• Journal of Technologic Dentistry
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• v.23 no.2
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• pp.17-47
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• 2002

The purpose of this study was to examine the 2001 curricula in 17 departments of dental technology across the nation in an attempt to find out the educational realities of the departments by term and school year and serve as a basis for the development of more advanced, efficient dental technology curriculum and common educational objectives. For that purpose, the 2001 curricula of the three-year dental laboratory technology departments were analyzed by school year and term to calculate the amount of required credit, the number of subjects, and the weekly classes for electives and major. The findings of this study could be listed as below: 1. The departments of dental laboratory technology nationwide investigated require students to get 120 to 135 credits in total. Out of the credits, 10 to 25 credits are assigned to the electives, and 106 to 11 8 credits are given to the major. 2. There are 50 to 68 subjects in the departments of dental technology. 5 to 16 subjects are the electives, and 41 to 59 are the major. 3. There are 150 to 196 classes per week, which consist of 10 to 30 ones for the electives and 137 to In for the major. 4. The curricula for the first semester of the first year are as follows: 1) 20 to 24 credits are required. 4 to 11 credits are alloted to the electives, and 9 to 19 credits are assigned to the major. 2) The number of subject is 9 to 13, which are composed of 2 to 7 for the electives and 4 to 9 for the major. 3) The weekly classes are 22 to 29. The classes for the electives range from 4 to 14 per week, and 10 to 20 classes a week are for the major. 5. The curricula for the second semester of the first year are as below: 1) There are 20 to 25 credits. 3 to 12 credits are assigned to the electives, and 12 to 19 credits are for the major. 2) The number of subject is 10 to 14, which consist of 2 to 6 for the electives and 6 to 10 for the major. 3) The weekly classes are 22 to 29. and 3 to 12 classes a week are for the electives, and 15 to 24 classes are for the major. 6. The curricula for the first semester of the second year are as below: 1) The number of credits ranges from 20 to 24. Only six colleges offer 2 credits for the electives and the major account for 18 to 24 ones. 2) There are 8 to 12 subjects. Only six colleges offer one or two electives, and 8 to 12 are the major. 3) The weekly classes are 23 to 33. Only six colleges offer 2 or 3 classes a week for the electives, and 21 to 33 classes are for the major. 7. The curricula for the second semester of the second year are as below: 1) The number of credits ranges from 19 to 24. Only two colleges offer 2 credits for the electives and the major account for 18 to 24 ones. 2) There are 7 to 12 subjects. Only two colleges offer one or two electives, and 8 to 12 are the major. 3) The weekly classes are 24 to 36. Only two colleges offer 2 classes a week for the electives, and 24 to 36 classes are for the major. 8. The curricula for the first semester Of the third year are as below: 1) There are 16 to 24 credits. Just a college assigns 2 credits to the electives, and 16 to 24 credits are given to the major. 2) The number of subject is 5 to 12. Only a college offers one elective for optional course, and 5 to 12 are the major. 3) The weekly classes range from 18 to 39. Just a college offer 2 classes a week for the electives, and 18 to 39 classes are for the major. 9. The curricula for the second semester of the third year are as below: 1) There are 16 to 23 credits. Just a college assigns 2 credits to the electives, and 16 to 23 credits are given to the major. 2) The number of subject is 5 to 12. Only a college offers one elective for optional course, and 5 to 12 are the major. 3) The weekly classes range from 18 to 39. Just a college offer 2 classes a week for the electives, and 18 to 39 classes are for the major.

• Journal of the Korean earth science society
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• v.42 no.3
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• pp.311-324
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• 2021

Recently, ten geosites have been considered in Hwaseong for endorsement as national geoparks, including the Jebudo, Gojeongri Dinosaur Egg Fossils, and Ueumdo geosites. The Jebudo geosite in the southern part of the Seoul metropolitan area has great potential for development as a new geoscience educational site because it has geological, geographical (landscape), and ecological significance. In this study, we described the geological characteristics through field surveys in the Jebudo geosite. We evaluated its potential as a geo-education site based on comparative analysis with other geosites in Hwaseong Geopark. In addition, we reviewed the practical effect of field education at geosites on the essential concepts and critical competence-oriented education emphasized in the current 2015 revised science curriculum. The Jebudo Geosite is geologically diverse, with various metamorphic rocks belonging to the Precambrian Seosan Group, such as quartzite, schist, and phyllite. Various geological structures, such as clastic dikes, faults, joints, foliation, and schistosity have also been recorded. Moreover, coastal geological features have been observed, including depositional landforms (gravel and sand beaches, dunes, and mudflats), sedimentary structures (ripples), erosional landforms (sea cliffs, sea caves, and sea stacks), and sea parting. The Jebudo geosite has considerable value as a new geo-education site with geological and geomorphological distinction from the Gojeongri Dinosaur Egg Fossils and Ueumdo geosites. The Jebudo geosite also has opportunities for geo-education and geo-tourism, such as mudflat experiences and infrastructures, such as coastal trails and viewing points. This geosite can help develop diverse geo-education programs that improve key competencies in the science curriculum, such as critical thinking, inquiry, and problem-solving. Furthermore, by conducting optimized geo-education focused on the characteristics of each geosite, the following can be established: (1) the expansion of learning space from school to geopark, (2) the improvement of understanding of specific content elements and linkage between essential concepts, and (3) the extension of the education scope throughout the earth system. There will be positive impacts on communication, participation, and lifelong learning skills through geopark education.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.15-28
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• 2018

