• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.622-634
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• 1999

We have investigated the 6th middle school science curriculum and its implementation based upon the results of middle school science teachers' and professors' ratings and self-reportings. The national-wide survey was administrated to obtain the data from 213 teachers of 112 middle schools and 43 professors of colleges of education. The survey items correspond to four stages of science curriculum. In the stage of the planned science curriculum, 'goals', 'framework of contents' and 'contents' are relevant to the basic guideline for curriculum revision, 'the more emphasis on inquiry activities'. However, the amount of contents is not appropriate, and 'methods' are difficult to attain. In the stage of the written science curriculum, 'goals', 'framework of contents', 'contents', 'methods' and 'evaluations' are not useful for teachers to teach science. In the stage of the implemented science curriculum, a small number of teachers use the issues of local community, organize the different group activities, develop assessment tools cooperatively, and conduct a lesson and a program considering students' diversities. This is partially because of the large amount of learning contents, the lack of materials and the weakness of supporting system. Finally, in the stage of the attained science curriculum, the students' achievements under the 6th curriculum is not higher than those under the other curricula.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.355-370
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• 2016

This research intends to and understand a prospective teacher, Kim's mathematics lesson in the perspective of Activity Theory. In this study, Kim's mathematics lesson was explored in the aspects of subject, object, tools, division of labor, community, and rule which are main constituent of Activity Theory and Activity System suggested by $Engestr{\ddot{o}}m$. As the result of study, we discussed the phenomena such as the fluctuation between object and tool, the multi-voicedness between object, rule, outcome and student subject, and the dissonance between division of labor, community and rule were appeared in Kim's mathematics lesson as an activity system.

• Korean Journal of Childcare and Education
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• v.15 no.4
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• pp.83-113
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• 2019

Objective: The purpose of this study was to examine the experiences of mothers who participated in the training of consultants for the purposes building an early childhood educational community. Methods: Participants were 14 mothers in the first phase, 10 mothers in the second phase, and 8 mothers in the third phase. Data were collected from stories shared during the learning community activities. The mothers' experiences were analyzed according to qualitative analysis procedures. Results: Mothers' experiences of participating in the training of consultant for building early childhood educational community were categorized into three themes and seven sub-themes. The first theme was "self as a parent" including "looking inside myself in the parent-child relationships" and "looking inside myself in the relations with other mothers". The second theme was "self as a member of the community" which consisted of "sharing emotions through ritual", "forming communitarian identity through hospitality and solidarity" and "growing as a social mother". The third theme was "self as a educational community consultant" out of which emerged "setting up shared visions", "building practical community competence", and "creating fields of community implementation". Conclusion: The results suggested there are implications for the effective practices of building an early childhood education community and the direction and methodology of parent education.

• Journal of the Korean Society of Marine Environment & Safety
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• v.21 no.6
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• pp.662-671
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• 2015

As the type of Hazardous and Noxious Substances(HNS) becomes various and the transport volume of HNS increases, HNS spill incidents occur frequently on land and the sea. In view of various damages to human lives and properties by HNS spills, it is necessary to educate and train professional personnel in preparation for and response to potential HNS spills. This study shows the current state of response systems and education courses against HNS spill incidents on land and the sea to compare those with each other between land and sea in Korea. Incident command system on land are basically similar to that at sea, but leading authority which is responsible for combating HNS spills at sea is changeable depending on the location of HNS spill, as it were, Korea Coast Guard(KCG) is responsible for urgent response to HNS spill at sea, while municipalities are responsible for the response to HNS drifted ashore. Education courses for HNS responders on land are established at National Fire Service Academy(NFSA), National Institute of Chemical Safety(NICS), etc., and are diverse. Education and training courses for HNS responder at sea are established at Korea Coast Guard Academy(KCGA) and Marine Environment Research & Training Institute(MERTI), and are comparatively simple. Education courses for dangerous cargo handlers who work in port where land is linked to the sea are established at Korea Maritime Dangerous Goods Inspection & Research Institute(KOMDI), Korea Port Training Institute(KPTI) and Korea Institute of Maritime and Fisheries Technology(KIMFT). Through the comparison of education courses for HNS responders between land and sea, some recommendations such as extension of education targets, division of an existing integrated HNS course into two courses composed of operational level and manager level with respective refresh course, on-line cyber course and joint inter-educational institute course in cooperation with other relevant institutes are proposed for the improvement in education courses of KCG and KOEM(Korea Marine Environment Management Corporation) to educate and train professionals for combating HNS spills at sea in Korea.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.103-112
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• 2017

The purpose of this study was to investigate elementary and middle school teachers' perception and the need for the application of 2015 revised science curriculum. Four hundred and sixty-eight elementary school teachers and four hundred and twenty-two middle school teachers were surveyed. The results of the research are as follows. many elementary and middle school teachers responded that major changes in the 2015 revised curriculum were applicable in school science education. However, they expected that the lack of teaching and learning materials, lack of experiment preparation time, and lack of their understanding about how to improve the scientific core competencies and how to use the content system were major difficulties in applying the major changes in the 2015 revised science curriculum. They also thought that teaching and learning materials were needed in order to apply the 2015 revised science curriculum. Based on these results, this study suggested content for teacher training, the role of teachers, and formation of a teacher community.

