• 한국지구과학회지
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• 제34권5호
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• pp.428-434
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• 2013

In this commentary, I examined the implications of Existentialism for science teaching and teacher education. Existentialist thoughts and premises can be used to explore the human element in an educational system. Before emphasizing the pragmatic and technical aspects of teaching, we need to rethink why we teach and recognize our learners as unique beings in a continual process of becoming. By incorporating the existential perspective into curriculums and pedagogies of science education, we can help learners to make their existences and experiences meaningful. This paper consists of three parts. In the first part, I drew on relevant aspects of Existentialism and its implications on the views of the learner. In the second part, I examined the competency-based curriculum in light of Existentialism. Existentialism aims, in part, to develop an educated person who possesses a clear sense of personal identity, a critical attitude, and the inclination to be a life-long learner, and so on. These characteristics are consistent with the implications developed from the competency-based curriculum. In the third part, I explored pedagogical activities consistent with existentialist thinking the ultimate goal of which is to create authentic individuals who can take responsibility for being humans. In the conclusion, I discussed how existentialist ways of thinking and teaching call for the science teacher's reflective practices, where the teacher needs to integrate personal and professional knowledge as the situation demands.

• 한국과학교육학회지
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• 제11권2호
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• pp.87-101
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• 1991

Science-Technology-Society curricula have been developed in several countries for the last 20 years. Those curricula were focused on social aspects of science, i.e., value-laden knowledge and scientific enterprise, and society-related scientific and technological issues, i.e., energy, pollution, natural resources. The major teaching models employed in those curricula were problem solving and decision making, which required the following teaching techniques: teacher as a manager, small group discussion, controversy as a motivational force for substantive learning, and sufficient factual information into the discussion. Further researches are to be made to ascertain whether or not the expectations of the curricula might be realized in practice. It was shown that most Korean biology teachers considered the STS-related goal of science education as more important than the other goals. Based upon the findings, some recommendations for development of Korean STS curriculum were made as follows: 1. The contents of the STS curricula are to be organized with the integrated mode; 2. The major teaching models throughout the contents are to be problem solving and decision making. These are considered to provide students with the opportunities to involve in debates on practical issues and to draw consensus from them; 3. Some degree of flexibility should be provided on teachers' implementation of the curriculum in terms of contents, teaching techniques etc.; 4. To increase the practicality of the curriculum, teachers should be involved in the development of the curriculum and the relevant research; and 5. Contents to be included in STS curriculum were suggested by some science educators, but the more systematic study is required in this respect.

• 한국초등과학교육학회지:초등과학교육
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• 제27권4호
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• pp.356-370
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• 2008

The study aims to explore sequence of earth science content in elementary school science curriculum in Korea and the U.S.. The analysis is focused on a) general content structure of earth science part; b) concept relationship between grades in the specific field of 'geology'; c) longitudinal connection of concepts and content in 'geology.' The findings are as follows. First, earth science curriculum content in Korea is structured according to sub-scientific disciplines centering on not science concepts but topics or inquiry activities whereas the U.S. curricular content is organized through integrative earth science topics with basic concepts and sub-concepts. Second, it is a common feature that basic concepts are interrelated to sub-concepts in all grades in both countries. However, basic concepts are scattered all over the grades, presented in a linear pattern in Korea while those are provided together in 3rd grade and repeated with extended concepts in a spiral structure in the U.S.. Last, it is not clear how concepts and content are longitudinally connected between grades in Korean curriculum. On the contrary, concepts and content in the U.S. curriculum have a strong longitudinal connection between grades with conceptual hierarchy. Such results indicate that Korean elementary school science curriculum would limit students' comprehensive understanding of science concepts through grades. The study suggests Korean science content should strengthen interrelationship among concepts as well as longitudinal connection between grades, in order to achieve the ultimate goal of science education, 'scientific literacy'.