Teachers are not completed by appointment, but gradually made through self-development and training for a long time. In order to improve a sense of responsibility of home economics teachers, and also to suggest the purpose and direction of program through job training, the needs of training subjects should be preferentially understood. Thus, this study aims to provide basic data for establishing the developmental operation measures of training for home economics teachers, by researching the needs for training performed after the qualification training for first-grade teachers, targeting the teachers participating in the qualification training program for first-grade teachers of home economics in 2017. About the half of the research subjects received the home economics training one time or less for last three years. Through the training for first-grade teachers, the technical improvement of lesson instruction was demanded the most. As professional qualifications that should be cultivated through training, the ability to develop teaching methods and teaching/learning materials was the highest. Regarding the theme of training, the development of teaching/learning materials for home economics was desired the most. They wanted the training method including direct participation with high utilization for lesson, sublation of competition-centered evaluation, preference of instructors with field experience, continuous opportunity of home economics training, and communicative training. Regarding the needs for the 2015 revised curriculum, the demand for the training of 'human development and family' area was the highest. Therefore, in order to improve the professionalism of teachers through home economics training, it would be necessary to improve the educational environment such as temporal room for training and administrative support, and also to provide diverse types of training like group training, remote training, and smartphone app training suitable for changes in the generation of teachers. Also, on top of forming communities of home economics teachers, and sharing great contents of training, there should be individually-customized training for practice and sharing lesson cases.

• The Journal of the Korea Contents Association
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• v.10 no.7
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• pp.438-448
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• 2010

This study is aimed for a scale of assessing the work performance, educational operations, and so on of preschool teachers by the peers. It has been previously discussed the studies of scale assesment of preschool teachers, however, the scale assesment had been a self-assesment or a transitory assesment by the senior teachers and principals only. This study is developed to assess the preschool teachers through the peer- teachers. Peer-assesment has strong points that to assess the teachers constantly can be more accurate, the assessment result can be used as the basic material for peer scholarship, and it can give the preschool teachers an opportunity to be recognised on tasks. There are 51 questions are developed to assess the peers. 9 sections total; 1) 6 questions on body human nature 2) 6 questions on view on career 3) 3 questions on self-development 4) 4 questions on curriculum planing 5) 12 questions on administering and managing 6) 6 questions on understanding children 7) 4 questions on managing a class 8) 7 questions on work performance 9) 3 questions on teaching practice. Each section is surveyed by 150 preschool teachers, and the all questions are analysed statistically appropriate of a scale(validity of contents, validity of surveyors, inter-item consistency) and appropriate of each section. It is known this peer assesment of preschool teachers is an appropriate scale.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.101-113
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• 2010

The purpose of this study is to develop and evaluate the practical problem-based lesson plan for high school home economics class focusing on consumer choice of genetically modified(GM) food. The ADDIE instructional design model was applied. The first analysis step, practical problems were chosen based on the previous studies and the educational goal suggested in the 2007 revised curriculum. The next design and development steps, 4 hours of lesson plans were developed by reconstitution a chapter of Food Safety. Additional learning materials(17 student activity papers, 17 student reading materials, 3 teacher reading materials) were also developed. The implementation step, the lesson plans developed were applied to the S high school students in Bundang, Geyonggi-do. The last evaluation step, the perception change about GM food and the adequacy of teaching method were evaluated. As results, the studens' attitudes and minds towards the GM food were changed. The level of concern on GM food increased, and the ratio of students who would check whether GM food or not was increased. Also students showed high level of satisfaction on teaching method and materials.

• Journal of the Korea Convergence Society
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• v.9 no.7
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• pp.77-86
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• 2018

This research is based on core competency in order to provide diverse educational opportunities and to train compatible human resources according to industrial change. The research set up the core competency of university students according to document research and the importance of core competency of students, professors, faculty and parents. As a result, a total of 14 competencies were deducted by importance and validation from enrolled students, graduated students and professors. A total of 5 core competencies and 14 detailed competencies were deducted. Creativity, problem solving ability, self-directed overall problem solving abilities, expertise ability, data processing ability, technology application according to industry, consideration and serving character, community service, communicational ability, self-management, inter personal relationship, foreign language ability, global, leadership and competence were the 14 elements of this research. Based on the result of this study, it is necessary to improve the competence of university students by applying them to the curriculum development and operation and to find out the extent of the students competence enhancement through the development of future capacity measuring tools.

