• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.105-128
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• 2013

One of the biggest changes in 2007 Curriculum Revision is introduction of letter, equation, direct proportion and inverse proportion in fifth and sixth grade of mathematics. The purpose of this study is to provide some implications about teaching-learning method for introduction of letters, teaching and learning activities of equation between the 6th Curriculum and 2007 Curriculum Revision. The below conclusions were drawn from findings obtained in this study. First, the letter and expression were learned in fifth and sixth grade until 6th Curriculum and were learned in seventh grade in middle school of 7th Curriculum. But letter, equation are introduced in 2007 Curriculum Revision again. The overall contents of letter and expression were learned on the 'Relationship' domain in the 6th Curriculum, it were learned on the 'Letter and expression' domain in the 7th Curriculum and is learned on the 'Regularity and problem-solving' domain in the 2007 Curriculum Revision. Second, teaching method of these contents was to promise some definitions at first and then to solve exercises in the 6th Curriculum. But leaning was forced to improve student's problem-solving in the 7th Curriculum. To reduce student's pressure offers at a minimum mathematics terms and to provide problem situations to students who contact daily, it is emphasized on learner's communication in the 2007 Curriculum Revision. We want to be easily connected elementary mathematics and higher mathematics through this study about letter, equation. We recognized how we teach the letter and expression to reduce misconceptions and draw a transition from arithmetic thinking to algebraic thinking and want to be continue of another studies.

• Communications of Mathematical Education
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• v.21 no.3
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• pp.361-384
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• 2007

In Korea, mathematics education of 1-6 grade students has been taken according to the 7th national mathematics curriculum, which was renovated by the Ministry of Education and Human Resources Development announcement in 1997. The education of probability and statistics has been carried out as a part of this curriculum. We analyze the contents of probability and statistics in 1-6 grade mathematics textbooks and propose the solutions about the problems on the contents of probability and statistics.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.39-51
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• 2008

There exist many differences between the revised Informatics curriculum in 2007 and the current Informatics curriculum in junior-high school. The revised Informatics curriculum emphasized on the computer science principles and problem solving ability instead of the application program usage. Since the revised Informatics curriculum introduces a new section called 'Problem-solving methods and procedures', which is not included in the current computer curriculum, the development of achievement standards and assessment standards were needed in this section. This paper developed the achievement standards and assessment standards in 'Problem-solving methods and procedures' section in order to give the guideline of the teaching strategies and evaluation methods in the revised Informatics curriculum.

• Journal for History of Mathematics
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• v.22 no.1
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• pp.111-124
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• 2009

In this paper we check over some problems in College Scholastic Ability Test(CSAT) Mathematics section and propose some methods to improve the CSAT Mathematics section. CSAT has been changed several times with the change of the school curriculum. A Mathematics amended curriculum will apply in 2009 and we have to reorganize the system of CSAT. We investigate the changes in school curriculum and system of CSAT. Also we make a comparative study of the range of possible questions of CSAT with those of SAT and foreign national entrance exam for college.

• Education of Primary School Mathematics
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• v.11 no.2
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• pp.95-103
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• 2008

The 7th national mathematics curriculum was revised in 2007. According to the revision curriculum, new texts and guides are developed and will come into effect for elementary and secondary school in 2009. Some contents are shifted and also newly added at the revision curriculum. This paper analyzed the gap between the revision and the 7th national mathematics curriculum based on the shifts in contents, and investigated on the difficulties that some graders probably will undergo owing to shifting the contents between grades. As a result, several important problems were found in some graders between the revision and the 7th national mathematics curriculum. In particular, some graders could not have a chance to learn some mathematical concepts without another lesson plans. For some graders, special lesson plans and supplementations are required. The brief summary of these supplementations as follows: ⅰ) For entering students in 2005, the supplementations about equations and direct proportion and inverse proportion should be needed at the 6th grade in 2010 or at the 7th grade in 2011. ⅱ) For entering students in 2006, the supplementations about estimations and correspondence should be needed at the 4th grade in 2009 or at the 5th grade in 2010. And the supplementations about the relation of fractions and decimals and the ratio should be needed at the 5th grade in 2010. ⅲ) For entering students in 2007, the supplementations about the addition and subtraction of time using second unit and the addition and subtraction of weight should be needed at the 3th grade in 2009 or at the 4th grade in 2010.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.42-50
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• 2012

The Purpose of this study was to analyze STS contents in elementary school science textbooks according to 6th, 7th and revision 2007 national curriculum. The contents of STS were analyzed by the STS elements of Yager and the STS topics of Piel's standard. Major findings from the analyses are as follows: (1) The STS contents in the science textbooks of the 6th curriculum took up 13.7% and increased to 18.3% in the 7th and 19.0% in the revision 2007, which showed that the textbooks followed the goal of the national curriculum faithfully. (2) Based on the STS elements by Yager's standard, most of STS content is focused on 'Application of science', 'Social problems and issues' and 'Local and community relevance'. (3) Based on the STS topics by Piel's standard, most of STS contents are focused on 'Effect of technological development' and 'Society of science'. These results indicate that recent STS education trends are reflected on the 6th, 7th and revision 2007 textbooks well. However, it is suggested that some improvement is needed, such as diversification of topic.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.37-60
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• 2007

