• English Language & Literature Teaching
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• v.10 no.1
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• pp.153-178
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• 2004

The purpose of the present study is to develop several types of English teaching/learning models in view of cross-curricular approach in Korean elementary school. Brewster(1992)' model is suitable for younger children as well as the 1st or 2nd graders. For 3rd or 4th graders, Halliwel1(1997)' model seems more proper type in Korean EFL situation. There has been studying for cross-curricular approach in elementary English education. Many studies has recently focused the characteristics of elementary students by cognitive and psychological perspectives. Among them, Park(1996)'s research talks about the elementary school students. Han(1996)'s research based on the notion of applied to other subjects. Kim(1999)'s also emphasized the importance of linking other subjects. Kim(2003) argued the need of integrating English with other subjects. The elementary education as the National Common Basic Curriculum(NCBC) has the essence of cross-curricular approach, so the English education will be linked with other subject matters more and more, not just as for Communicative function based English education but as both content and function based subject matter.

• School Mathematics
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• v.2 no.1
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• pp.73-95
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• 2000

In this study, on the basis of the seventh national mathematics curriculum, the achievement standards were developed to specify the objectives and contents of teaching-learning at the first and second elementary school mathematics. The assessment standards were also developed to differentiate students’ levels of achievement with ‘high’, ‘mid’ and ‘low’ categories. Furthermore, this stuffy suggested the exemplary test items including short-answer and open-ended questions while putting emphasis on students' real performance to increase their ability in solving problems rather than in calculating. In addition to the test items, it introduced the grading system developed to grade the items with concrete guidelines and to report students' achievement on doing mathematics.

• Journal of the Korean Society of Clothing and Textiles
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• v.34 no.2
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• pp.371-384
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• 2010

This research investigates the historical changes of the educational system for the clothing departments at vocational high schools. According to the growth of the fashion industry, employment potential in the clothing departments of the vocational high schools, numerical changes in the educational statistics, and curriculums were investigated by papers, reports, and statistic data. The statistic data were derived from the 'Center Educational Statistics and Information', 'School Information' (Hak-gyo Alimi), 'Korean Statistical Information Services' and internet home pages of vocational high schools. Technical service workers that graduate from clothing departments and vocational high schools have limited competitiveness in a thriving fashion industry field. Highly developed fashion industries require more professional workers in fashion design, fashion marketing, and fashion materials. Compared to 1994, when 35 classes were conducted in 5 vocational high schools, 69 classes are now conducted at 15 schools. They have over 2,000 students and produce over 600 graduates. However, 222 credits of the $1^{st}$ curriculum in 1958 went down to 82 credits in the 2007 revised curriculum to complete the credits of clothing departments. The 15 courses of the 1st curriculum fell to 5 courses in the 2007 revised curriculum on the number of major subjects. It is a fundamental problem that major courses in clothing education have been excessively reduced despite the demand for of highly specialized workers in the fashion industry. In the view of operating conditions of those schools, there were several problems such as the wide gaps in the curriculum, limited equipment, the supply of teachers, and counseling on the choice of college or a career. In conclusion, the following measures are required: 1) the increase of complement credits in major subjects and renovation of curriculum, 2) national substantial support to change the social circumstance concerning vocational education and occupational consciousness, 3) operation of credit approving systems in universities and colleges for students that have completed the same courses at vocational high schools, 4) designing realistic programs for vocational education and cooperation systems with corporate enterprises.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.791-797
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• 2019

In this study, we investigated the influences of Integrated Science and Science Inquiry Experiment developed under 2015 Revised National Science Curriculum on students' interest in science, scientific attitude, views on STS, and the nature of science (NOS). 223 tenth graders in Seoul metropolitan area participated in this study. We conducted the survey prior to and after the Integrated Science and Science Inquiry Experiment course using same instruments and compared the results of the pre-test and post-test. The analyses of the results reveal that there were significant improvements in the scores of the pre- and post-test on the interest in science and scientific attitude. In the case of views on STS, there were significant improvements in items related to science research ethics, however there were no significant differences in the remaining items. Also, there were no significant differences in the scores of the pre- and post-test on views on NOS. On the bases of the results, we discuss educational implications and suggest further studies.

