• International Journal of Computer Science & Network Security
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• v.23 no.11
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• pp.32-42
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• 2023

The paper describes the new approaches to the automated analysis of curricula according to the higher education standard. The analysis process is proposed to carry out in two ways: (a) the analysis of completeness and sufficiency of curricula according to the standard of higher education; (b) the comparison of curricula of the same qualification and specialty. The problem of improving the quality of university students' training launches the process of monitoring and analyzing educational curricula and their correspondence to the higher education standard. We developed the rules and methods to compare curricula. In addition, we implemented the automated system of curricula comparison. The paper reveals the use of these methods based on the analysis of the curriculum bachelor level of higher education "Informatics", specialty "Computer science", at the Faculty of Computer Science and Cybernetics of the Taras Shevchenko National University of Kyiv. The findings put towards the idea that the implementation of developed methods as well as the automated system of curricula analysis will improve the educational services by higher education institutions.

• Journal of The Korean Association For Science Education
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• v.8 no.2
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• pp.1-16
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• 1988

Secondary schools in Korea have been faced with several critical problems in their science education. Among them the most fundamental are the problems which involve the development and operation of science curricula. This study had, therefore, its objective to develop the suggestions for sabstantial science curricula of secondary schools. Actually the objectives are trifold as following specific description. ${\circ}$Analysis of the rationale and theory of science curricula. ${\circ}$Status survey of secondary science curricula and identification of the problems in development and operation of the curriculum in foreign and Korean secondary schools. ${\circ}$Development of suggestions for substantial science curriculam of secondary school. In order to attain these objectives the methods of literauare survey. questionaire and interview were used. Through these methods several problems are found and identified. The major findings and problems identified in this study are: ${\circ}$aims, goals, and objectives of science education are not dfferentiated. ${\circ}$the curricula show discipline-centered seleetion and organization of the content:neglect the relationship of science-technology-society and life-world context. ${\circ}$shortage of weekly instructional hours for science subjects. Other findings and problems are described and the descriptions of the suggestions for substantial curricula are followed at the end of this paper.

• Journal of The Korean Association For Science Education
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• v.11 no.2
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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.

• Hwankyungkyoyuk
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• v.15 no.2
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• pp.49-60
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• 2002

This is a comparative study on environmental education curricula in the forest sciences of korean and german universities. The purpose of this study is to identify the developmental process, structure and content of environmental education(EE) explained by the forest sciences curricula from the two countries and to offer a simultaneous comparison, focusing on the four social variables and seven criteria of comparability in environmental education curricula. For the purpose of this study, the cross-disciplinary approach of George Z. F Bereday was employed. Environmental education curricula of two countries was analysed in the social context through the four phases of comparative procedure; the description, interpretation, juxtaposition and comparison. EE has been taught in the forest sciences of Korea and Germany since the middle 1990s. In forest sciences of two countries, EE was developed in relation to social needs and considered as a form of forest policy. Both korean and german forest sciences curricula include EE for the students to understand the theories and practices of EE as the application of the forest science. In process of EE, the students of two countries develop EE programs. German curricula have more seminars and practices than korean curricula. And various experts participate in education programs. The forest sciences of Korea focus on Environmental Interpretation which raises the quality of visitors' experiences in forest recreation. Contacting with nature(lived experiences) is a important factor in Korean EE. On the other hand, the forest sciences of Germany focus on forest education as a form of public relations and also as a form of EE. In Germany, there are various approaches to forest education; philosophy, ethics, psychology, natural science, forest policy, forest history, education and so on. Forest education includes the multiple levels.

• Journal of Korean Academy of Nursing
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• v.32 no.1
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• pp.100-113
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• 2002

This study was designed to analyze the nursing curricula in graduate programs and suggest the direction of future nursing curricula. Thirty-two nursing curricula for a master's degree and fifteen curricula for a doctoral degree from general graduate programs, fifteen nursing curricula for a master's degree from fifteen educational graduate programs, eight nursing curricula for master degree from eight out of twelve public health graduate programs, three nursing curricula for a master's degree from three administrative graduate programs, and four nursing curricula for a master's degree from four clinical nursing graduate programs, were analyzed. Consequently, It was hard to find a clear difference between the educational goals and objectives, the subjects open in nursing curricula for a master's degree and those for a doctoral degree of graduate programs. The educational graduate programs, public health graduate programs, administrative graduate programs, and clinical nursing graduate programs, each program showed ittle different in each educational goal and objective. However, because the various kinds of subjects open in each program were not based on the core curricula, the quality of the nursing curricula need to be evaluated and develope　the curricula to difference are the goal and objective. Accordingly, future studies need to be focused on developing core nursing curricula reflecting the characteristics of each graduate program.

