식생활교육의 본질과 방향을 살펴보고자 하는 목적에서 수행되었다. 식생활교육이 아동과 청소년을 대상으로 하는 학교교육이라는 시스템 속에서 어떻게 기능하고 소통하여야 하는가를 밝히는 것이 이 연구의 주된 관심과 맥락이다. 이 연구에서 다룬 구체적인 내용은 다음과 같다. 첫째, 학교 식생활육에 대한 기본적 이해를 돕기 위하여 인간의 삶에서 먹는다는 것의 의미, 식생활을 교육한다는 것의 의미, 학교 식생활교육의 의의와 책무성을 살펴보았다. 둘째, 학교 식생활교육을 재조명하기 위해 사회, 학습자, 교과교육과정의 측면에서 고찰하였다. 즉, 식생활과 관련된 사회적 현상과 변화, 학습자의 성장과 발달특성, 실과와 가정과교육과정에서의 식생활교육내용을 살펴보았다 셋째, 학교 식생활교육에서 무엇을 어떻게 가르쳐야 하는 가를 살펴보았다. 이를 위하여 학교 식생활교육의 지향점, 구조, 요소들에 대해 해석하고, 학교 식생활교육의 교육적 철학과 배경, 학교 식생활교육의 내용 체계와 구조, 교수학습방법을 살펴보았다. 마지막으로 학교 식생활교육의 수월성을 제고하기 위한 방안을 살펴보았다. 구체적으로 학교 식생활교육의 목표와 내용설정의 새로운 패러다임을 탐색하고, 교육과정에서 체계적인 프로그램을 마련하며, 식생활교육을 담당할 초등교사와 가정과교사의 교육 강화, 시설설비의 확충, 다양한 프로그램과 교수 학습자료의 마련, 다양한 주체들 간의 유기적 협력과 네트�p 구축 등을 제안하였다.

• 보건교육건강증진학회지
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• 제22권3호
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• pp.49-63
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• 2005

Objectives: The study was designed to assess the trends of the incidence of HIV among young people and their sexual risk-taking behaviors by gender in Korean college students. Methods: The cross-sectional study was used from college students from selected 60 among 208 4-year colleges and universities in 9 provinces and Seoul. A self-reported anonymous questionnaire administered and completed to a national representative sample of 4-year college students from May 15th to June 14th in 2003. We analyzed 2,385 cases. The overall response rate was 82.0%. Results: After controlling age effects, male students were more likely to be sexually experienced than female students(40.0% vs. 8.1%), OR=5.5, p<.000. The proportions of 19 years and before reported for initiation of sexual intercourse were 18.6% for males and 3.2% for females. Males reported significantly younger ages than females at initiation of sexual intercourse(p<.01). Only 14.8% of current sexually active subjects reported consistent use of contraceptive methods. After controlling age effects, male students reported a higher proportion of sexually experienced respondents with one or more casual partners(excluding a formal partner) during the last 12 months than women(38.8% vs. 22.2%), OR=2.2, p<. 05. Conclusion : This study can conclude that although males students initiate sex earlier and have higher percentage of sexual experience, the percentage of sexually experience female students has risen rapidly compared to the past. This data revealed a number of young people were at risk for HIV infection. Both genders are equally likely to have engaged in inconsistent condom use even though when they have a sex with an unknown partner. These findings suggest that practical sex education focused on using condom use should have been included in the school curricular. Educational and community interventions need to prevent sex-related problems.

• 한국융합학회논문지
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• 제8권4호
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• pp.101-109
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• 2017

본 연구는 대학생들의 감사성향과 주관적 안녕감이 스트레스 대처에 미치는 영향을 파악하기 위하여 시도하였다. 간호학과와 비간호과 학생 336명으로, 통계자료는 t-test, Pearson Correlation, Multiple regression으로 분석하였다. 간호학과 학생들이 비간호과 학생에 비하여 감사성향, 생활만족도, 적극적 스트레스 대처에 유의한 높은 점수를 나타내었다. 2학년이 1학년보다 감사성향, 주관적 행복감, 스트레스 대처에 높은 점수를 나타내었다. 감사성향은 주관적 안녕감, 스트레스 대처와 강한 상관관계를 나타내었다. 스트레스 대처에 주 영향 요인은 정적 정서와 감사성향으로 나타났다. 따라서 대학생들의 스트레스 대처능력을 향상시키기 위해서 교육과정이나 교과 외 활동 등 다양한 방법을 통하여 주관적 안녕감과 감사성향을 높여줄 수 있는 방안의 강화가 필요하다.

• 교육시설
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• 제4권2호
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• pp.31-36
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• 1997

The Magnet Methodology is not the recording of knowledge, skills, techniques, and other information from the past, but creating a knowledge base using present issues of problems for students' and teachers' life-span development through the exploration of career choices and development. In short, it is the multi-cooperative information system for commensalism. It is the magnet program that connects various level of educational institutions under a certain theme and enables students to choose on their own. And this magnet program is being adminstered by the magnet school. And some regular schools provide magnet program as vocational educations and extra-curricular activities. Magnet program reflects the concept of desegregation which was proposed by the U.S. Federal Court decision against the racial conflict which had culminated in the 60s and 70s. Magnet program enables students to choose their own programs and schools, and gives teachers and students the opportunities to develop their teaching method and learning method. That's why magnet program is called continuous, future-oriented one. Teachers and students can also get fair judgement on their activities due to the voluntary magnet program. It mainly deals with practical issues, so it is very realistic to establish the multi cooperative information system including companies, homes, communities, or governments under these practical issues. The openness of magnet program is guaranteed not only by the characteristics of the program but also by the physical layout of the magnet schools. There are no doors and walls, and classrooms are facing one another and sharing all the opinions and information. This precisely corresponds to the concept of co-existence of eco-system and the interdisciplinary approach which is essential to solve our problems.