• Journal of Families and Better Life
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• v.22 no.2
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• pp.59-67
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• 2004

As we enter into the 21C, it is important to reassess the knowledge and skills that are necessary for individual consumers and consumer professionals to be able to function efficiently in the rapidly changing society, and also to develop teaching tools fit to enhance the teaming of such knowledge and skills. The Purpose of this study is three-folds: 1) to identify key competencies necessary in the 21C consumer education, especially in higher education institutions, 2) to suggest 'experiential learning' as an ideal pedagogical tool for consumer education in the 21C century, and 3) to provide an example from an undergraduate classroom in the U.S. that applies 'service learning' as a teaching tool in a consumer studies curriculum. Discussions about the potentials for expanding this learning strategy are also provided.

• The Journal of Korean Academic Society of Nursing Education
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• v.3
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• pp.26-33
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• 1997

Problem-Based Learning(PBL) is at the forefront of educational reform. The acceptance of PBL as an educational approach with wide application represents a major change in thinking about educational processes and their relationships to the wider community. In 1969, PBL as a method was introduced at the Medical School of McMaster University in Hamilton, Canada. The most important advantages in PBL are acquiring knowledge that can be retrieved and applied, learning to learn(self-directed learning) and learning to analyze and solve Problems. PBL is widely used within the sector where it had its origin, namely health profession education. A generally accepted starting point in the development of a problem-based curriculum is the set of professional competencies of future graduates, which describe the typical problems professionals have to deal with. Formulating learning objectives highly depends on the format and content of the presented problems. Contrary to that, in a classic course in higher education, it is customary that teachers express objectives in a compulsory subject matter. Curricula which advocate problem-based learning generally use case studies in the form of paper cases, simulations and real patients with the intention of stimulating classroom discussion of clinical and basic science concepts within a problem-solving framework. One goal of using paper cases is to stimulate the learning of basic science within a clinical situation. Through self-directed study the students solve problems and explore the psycho-social dimensions within the cases. The general outcome based on the program evaluation research of PBL is that PBL students respond positively about the learning experience. In summary, PBL is a curriculum design and a teaching/learning strategy which simultaneously develops higher order thinking and disciplinary knowledge bases and skills by placing students in the active role of practitioners(or problem solvers) confronted with a situation(ill-structured problem) which reflects the real world.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.429-437
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• 2020

This study investigated a total of 529 integrated science teachers' implementation and changes to apply the curriculum-instruction-assessment. Data was collected through online survey on scientific competencies and skills, teaching-learning and assessment methods, changes of teacher's preparation, topics/materials, teaching-learning, and assessment to apply the curriculum-instruction-assessment as teaching integrated science. The results of the study were as follows: first, in the integrated science class, teachers implemented more on scientific communication and scientific inquiry among scientific core competencies, and analysis and interpretation of data collection and communication among scientific skills. Teachers often taught in lectures and used multiple choice items and short essay for evaluation. Teacher groups with less than 10 years of teaching experience appeared to be less active in teaching scientific core competencies and skills than those with more than 10 years. Second, Teachers have increased more time and efforts to search and to organize various materials in addition to textbooks, and try to integrated concepts in various fields to prepare learning topics and textbooks. Third, even though teachers made little change in implementing the process-oriented assessment, they used instructional strategies to increase student engagement in the integrated science class, restructured the instruction to provide immediate feedback after conducting the assessment. It is necessary to build a system that ensures fairness and credibility of evaluation while respecting the autonomy and professionalism of teachers.

• The Journal of Korean Medical History
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• v.36 no.1
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• pp.89-98
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• 2023

This study aimed to review trends in Korean medical education research from 2003 to 2022. A total of 60 studies were identified, with an increasing trend in publication numbers. The research topics covered various aspects of Korean medicine education, including curriculum, basic science, clinical science, teaching methods, history, and international comparisons. Text mining analysis revealed "Curriculum", "Satisfaction" and "Clinical" to be frequent terms. The study suggests that Korean medicine education research should continue to develop, given its broad scope and growing interest.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.21-28
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• 2016

As the Programming education is organized in Elementary Education Curriculum by the 2015 Revised Curriculum, The study of teaching and learning methods are needed. In this study, we applied the Pair Programming in programming teaching and learning methods that can be applied at Elementary school level. The result of applying creative problem solving ability of the proposed teaching strategy appeared significant difference. Also it showed that a significant difference in the effectiveness of the completed programs and The Gap between Men and Women.

• Journal of Science Education
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• v.38 no.1
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• pp.29-40
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• 2014

The new paradigm of the 21st Century science education explores a wide range of possibilities that can foster students' interest toward science and creative convergence thinking. The purpose of this study was to utilize science visual media that can improve students' scientific creativity and artistic sensibility. Curriculum reorganization can be one solution for the primary convergence science teaching and learning strategies using science visual media. Through a new and exciting experiment to a various science visual media such as science picture, TV film, movie, UCC, etc., we hope this teaching and learning strategy can increase the students' scientific interest and attitude.

