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An Outcome-Based Approach in Medical Curriculum Development (성과중심교육과정 개발절차에 대한 고찰)

  • Ahn, Jae Hee;Yang, Eunbae B.
    • Korean Medical Education Review
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    • v.15 no.1
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    • pp.9-18
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    • 2013
  • An outcome-based curriculum is perceived to be one alternative educational approach in medical education. Nonetheless, it is difficult for curriculum developers to convert from traditional curriculum to an outcome-based curriculum because research documenting its development process is rare. Therefore, this study aims to introduce the development process and method of outcome-based curriculum. For the purpose of this study, we used diverse data analyses, such as an existing literature search, development model analysis, and case analysis. We identified five phases from the analysis. First, the curriculum developers analyze the physician's job or a high performer in a medical situation. Second, curriculum developers extract outcomes and competencies through developing a curriculum, affinity diagraming, and critical incident interviews. Third, curriculum developers determine the proficiency levels of each outcome and competency evaluation methods. Fourth, curriculum developers conduct curriculum mapping with outcomes and competencies. Fifth, curriculum developers develop an educational system. Also, it is important to develop an assessment system for the curriculum implementation in the process of developing the outcome-based curriculum. An outcome-based curriculum influences all the people concerned with education in a medical school including the professors, students, and administrative staff members. Therefore, curriculum developers should consider not only performance assessment tools for the students but also assessment indicators for checking curriculum implementation and managing curriculum quality.

Issues Concerning the Curriculum Revision Process and Mathematics Curriculum in Korea

  • Park, Kyungmee
    • Research in Mathematical Education
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    • v.8 no.2
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    • pp.95-106
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    • 2004
  • The purpose of this paper is to diagnose the problems of the revision process of the curriculum, and identify the issues in relation to the 7th mathematics curriculum. From the review on the curriculum revision process in Korea, three issues were identified; timing and scale of curriculum revision, research and curriculum revision, and the relationship between the revision of the overall curriculum and that of a subject curriculum. Regarding the mathematics curriculum, the three issues were raised for further discussion; lack of philosophy behind the mathematics curriculum, optimization of mathematics educational content, and differentiated curricula for students of different abilities.

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Ways to Incorporate Key Competencies in the Science Curriculum

  • Kwak, Young-Sun
    • Journal of the Korean earth science society
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    • v.33 no.5
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    • pp.450-458
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    • 2012
  • This study explored ways to implement a competencies-based curriculum in schools by reviewing exemplary cases that have introduced Key Competencies (KCs) in the school science curriculum. Since the OECD redefined key competencies as 'what people should know and do in order to lead a successful life in a well-functioning society', many countries have emphasized the use of a competencies-based curriculum. Foreign and domestic classroom cases, which have used a competencies-based curriculum in science teaching, were collected and analyzed. Through open-ended interviews with teachers and principals, we investigated changes of teachers' professional knowledge and practice that were evident as a result of the implementation of competencies-based curriculum in science class. Foreign science teachers suggested ways to relate competencies-based curriculum and science curriculum including maintaining a balance between competencies-based curriculum and content-based curriculum. They also integrated KCs into all subject-based curriculums, gave priority to KCs over subject matter knowledge, and developed KCs through teaching science contents that students wanted to learn. On the other hand, Korean science teachers suggested reconstructing competencies-based curriculum by extracting common attributes from the existing subject areas. They also made KCs realized through content teaching, and developed various KCs within science contexts. Implications of the competencies-based curriculum for science teaching and learning were discussed at the end.

A Research of Change of Organization in Curriculum for Subject in Health under The Influence of Change of Curriculum (교육과정 변천에 따른 보건 교과 편제의 변화에 관한 연구)

  • Lee, Kyoo-Eun
    • 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.

The Developmental Study for Preliminary Model for Consulting School Curriculum (학교 교육과정 컨설팅 모형의 시론적 개발)

  • Kim, Bun-Sun;Kang, Hyeon-Suk
    • Journal of Fisheries and Marine Sciences Education
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    • v.22 no.4
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    • pp.537-552
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    • 2010
  • This paper attempts to study for preliminary model for consulting school curriculum. To accomplish this goal, the meaning of school-based curriculum, supervision of school curriculum, supervision of curriculum consulting are examined. Second, The condition for supervision of school curriculum is reviewed in line of curriculum context. They are discussed problem of supervision in Korea through the diagnosis of present condition. Third, Model development for the consulting in the school curriculum is attempted for building creative curriculum management. Finally, the conception of school curriculum consulting, feature of model, and the item of actual applications are discussed.