• Journal of Science Education
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• v.38 no.2
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• pp.376-400
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• 2014

This study aims to examine the current status of Korean and overseas science and arts convergence programs in and out of schools to apply them in school education settings and to learn about the characteristics of overseas programs through case studies. In addition, it explores implications of the current domestic and overseas for implementation in schools. For this study, we selected 193 domestic in-school science and arts convergence programs and 106 domestic out-of-school programs. For the overseas programs, we selected those conducted by the government, research institutes, science halls, and art galleries. We also analyzed the domestic in-school programs by type of students, operation hours, areas of convergence, and the function and role of arts activities. We analyzed domestic out-of-school programs by operation time, operation method, areas of convergence, and type of activities. Moreover, we examined the overseas programs in terms of their program developers, goals, and characteristics. These findings suggest that in order for science and arts convergence education to become well established in Korean schools, it is necessary to develop programs that can be incorporated into the present science education curriculum, rather than individual content or a single class on science and arts convergence, and to diversify the range of programs. In addition, out-of-school programs should be actively considered, and intense discussions on the use of program activities and teaching materials are needed. Finally, research institutes and educational institutions should be closely linked to achieve a common goal.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1143-1157
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• 2004

The purpose of this study was to develop HS-VOSTS(High School Students' Views On Science-Technology-Society), which is an instrument that monitors high school students' views on STS. For this study, 23 multiple-choice items were developed on four categories. First, a categorial scheme was constructed. The categorial scheme was based on many instruments that evaluate students' understanding on STS, literature review, and STS learning goal that many researchers had asserted. Second, the multiple-choice items were developed. The development of the items was carried out through four steps. In the first step, some pairs of statement on each subordinate category were formed. Next, the student statement questionaries which were based on the pairs of statement were responded by 772 students. In the second step, the response written by the students were analyzed to common viewpoints and the first multiple-choice items were constructed. In the third step, the semistructured interview with 28 high school students was implemented and the second multiple-choice items were constructed. In the fourth step, the final version of the instrument was developed through the analysis of the students' response on the second multiple-choice items. HS-VOSTS is an useful instrument for monitoring students' beliefs and viewpoints on STS topics. The results of the students' responses to HS-VOSTS items reflect the students' own thoughts directly. These results will give some implications for the curriculum developers, the authors of text books and the educational policy makers as well as the teachers.

• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.421-444
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• 2014

In STEAM education, contents that has been extracted from a variety of areas, so it can work closely and systematically. Therefore STEAM education requires systems thinking that can be grasped effectively these different disciplines. The purposes of this study are to develop a STEAM program based on systems thinking, and apply the program to the secondary science gifted student in order to investigate the educational effect. A model of the Program developed from previous research and theoretical contents of systems thinking and STEAM. A draft of the STEAM program was developed on the theme of "rocket". A total of 113 students was participated in this study. 100 seventh and 13 eighth graders were enrolled at seigy. A single group pre-post test paired t-test was conducted on them in systems thinking skills. Result of applying the program to the students as follows. The systems thinking ability was improved after the application of the program. 'Mental Model', 'Personal Skill', 'Team Learning', and 'System Analysis', 'Shared Vision' emerged for both improved significantly. In conclusion, the STEAM program based on system thinking improves students' systems thinking skills. This program of results can be helpful in cultivate human resources with the problem solving ability based on system thinking and STEAM literacy by used in public education curriculum.

• School Mathematics
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• v.13 no.1
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• pp.65-88
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• 2011

Epistemological development process of the Fundamental Theorem of Calculus is considered in a history of mathematical notions and the genetic process of the Fundamental Theorem is arranged by the order of geometric, algebraic and formalization steps. Based on this, we studied students' episte- mological obstacles and error and analyzed the content of textbooks related the Fundamental Theorem of Calculus. Then, We developed the "Folding Back Model" of the fundamental theorem of calculus for students to lead meaningful faithfully. The Folding Back Model consists of "the Framework of thou- ght"(figure V-1) and "the Model of genetic understanding of concept"(figure V-2). The framework of thought in the Folding Back Model is included steps of pedagogical intervention which is used "the Monitoring working questions"(table V-3) by the mathematics teacher. The Folding Back Model is applied the Pirie-Kieren Theory(1991), history of mathematical notions and students' epistemological obstacles to practical use of instructional design. The Folding Back Model will contribute the professional development of mathematics teachers and improvement of thinking skills of students when they learn the Fundamental Theorem of Calculus.