• The Korean Journal of Emergency Medical Services
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• v.17 no.3
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• pp.115-137
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• 2013

Purpose: The purpose of this study was to investigate the extended job of paramedic after the 1st job description in 2000 by the National Health Personnel Licensing Examination Board. Methods: This study was carried out from May 2012 to July 2013 on the Developing A Curriculum (DACUM) method to analysts 330 responses among 400 questionnaires (response rate 82.5%) after analysing 30 pilot questionnaires. In order to enhance validity and reliability of this job description, 2 job analysts in universities and 10 EMT-Paramedics in hospitals and fire stations were recruited. Results: There were differences between 166 (year 2000) and 240 (2012) in task element. There were higher answering at triaging patient(2.64 frequency, 4.15 importance), calling for help(2.68 frequency, 4.07 importance) in disaster emergency care. There were higher answering at measuring vital sign (3.95 frequency, 4.22 importance), measuring ECG(3.84 frequency, 4.14 importance), wound care(3.48 frequency, 3.86 importance), bleeding control & wound care(3.46 frequency, 3.86 importance), applying $O_2$(3.40 frequency, 3.94 importance) in physician assistant. Conclusion: Scope of extended practice as a physician assistant in hospital setting recommended us to replace the present curriculum and national exam with new curriculum and national written & skill test.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.413-423
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• 2011

Programming education has the favorable influence on creative logical thinking and problem-solving ability of students. However programming has not been actively taught at the elementary schools. One of the causes is the lack of systematic curriculum. In this paper, we design the curriculum for 'Understanding of Information Processing' in revised ICT educational guidelines using the educational programming language Scratch. We propose curriculum that consists of 4 lessons for 1st and 2nd graders, 5 lessons for 3rd and 4th graders, and 6 lessons for 5th and 6th graders to lesson the cognitive load, and present the instruction plans. Selected group of experts verified our proposed curriculum and instruction plans. According to verification results, we can conclude that almost the area including the targets, educational factors, learning content, amount of learning, instruction plans are appropriate. The curriculum proposed in this paper can help the elementary students learn programming efficiently, and develop their logical thinking, problem-solving ability, creativity, and information processing ability.

• Journal of Technologic Dentistry
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• v.25 no.1
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• pp.203-218
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• 2003

The 3 year graduate school course of the dental technician, which has been enforced since 1994 till the present date, differs from the currently existing 2 year graduate course because of an 8 weeks clinical field training course being newly executed and an imposed curriculum about manufacturing specialized prosthetics like all-ceramic, double prosthetic technology, attachment, and implant. Even though nearly 10 years have passed, the education program of the 18 colleges have still not been standardized and the subjects differing a little, while some are still not following the 3 years graduate course. The goal of this research is to emphasize the qualities of the 3 years graduate program and enable the dental technician to handle clinical models in the dental technical clinic right after graduation by adding clinical field training in the dental technician education program of the 18 colleges. Also in accordance to a national and international increase in esthetical prosthetics, credits, weekly study hours, education practice time of specialized prosthetic dental technology can be analyzed as follows. 1. In the year 2003, currently colleges start clinical practice education starting from the 1st semester of the 2nd year junior year, to the 2nd semester of 3rd year the varying in time with adequate class time, and credits. The average credit is 9.56, and weekly average class time is 18.00 hours. later clinical trainee education will be adjusted to the 3 year graduate school course to 10 credits and 20 hours and the adequate education period should be the 2nd semester of 3rd grade when most basic clinical education has been covered. 2. Currently in the year 2003, all-ceramic education has an average credit of 8.01 in 17 colleges with an exception of Ma-san college. The weekly average theoretical education is 4.94 hours, weekly clinical education of 7.88 hours and currently in 14 colleges porcelain technical class usually starts in the 1st semester of the 2nd year. All-ceramic education is thought to have adequate credits, timing, and weekly study hours. 3. Currently in 2003 implant education is enforced in 11 colleges including Bu-san Catholic university and the education period is usually in the 3rd year. Out of the 11 colleges, only Bu-san Catholic univ., Ma-san and Shinheung college have practice training classes. We knew that Shingu, Dongu, Mokpo science colleges have practice training as a curriculum, namely specific prosthetics laboratory. Out of the 9 colleges enforcing implant education the average credits taken are 2.56, and the average hours of weekly theory education is 2.14, but with the exception of Shinheung college which has an implant practice training course theory and practice classes are not divided. Therefore implant education is thought to start in the 3rd year as a 3 credit course with 3 hours of theory and practice each. 4. Currently in 2003, theoretical attachment education is given in 15 colleges and including practical training it is given in 10 colleges. The education starts 1st semester of the 2nd year till the 2nd semester of the 3rd year. The average credit of attachment theory education in the 15 colleges was 3.64, the average weekly theoretical education was 2.64, and the average weekly practice training out of the schools teaching it was 3.20. Later attachment education is thought to start the 1st semester of the 3rd year as a 3 credit course with 2 hours of theory class and 3 hours of practice training. 5. Double prosthetic technology is currently carried out in Dae-jon Health Science college(2nd year 2nd semester, 2 credits, theory 2hours), Gimcheon college (1 credit, 2 hours of practical training), Bu-san Catholic university (4th year 2nd semester, 4 hours of theory. practice). When the 3 year course is enforced, education will start 1st semester of the 3rd year with 2hours of theory and practice each. 6. The newly installed programs of the 3 year education is clinical field training, and specialized prosthetic manufacturing practice like all-ceramic, double prosthetic technology, attachment, and implant. If such education is to be effectively managed, a primary precursor as systemic basic clinical education is thought to be important. 7. Nationally in the 18 colleges of dental technology the currently executed curriculum course had varying subjects, class time according to the subject, and credits by each college. The curriculum difference between the colleges must be settled.