• The Mathematical Education
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• v.62 no.3
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• pp.363-380
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• 2023

This study analyzed the difficulties and mathematical modeling knowledge improvement that an elementary school teacher experienced in modifying a mathematics textbook task to a mathematical modeling task. To this end, an elementary school teacher with 10 years of experience participated in teacher-researcher community's repeated discussions and modified the average task in the data and pattern domain of the 5th grade. The results are as followings. First, in the process of task modification, the teacher had difficulties in reflecting reality, setting the appropriate cognitive level of mathematical modeling tasks, and presenting detailed tasks according to the mathematical modeling process. Second, through repeated task modifications, the teacher was able to develop realistic tasks considering the mathematical content knowledge and students' cognitive level, set the cognitive level of the task by adjusting the complexity and openness of the task, and present detailed tasks through thought experiments on students' task-solving process, which shows that teachers' mathematical modeling knowledge, including the concept of mathematical modeling and the characteristics of the mathematical modeling task, has improved. The findings of this study suggest that, in terms of the mathematical modeling teacher education, it is necessary to provide teachers with opportunities to improve their mathematical modeling task development competency through textbook task modification rather than direct provision of mathematical modeling tasks, experience mathematical modeling theory and practice together, and participate in teacher-researcher communities.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.15-29
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• 2010

We developed the novel coursework of 'NIE community activity teaching-learning plan' in the unit of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum and applied it to classes in the middle school. The educational themes of 'Textile and Cloth', 'Purchase, Usage and Storage of Clothes', 'Laundry of Clothes', Recycling and Disposal of Clothes' were extracted from ten kinds of textbooks. And eight lessons of NIE community activity teaching-learning plan were developed. Ninety-seven students at second grade in 3 classes of the middle school were randomly enrolled in this study. After learning, their environmental recognition and educational interest and attitude on the class of NIE community activity were investigated. The general environmental recognition of most students was improved via NIE community activity, which is emphasizing on the analysis of articles of newspapers, the critical and creative thinking, and the mutual discussion. The environmental recognition related to 'Textile and Cloth', 'Purchase, Usage and Storage of Clothes', 'Laundry of Clothes', Recycling and Disposal of Clothes' was significantly improved. Educational interest and attitude on the class of NIE community activity were also improved of great significance. The novel contents and methods of NIE community activity were evaluated to help students understand the class better and enhance their environmental recognition higher. With these results, NIE community activity teaching-learning plan might not only improve the educational interest and attitude, but also enhance the environmental recognition of the students.

• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.175-194
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• 2022

This study intends to suggest implications by comparing the high school mathematics curricula between Korea and the UK ahead of the 2022 revision of the mathematics curriculum. The UK has revised assessments to emphasize mathematics after age 16 since 2017. Thus, in this study, the contents of Key Stage 4, Core Maths and A-level, which correspond to the UK high school mathematics curriculum, were examined and compared with Korean high school math subjects. In the UK, mathematics education is more emphasized at the high school level. The national curriculum emphasized 'numeracy and mathematics', and students' selection for mathematics courses were expanded. In order to prepare for the future society, new mathematics subjects and evaluations were developed and implemented, and the A-level mathematics was improved. In addition, the subject-centered content was developed and continuously handled from Key Stage 3 to the high school stage. It was structured to facilitate mathematics' internal and external connection by linking it with the subjects of other areas.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.1-18
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• 2022

The two most influential rationales for the 21^st century science curriculum reform can be said to be core competence and scientific literacy. However, the relationship between the two has not been scrutinized but remained speculative - and this has made the harmonization of the general guideline and subject-matter curriculum difficult in Korean national curriculum system. This study compares the two discourses to derive implications for future science curriculum development. This study took a literature research approach. In chapter II, national curriculum or standards, position papers, and research articles were reviewed to delineate the historical development of the discourses. In chapter III and IV, the intersections of those two discourses are delineated. In chapter III, the commonalities of the two discourses are explicated with regard to crisis rhetoric, multi-faceted meanings (individual, community, and global aspects), organization of subject-matter content and teaching and learning method, and the role of high-stake exams. In chapter IV, their respective strengths and weaknesses are juxtaposed. In chapter V, it is suggested that understanding scientific literacy and core competence discourses to have a family resemblance as 21^st century science curriculum reform rationale, after Wittgenstein and Kuhn. Finally, the ways to resolve the conflict between the two ideas from the general guideline and subject-matter curriculum over crisis rhetoric were explored.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.235-245
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• 2021

In the era of the 4th Industrial Revolution, complex problems of the advertising and PR industry ecosystem, which have become more complex than in the past, are raised, and the necessity and importance of convergence education is being demanded. In this study, the usefulness and implementation plan of the team teaching method for revitalization of convergence education were studied by conducting in-depth interviews with experts in academia and practice expert. The results of this study summarized that it is appropriate to introduce a team teaching method in which academia and industry jointly participate in the curriculum of the Department of Advertising and PR. It was found to be a meaningful educational method aimed at nurturing students with problem-solving ability. This study proposed a new industry-academic cooperation model as an exploratory study of advertising and PR department and team teaching education.