• Journal of Engineering Education Research
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• v.25 no.6
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• pp.47-57
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• 2022

This research aims to examine the relationships between empathy and attitudes toward curricula integration of engineering students. To achieve this goal, first, differences in empathy and attitudes toward curricula integration among engineering students were examined. Second, the effects of attitudes toward curricula integration, as perceived by engineering undergraduate students, on empathy were explored. A total of three hundred and two engineering undergraduate students from three universities in Korea responded to survey based on a two-variables scale. The findings were that, firstly, a positive correlation among sub-factors of empathy and attitudes toward curricula integration was identified. Secondly, attitudes toward curricula integration could explain about 12% of empathy. The practical implications of these findings are discussed herein, with particular attention on education for promotion of empathy for engineering students.

• Journal of the Korean earth science society
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• v.42 no.4
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• pp.470-475
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• 2021

This study aimed to explore alignments among three curricula based on the contents of the university level curriculum. The 2015 revised curriculum, International Baccalaureate(IB), and Next Generation Science Standards(NGSS) were selected for this study, and a college textbook was analyzed to compare the curricula. As the age groups studying the curricular were different, we reorganized them according to school ages prior to conducting the study. The results of the analysis were: first, the contents of the 2015 revised curriculum did not sufficiently elaborate on the natural hazards related to humans, unlike the university level, IB PYP, and NGSS curricula. Third, there are different ways of introducing scientific vocabulary curricula, meaning that the number of scientific vocabularies in the 2015 revised curriculum was less than that in the IB, PYP, and NGSS.

• Journal of Korean Academy of Nursing
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• v.48 no.5
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• pp.497-505
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• 2018

Purpose: This study aimed to examine changes of empathy levels of nursing student in two different curricula structures, one called "traditional" and the other called "integrated" curricula. The study was a longitudinal design to follow a cohort of nursing students to examine the magnitude of changes in empathy in their education years. Methods: The study was conducted in a public school of nursing giving a baccalaureate degree, which had a fundamental change in their curricula. In all, 81 students from the traditional curricula and 66 students from the integrated curricula completed the study, and data from a total of 147 students were analyzed between 2003 and 2008. The Empathic Communication Skills Scale and the Empathic Tendency Scale were given to the students in the beginning of their freshman year and at the end of the fourth year just before graduation. Results: Although both of the curricula were seemed effective at improving empathic skills of students, especially the scores of students who completed the integrated curricula were higher than the scores of the other group attending the traditional curricula (p<.05). However, the empathic tendency scores of students in both curricula decreased at the end of fourth year. Conclusion: Although undergraduate nursing curricula either traditional or integrated improved empathic skills, it seemed that integrated curricula were more effective than traditional curricula in increasing empathic skills. The more hours and more experiential methods contributed to improved empathy. The decrease in empathic tendency requires further attention of educators and nurse managers.

• Communications of Mathematical Education
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• v.22 no.1
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• pp.13-26
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• 2008

By analyzing 21 elementary mathematics curricula of university attached science education institutes for the gifted in Korea, we give some basic and useful data that can be useful to develop better curricula for elementary mathematics curricula for the gifted in the future.

• Journal of Korean Library and Information Science Society
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• v.40 no.2
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• pp.409-427
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• 2009

The purpose of this paper is to trace the changes in the curricula of the Departments of Library and Information Science in the past fifty years. Under the assumption that the education for librarians is supposed to be changed by the influences of the various surroundings, the curricula in the 1960s, 1980s and 2000s of the Departments are analyzed. The past data were collected by literature searches and the present ones on the homepages. It was found out that there have been many changes along with constancies in the curricula. The results are interpreted and some recommendations are suggested.