This study has been historically reviewed the clothing and textiles education through references. The clothing and textiles education had been informally offered as a part of household skill, skill of daily life and home skill before the law of school education was established. Therefore, we have reviewed the changes in the clothing and textiles education by separating the prior period between the end of the old Korea and the liberation in 1945, from the later period from the liberation up to now. And also contents of clothing and textiles education between before and after the revision of the 7th curriculum were compared and analyzed. The clothing and textiles education had put emphasis on sewing, handicraft and household during the prior period from the end of the old Korea to the liberation, but after liberation, it became involved in Home Economics Education. The number of classes and the contents of clothing and textiles education had been increased and deepened from the 1st term to the 5th term of curriculum. In particular, the 4th and 5th term of curriculum became a turning point where home life section was intensified. Even though the number of classes was reduced during the 6th term of curriculum, with increase in target school grades for this education, and Home Economics in the middle school remained an independent subject matter. However, during the 7th term of curriculum, Technology-Home Economics Education in the middle school courses led to losing independent subject name and shrinking its contents. Through the revision in the 7th curriculum, the clothing and textiles education achieved great improvement and progress by gaining balance in distribution of contents among school grades and balance between theory and practice. However it still remains as an issue to be more studied and resolved how well the contents are matched with the interests and attention of students. We need to consider and reflect request of students under learner-centered curriculum. Considering enormous changes in the environment surrounding the clothing and textiles education, it is crystal clear that the gap between existing contents of education and teaching methods and our real life will be widened. Because students' perceptions of value have been diversified, it is our task to develop better contents and learning system in order to help students have interests, attention and desire in clothing and textiles life in line with social needs for desirable clothing and textiles education.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.37-50
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• 2015

The purpose of this study was to analyze the core content of consumer area from 1st to 2009 revised middle school Home Economics textbooks with the aim of proposing guidelines. An in-depth content analysis was conducted twenty two Home Economics textbooks that have been used in middle schools, beginning with the first curriculum until the revised 2009 curriculum with word cloud. The major findings of this study were as follows; First, the first period of the textbooks emphasized thrift-related concepts such as budgeting and saving money. The second and third period in Home Economics textbooks focused on household work and resource management. From fifth period, the content of textbooks were emphasized learning how to find relevant information and making rational decisions as a consumer. The 2007 revised and 2009 revised period in Home Economics have focused on rational decision-making by adolescents, while taking into account environmental considerations. The content of textbooks now introduces students to the notions of ethical consumerism and eco-friendly consumption across domains such as clothing, food, and housing. The curriculum and content of textbooks in Home Economics should emphasize the concepts related to ethical consumption.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.203-219
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• 2016

The purpose of this paper was analyzing the contents of life science area in elementary science textbooks according to Korean science curricula change to get suggestions for the advancement of science curriculum. The framework of content analysis was developed by revising TIMSS 2015 life science evaluation framework. The results of this research were as follows: 'The differences of living things and non-living things appearing in the first grade mostly were not included in the 1st, the 6th and the 2009 revised curricula. Contents emphasizing rural life were appeared from 'Teaching themes period' to the 2nd curriculum period, disappeared from the 3rd curriculum period until the 2009 revised curriculum. Contagious disease was emphasized in all elementary grades in the 1st curriculum period, which reflected a social phenomena emphasizing health and hygiene after the Korean War. Mostly fungus was included until the 7th curriculum period and bacteria and virus were added from the 2007 revised curriculum period. The way of improving health was emphasized continuously.' The differences of living things and non-living things should be included in elementary science curriculum for the correct 'life' concept formation of elementary students. 'Strategies for helping the living of descendants' and 'the heredity of animal and plant' which were appeared in the lower grades, should be included at the higher grades with greater depth. The incoming elementary science textbooks also need to include science contents about evolution in greater depth, along with human health.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.81-99
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• 2010

This study was motivated by the fact that the educational curriculum needs revising as the contemporary society undergoes dramatic changes; this change demonstrates that Korea society now turns into a multicultural community. In this vein, this study aims to examine how the national Home economics curriculum (revised in 2007) incorporated the essence of multicultural education program and that of international understanding program into the coursebook, and to suggest which part of the coursebook needs revising to enhance its validity. To attain this goal, this research was conducted to analyze how two programs are implemented in secondary school, and to propose how those programs should be developed to address the immediate needs of the current society. To illustrate, this study examines a variety of theories and methodology on how multicultural education program should be implemented along with the current situation of Korea society. In addition, quantitative research was conducted to acquire empirical data from 6 coursebooks the frequencies of statements and visual aids that are considered to be directly reflect the essence of two programs. The results demonstrate that two programs are relegated into a lesser position compared to other programs; furthermore, they lack materials to deepen students' understanding about multicultural society and international relations. Therefore, the considerable revision needs to be conducted to embrace the essence of multicultural society and international understanding programs, and sensitize students to the immediate needs of the current society.