• 한국초등과학교육학회지:초등과학교육
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• 제38권4호
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• pp.453-464
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• 2019

In this study, the types of inquiry activities in the $5^{th}$ & $6^{th}$ grade science textbooks according to the 2015 revised science national curriculum were analyzed and compared according to grade level and science area. Science textbooks for elementary school $5^{th}$ & $6^{th}$ graders contain quite diverse types of inquiry activities, which are student-centered inquiry activities. There were comparatively higher proportions of inquiry types such as experiment & observation and simulation, but relatively lower of inquiry types of investigation-discourse & presentation, discussion, expression. Elementary science textbooks are expected to cultivate science key competencies for elementary school students. Considering the science area, the motion & energy, substances, earth & space, and integration areas had the most experiment & observation among activity types, while the life area had the most simulation activities. Even in some area of the 6th grade science textbook, there was little or no data interpretation, discussion, and simulation activities. In order to achieve the goal of elementary science education, science textbooks should be developed considering the revision of future elementary science curriculum.

• International Journal of Knowledge Content Development & Technology
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• 제3권1호
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• pp.31-63
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• 2013

The goal of this study is to improve the competitiveness of professional librarians in society. To this end, we analyzed domestic and international LIS curriculum, determined demand from field librarians through a survey, carried out job analysis by library types, and developed an operating model for LIS curriculum by synthesizing all of these results. Finally, we suggested a course of study for civil service librarians based on this model. As a result, the six required courses for civil service librarians are: Introduction to Library and Information Science, Information Organization, Information Services (Reference and Information Services), Library Management, Information Retrieval, and Field Work. The four core courses for the civil service concentration are: Collection Development, Information Sources by Subjects, Public Library Management, and Digital Libraries. Suggested electives best suited to this career path include Using Web Resources, Information Literacy, Information Services in Culturally Diverse Communities, Library Marketing, Libraries and Cultural Programs, Reading Guidance, Library History, Small Library Management, Studies in Library Buildings, Library Cooperation, Managing Digital Collections, and Information and Communication in a Digital Age.

• 치위생과학회지
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• 제22권2호
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• pp.115-125
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• 2022

Background: In the dental hygiene curriculum, efforts are being made to introduce an integrated curriculum based on the competency of a dental hygienist. Because there is a connection and overlap in learning contents between Dental Nutrition and Oral Biochemistry, which are basic dental hygiene subjects, it is possible to integrate these two subjects. This study aims to derive Nutritional Biochemistry as an integrated curriculum for Dental Nutrition and Oral Biochemistry, and to develop learning goals and competencies for Dental Nutritional Biochemistry. Methods: The learning contents of the integrated curriculum were composed by referring to the contents of the Dental Nutrition and Oral Biochemistry textbooks, and learning goals were derived from the learning contents. Moreover, competency was developed by analyzing the duties of a dental hygienist that can be performed through the learning goals. The Delphi survey was conducted twice to verify the content validity ratio (CVR) of the competence and the learning goal of the integrated curriculum. Results: In the first Delphi survey, the CVR for two competencies was 0.56 or higher. Moreover, it was revised based on expert's opinions, and as a result of the second Delphi survey after the revision, the CVR was either increased or maintained. Eighty-five learning goals were derived by referring to the textbook. According to CVR and expert opinions, after the first Delphi survey, the number of learning goals was reduced to 69. After the second Delphi survey, 68 learning goals were finally derived. Conclusion: The development process of the integrated curriculum conducted in this study can be utilized for integration between subjects in basic dental hygiene.

• 한국문헌정보학회지
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• 제53권2호
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• pp.49-68
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• 2019

초 중등학교에 있어서 교육과정은 교육의 핵심이다. 교육과정은 교육의 목적과 목표, 교육내용, 교육자료 및 교수-학습방법을 규정한 종합적인 교육계획이다. 우리나라를 비롯한 많은 국가에서는 초 중등학교 교육을 위한 국가수준의 교육과정을 마련하고 있다. 우리나라의 경우에는 국가수준의 교육과정은 10차례에 걸쳐 개정한 바 있으며, 현재는 '2015 개정 교육과정'을 적용하고 있다. 한편, 한국도서관협회에서는 2007년에 초 중등학교의 정보활용교육을 위해서 '도서관과 정보생활' 교육과정을 개발하였다. 그러나 이 교육과정은 국가수준의 교육과정인 '2007 개정 교육과정'에 근거하고 있어서 현행 '2015 개정 교육과정'의 구조와 내용체계와는 차이가 있다. '도서관과 정보생활' 교육과정은 '2015 개정 교육과정'의 구조와 내용체계에 맞추어 개정할 필요가 있다. 이에 본 연구에서는 '2015 개정 교육과정'과 '도서관과 정보생활' 교육과정을 비교, 분석한 후에 '도서관과 정보생활' 교육육과정의 개정 방향을 제안하였다.