• Journal of Creative Information Culture
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• v.7 no.1
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• pp.43-52
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• 2021

In this paper, the necessity of independent operation of information curriculum was suggested by analyzing the changes and problems of elementary school information curriculum. Also, a plan was suggested to organize autonomous subjects for autonomous activities so that information education can be independently operated in elementary schools. Autonomous activity is an extension of the concept of creative experience activities, and refers to an educational activity time in which autonomous courses or various educational activities can be freely operated by reflecting the needs of students and parents or the characteristics of the school. It means a subject that you choose to run or do not have to choose. In the case of running an independent curriculum using the discretionary time of the principal, such as voluntary activities, the "safe life" of the 1st and 2nd graders in the 2015 elementary school curriculum and the 7th junior high school curriculum operate elective courses in subject discretionary activities. One can be found. Therefore, if information education in elementary schools can be organized and operated as autonomous subjects, at least students who want to learn artificial intelligence, coding, and big data will have an opportunity to learn in public education.

• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.55-66
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• 2009

The purpose of this study is to assist understanding the integrated subjects and to obtain implications required on the actual operation of curriculum by analyzing content elements and basic inquiry activities in the revised "wise lift" curriculum 2007. The result of this study is as follows. First, the formation of elements in contents of "wise life" deals with the passage of time based on changing seasons, myself and family in the 1st grade and the concept of space based on home and a village in the 2nd grade. Six main subjects and twelve activity subjects are presented per each grade. Second, number of activity subjects and content elements are reduced as compared with 7th curriculum so that the responsibility of operating classes based on activities is reduced and the purpose of rationalizing contents is somewhat fulfilled. Third, eliminating a relevant domains decisively when presenting the activity subjects assures the identification and purpose as the integrated subject focused on inquiry activities. Fourth, the result of analyzing the course-relevance on content elements shows that the allotment per each domain and course is less considered but the relevance of social studies is higher regardless of non-course characteristics as the integrated subject. Fifth, according to the component ratio of basic inquiry activities, 'Observing' and 'Debating' were presented as the most essential activities, and 'Measuring' and 'Making' were relatively low. By considering characteristics of course requiring balanced and various experiences of inquiry activities, additional discussions are required on appropriateness of the component ratio. Sixth, 'Observing' was increased and 'Debating' and 'Making' were decreased on the main activities in this revised curriculum as compared with 7th curriculum.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.549-562
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• 2023

The current society is in the VUCA era, where various risks produced by humans are spread along with the development of science and technology. There is a need to increase the level of risk literacy of citizens to strengthen their daily preparedness to respond to these risks. For this on, it is necessary to reconsider the role of science education so that risks can be perceived and responded to scientifically and objectively. Accordingly, in order to investigate the role of science education in a risk society, this study reviewed the history of risk perception and response related to science and analyzed its characteristics. In this process, perception and response to risks arising from blood pressure were analyzed in three contexts (historical context, curriculum context, textbook context). For historical context, journals registered in SCIE were selected as research subjects among journals where research related to the history of knowledge of the heart and cardiovascular system was conducted. Papers with the keywords 'hypertension' and 'history' were selected from the journals, and changes in perception and responses related to blood pressure were compared and analyzed by period. The curriculum context is analyzed from the 1st national curriculum to the 2022 revised curriculum, and content elements and achievement standard related to blood pressure were compared and analyzed. It was confirmed that risks arising from blood pressure were not included from the 1st to the 6th national curriculum, and that risks arising from blood pressure were included from the 7th national curriculum (excluding the 2009 revised curriculum). For the textbook context, the 7th national curriculum BiologyⅠ, the 2015 revised curriculum Life ScienceⅠ, and Health were selected, and through text mining, keywords that representing curriculums and textbooks were selected, and the presentation of risk perception and response was analyzed based on the keywords. And by analyzing the figures and tables presented in the textbook, the characteristics of risk perception and risk response were derived. This study is meaningful in that it was able to confirm the role of risk perception and response in science education.