• Smart Media Journal
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• v.12 no.5
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• pp.88-101
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• 2023

As the definition and role of design changes over time with the times and society, design education needs to update teaching methods to match it. The course design in this study began with an optimisation of the learning model based on previous research and analysis, followed by in-depth interviews, the application of the interview results to the final curriculum design, and finally a questionnaire to verify the positive effects of this teaching model. This teaching model has been applied to teach a pilot class in a university of applied sciences in China. The main characteristics of the course design are Project-Based Learning (PJBL) oriented, team cooperation centric, and an educational model developed based on peer assessment. In every stage of the UI design course, realistic project simulations are adopted, enhancing students' abilities through practical experience, teamwork, and peer assessment. The innovation lies in validating the effectiveness and advantages of this model at every stage of the UI design course, innovating existing teaching methods, optimizing learning models, and combining practice with evaluation. This research found that a project-oriented team course design based on PJBL has a high degree of effectiveness and relevance in each stage of the UI design course, significantly improving students' overall competence. It is expected that the results of this study can be applied in various ways to the course design of the courses that similar to design majors.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.386-400
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• 2003

This paper presents an analysis of the Developmental Approaches in Science, Health and Technology (DASH) program, a K-6 curriculum developed by the Curriculum Research & Development Group (CRDG) at the University of Hawaii employing the curriculum analysis framework created by Posner. Using this framework the analyst found that the DASH design is based on the research on learning, teaching, and assessment now driving efforts to reform science education at the elementary level. DASH embraces the constructivist idea that learning is a personal and social process and the recapitulation model that new concepts are built out of theories previously learned. DASH provides an understandable, exciting, and memorable experience in the operations of science, health, and technology, and develops their capacity to use the skills and knowledge of science, health, and technology both in and outside school. A number of studies of DASH have examined its functionality, effectiveness of pedagogy and what students learn. The innovative nature of DASH necessitated a multidimensional assessment that included both quantitative and qualitative research techniques. Ongoing development of the DASH program in the research setting of a university laboratory school permits ever deeper connections with emerging curriculum theory and curriculum practice, and allows new linkages as ideas are tested in research classrooms.

• Journal of Preventive Medicine and Public Health
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• v.39 no.4
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• pp.293-301
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• 2006

The preventive medicine learning objectives, first developed in 1977 and subsequently supplemented, underwent necessary revision of the contents for the fourth time to create the fifth revision. However, the required educational contents of health promotion and disease prevention have been changed by the new trends of medical education such as PBL and integrated curriculum, the rapid change of the health and medical environment and the globalization of medicine. The Korean Society of Preventive Medicine formed a task force, led by the Undergraduate Education Committee in 2003, which surveyed all the medical colleges to describe the state of preventive medicine education in Korea, analyzed the changing education demand according to the change of health environment and quantitatively measured the validity and usefulness of each learning objective in the previous curriculum. Based on these data, some temporary objectives were formed and promulgated to all the medical schools. After multiple revisions, an almost completely new series of learning objectives for preventive medicine was created. The objectives comprised 4 classifications and 1 supplement: 1) health and disease, 2) epidemiology and its application, 3) environment and health, 4) patient-doctor-society, and supplementary clinical occupational health. The total number of learning objectives, contained within 13 sub-classifications, was 221 (including 35 of supplementary clinical occupational health). Future studies of the learning process and ongoing development of teaching materials according to the new learning objectives should be undertaken with persistence in order to ensure the progress of preventive medicine education.

• Journal of the Korean Society of Physical Medicine
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• v.13 no.2
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• pp.97-107
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• 2018

PURPOSE: This study investigated the job-centered curriculum in the Department of Physiotherapy at the University of Brighton, England, to examine NCS (national competency standards) curriculum in physiotherapy. METHODS: The researcher visited the University of Brighton from September 2015 to May 2016 and conducted interviews with faculty members. Data were collected through the university's website and the Chartered Society of Physiotherapy. RESULTS: The undergraduate program is a three-year program and with a module system. There is a course leader for each module. Each grade requires 120 credits (10 hours per credit) and credit hours can be earned through lectures, tutorials, practical sessions, self-directed e-learning, group work, inter-professional classes, and seminars. Clinical placement is carried out six times during 3 years, for a total of 32 weeks, 35 hours per week, 1120 hours in total. Students are enrolled as a student members of the Chartered Society of Physiotherapy and are covered by professional liability insurance during clinical placement. The Center for Teaching and Learning holds regular workshops to discuss curriculum and module design, conduct course reviews, and review student assessment and feedback. All courses at the university must be approved, monitored annually, and re-approved every 5 years. CONCLUSION: This study can contribute to the development and operation of the NCS physiotherapy curriculum, as well as to the development of modules and assessment tools related to the application of this curriculum.