An analysis of domestic research trends of mathematics curriculum research through topic modeling: Focused on domestic journals published from 1997 to 2019 (토픽모델링을 활용한 국내 수학과 교육과정 연구 동향 분석 : 1997년부터 2019년까지 게재된 국내 수학교육 학술지 논문을 중심으로)

  • Son, Taekwon;Lee, Kwangho
    • The Mathematical Education
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    • v.59 no.3
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    • pp.201-216
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    • 2020
  • This study analyzed 493 domestic mathematics curriculum articles published in KCI's listings from 1997 to 2019 using LDA topic modeling. As a result, domestic mathematics curriculum research could be categorized into eight topics such as 'context in a curriculum', 'analysis a curriculum by the mathematical concept', 'form, system, meaning, and character of a curriculum', 'instruction and application of a curriculum', 'implementation and evaluation of a curriculum', 'tasks in a curriculum', 'analysis of a curriculum based on ability', 'compare and analysis curriculum and textbook'. The topic 'implementation and evaluation of a curriculum' was identified with the lowest proportion. Also, we performed the simple regression analysis with the weight of topics in the application period of the curriculum, and 'analysis of a curriculum based on ability' appeared as a 'hot topic'. Furthermore, topics appeared differently depending on the application period of the curriculum. Some of the appeared topics showed a tendency to match the emphasis of the highlight in a mathematics curriculum. Based on the results, future studies should develop frameworks for mathematics curriculum studies and extend the field of mathematical curriculum studies to make progress. Furthermore, future studies are needed to examine the enactment, feedback, and competency evaluation in the mathematical curriculum.

Analysis on the New Zealand Mathematics Curriculum: Focused on the Connectivity between Standards into Curriculum (뉴질랜드 수학과 교육과정 분석 - 교육과정 성취기준의 연계성을 중심으로 -)

  • Cho, Seongmin;Park, Ji Hyun;Choi, Inseon
    • School Mathematics
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    • v.19 no.3
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    • pp.423-441
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    • 2017
  • New Zealand had reformed their national curriculum with competence and are applying the revised curriculum. As the 2015 revised national curriculum is clothed with competency-based curriculum, New Zealand may have important implications for the study of the Korean revised curriculum. In this study, we examine characteristics of the education system and the national curriculum in New Zealand. In addition, we analyze the standards into the New Zealand national curriculum in terms of 'curriculum connectivity' that is one of important curriculum criteria for improving the quality of education. For this, we look an overview of the relation between the New Zealand curriculum and NCEA, which is the core of the student-centered education system in New Zealand, and analyze the correspondence between the New Zealand curriculum and the Korean curriculum. And we establish analysis framework of curriculum connectivity based on these comparison analysis contents, and analyze Korean mathematics standards with corresponding levels from among the New Zealand mathematics curriculum. According to the results of this study, the New Zealand curriculum includes the most of standards which Korean high school students who want to enter university of natural sciences of engineering need to require. In addition, the New Zealand curriculum highlights statistical research activities for developing problem-solving ability in real life. From perspective of curriculum connectivity, 'in-depth contents' adding on to repeating mathematical concepts or contents are included in the New Zealand curriculum.

Recommendation for Development of Clinical Skill Contents in the Competency-Based Sasang Constitutional Medicine Education (사상체질의학 역량중심의 임상실기 내용 개발을 위한 제언)

  • Yu, Jun-Sang
    • 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.

A right to in-service education on the curriculum and tasks of the educational administration (교사의 교육과정 연수에 대한 권리와 교육행정의 임무)

  • Park, Changun
    • Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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    • v.7 no.10
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    • pp.287-296
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    • 2017
  • This paper investigates status of the in-service education for curriculum, and seek tasks of the curriculum administration. The major contents are the difference between in-service education and in-service education for curriculum, status of the in-service education for curriculum in curriculum development, and tasks of curriculum administration. The in-service education for curriculum is a kind of in-service education. But the in-service education for curriculum classified dissemination stage and application stage. The in-service education for curriculum in curriculum development focus on the understanding of the basic matters in dissemination stage, and on the in-depth contents in application stage. There are seven types of curriculum administration in-service education for curriculum. This is the classification of the dissemination and application stage, the nature of guided and advice administration, the stress on the improvement of professionalism for teachers, the classify of the in-service education target for curriculum, the diversification of the in-service education format, the recognition as duties of in-service education for curriculum training, and the institutionalization for in-service education out of school.

Study on Continuity of Elementary Mathematics Curriculum and Nuri Curriculum (유치원 교육과정과 초등수학 교육과정의 내용 연계성 분석 -누리과정과 2009 개정 수학과 교육과정을 대상으로-)

  • Chang, Hyewon;Lee, Hwayoung;Lim, Miin
    • Journal of Educational Research in Mathematics
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    • v.25 no.2
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    • pp.207-223
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    • 2015
  • This study aims to find ways for securing continuity of elementary mathematics curriculum and kindergarten curriculum. To do this, we considered the status of 'mathematical exploration' in Nuri curriculum and analysed the correspondence of content-domains and the continuity between Nuri curriculum for ages three to five and 2009 revised national elementary mathematics curriculum, based on the reconstructed achievement criteria. The result of these analyses reveals that the classification of five content-domains both for 'mathematical exploration' of Nuri curriculum and for 2009 revised national elementary mathematics curriculum coincides. We also recognized the reconstructed achievement criteria which are considered as reverse continuity or as discontinuity of Nuri curriculum and 2009 revised national elementary mathematics curriculum in all the five content domains. The former means being lower in levels or reduction in ranges from Nuri curriculum to elementary one. The latter means that some reconstructed achievement criteria are included in only one of the two curriculum. Based on these results, we suggested several ways to secure the continuity between Nuri curriculum and 2009 revised national elementary mathematics curriculum in the perspective of mathematics education.