• 한국가정과교육학회지
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• 제6권2호
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• pp.109-131
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• 1994

This study developed and proposed a lesson plan for the area of “Human development and family relationship”in secondary home economics curriculum. In current educational practice in secondary home economics curriculum, the employed goal and the nature of home economics are neither stated specifically nor closely interrelated. This problem has led us not being able to achieve pursuing goal of home economics education and to employ appropriate teaching methods. In view of this situation, the purpose of this study was to propose a lesson plan reflecting the contents and teaching methods to overcome difficulties and inefficiency in the current practice of secondary home economics education. The theoretical background of the lesson plan was based on the Marjorie M. Brown’s philosophy of home economics which can be summerized as follows: 1. The goal of home economics is to help individuals and families to become autonomous in their own family life and to be more capable of interacting with others in behalf of well-being of the family and of social evolution toward a free society. 2. The characteristics of home economics is conceptualized as practical science and personal service profession. 3. the nature of problems which home economics should deal with is perennial and practial. 4. Practial reasoning composed of historical understanding, critical action, and reflective thinking is appropriate for the previously mentioned goal and characteristics of home economics and for dealing with perennial practial problems. The lesson plan was proposed for one of perennial problem, “How should we understand, create, and maintain our family culture\ulcorner”by employing practial reasoning and teaching models such as “role play”and “classroom meeting.”

• 한국과학교육학회지
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• 제30권8호
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• pp.1075-1083
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• 2010

본 연구에서는 7~9학년 과학과의 2007 개정 교육과정을 중심으로 지속가능발전 내용을 분석하였다. 이를 위해 선행 연구를 참조하여 분석 준거를 개발하였다. 분석 결과 총 25개 단원 가운데 9개 단원에서 지속가능발전과 관련된 내용을 다루고 있었다. 그러나 생물과 지구과학에 지나치게 집중되어 있었고 각각의 주제가 통합되지 못하고 독립적으로 제시되어 있었다. 이에 본 연구는 새롭게 마련되고 있는 차기 과학과 교육과정에 적합한 지속가능발전 교육 내용을 체계화하는 데 기여하기 위하여 다음과 같이 제언하고자 한다. 첫째, 과학과 교육과정의 목표에 지속가능 발전에 대한 진술 및 지속가능발전 교육의 필요성을 명시할 필요가 있다. 둘째, 중학교 과학과 교육과정에 적합한 지속가능발전 교육 내용, 내용 체계, 학습 목표, 교수-학습 프로그램 등을 개발할 필요가 있다. 셋째, 중학교 과학과 교육과정 안에서 자연적(환경적)차원 이외의 다른 차원인 경제적·사회적·정치적 차원에 대한 관심과 배려가 필요하다.

• 한국초등과학교육학회지:초등과학교육
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• 제23권3호
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• pp.192-198
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• 2004

The purpose of this study was to analysis the curriculum for educating and operating the classes of elementary science gifted in Incheon Metropolitan Office of Education. We developed the framework for curriculum content analysis based on the principles of curriculum development for gifted education. The developed framework was applied to the curricula of four classes of elementary science gifted in Incheon. And the needs of gifted students were surveyed in the classes of the elementary science gifted. The results of this study were as follows: 1. The current curriculums of two classes described the goal of the elementary gifted education, but the content and theme of the curricula of three classes were not related to the contents of the 7th national curriculum. 2. The teaching methods used in the science gifted class were mainly a lecture and an experimental activity. and there was little the process of individual instruction. 3. There was not mostly the products as the results of learning because of little performed by a project teaming, an announcement and an exhibition in gifted class. 4. Most of the students of the science gifted class were estimated by the paper tests and observation of the teacher in charge of the gifted class, not by the products and presentation etc. 5. They mostly preferred the theme of everyday life in addition to the textbook, and the instructional type of enrichment teaming and acceleration learning over the grade of themselves. 6. They mainly expected that the curriculum of the gifted class is operated during the semester.