• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.449-475
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• 2022

The purpose of this study is to critically examine science content and science education from the 'essential-holistic' perspective, in particular, among the core disciplines constituting the teacher education curriculum. In this study, we first, analyzed the definition of the 'essential-holistic' perspective, the philosophical background, and the relationship with the practices in-depth, and then, from the 'essential-holistic' perspective, conducted an inquiry into the essence of science content and science education. The results of this study are as follows: first, according to the 'essential-holistic' perspective, science content is a study that explores the science practices and systematizes the results of that inquiry. Major activities of science content include the establishment and implementation of 'science for teachers' and participation in the development of science curriculum (textbook). Second, science education according to the 'essential-holistic' perspective is a study about in-depth exploration of essential problems in science education phenomena rooted in the science practices and the practice of good teaching. More specifically, science education is a field that carries out work related to inviting, participating, and guiding students to grow into science practices (i.e. initiating into practices). The main activities of science education related to this include activities ranging from the development of the science curriculum (textbook) to teaching and evaluation (recording). In this study, we discussed important tasks to be carried out in the future based on the results of the study.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.453-462
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• 2004

본 연구에서는 제7차 교육과정에 의하여 발행된 수학I 교과서의 통계단원에 수록된 ICT 소재에 대하여 활용성 및 접근용이성의 측면에서 분석하였다. 즉 각 교과서에 소개된 모든 컴퓨터 프로그램을 실행 시켜 보았으며 그 내용 및 활용의 용이성을 분석하고 소개된 사이트의 폐쇄 여부와 학생들의 활용 가능성에 관하여 조사하였다. 이와 같은 교과서의 비교분석을 통하여 통계 단원의 보완점을 모색하고, 교육현장에서 기본 자료로서 활용하도록 하였다.

• Review of KIISC
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• v.11 no.3
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• pp.75-89
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• 2001

본 논문에서는 교육과정 개발의 일반적 방법론과 국내외 정보보호 교육과정 및 그 특징의 조사를 바탕으로 정보보호 교육을 위한 국내 여건에 최적화된 교과과정 모델을 제공하여, 각 대학의 학부 및 대학원 과정에서 정보보호 인력을 내실있게 양성할 수 있는 교과목등을 제시함으로 미래의 정보보호 산업 인력의 수요에 적극 대응할 수 있는 기본 적인 틀을 제공한다. 본 논문은 대학에서의 정보보호 교과과정 모델 제시를 그 주 목적으로 하고 있는 바, 현재의 교육법시행령등의 대학 교육 환경과 국내외 대학의 현실을 고려하여 국내에서는 최초로 학부 및 대학원 교과과정을 실 질적으로 적용 가능한 형태로 제시하고 있다.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.671-683
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• 2003

The purpose of study was to investigate practicing elementary teachers' pedagogical content knowledge and the significant predictors of their pedagogical content knowledge in science teaching. The PCK instrument was used to measure elementary teachers' pedagogical content knowledge. It consists of 6 factors to measure teachers' pedagogical content knowledge of 1)instructional methods, 2)representations, 3)contents, 4)evaluations, 5)students, and 6)curriculum. A questionnaire that consists of 7 questions regarding the teachers' degree, their number of years of teaching their choice of teaching science, their personal science teaching efficacy, their science teaching outcome expectation, their science instructional methods, and their attitudes toward teaching science, was also used to identify the information as to significant predictors of teachers' pedagogical content knowledge. A sample of 332 practicing elementary teachers participated in this study. To determine statistically significant predictors, Pearson's correlation coefficient and multiple regression methods were used to analyze the results. The results showed that the significant predictors of practicing elementary teachers' pedagogical content knowledge were their number of years of teaching, their science instructional methods, their personal science teaching efficacy and their attitudes toward teaching science. Further research of how teachers develop and construct their pedagogical content knowledge is recommended especially through the use of varied research methodologies that include qualitative methods.

• Journal of Korean Library and Information Science Society
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• v.42 no.4
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• pp.5-29
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• 2011

This study proposed to assess courses which are currently offered in the Department of Library and Information Science, and to explore directions for improvement. Based on field librarians' needs and opinions about the courses, we suggested separating the required, core, and elective courses. We proposed six courses including 'Internship', 'Introduction to Library and Information Science', 'Cataloging and Classification', 'Library Management', and 'Information Retrieval' as required courses, and 5 courses including 'Practice in Cataloging and Classification', 'Information Resource and Service', 'Collection Development', 'Digital Library System', 'Introduction to Bibliography' and 'Records Management and Archives' as core courses. Finally, the remaining courses were recommended as selective courses which each department could select depending on their circumstances and faculty. The important components for substantial LIS courses are as follows: timeliness of training topics, expertise of educational contents, professionalism and qualifications of faculty, specialized educational materials, and increasing the major correlation between courses and professors.

• The Mathematical Education
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• v.5 no.3
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• pp.1-8
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• 1967

• 대한공업교육학회지
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• v.34 no.2
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• pp.87-102
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• 2009

The aim of this study is to select lesson contents of "Manufacturing Processes" textbook and to provide means to improve the compilation strategy based on the 2007 revised national curriculum. For accomplishing this purpose of the study, reviews of "Manufacturing Processes" textbook by 7th national curriculum and questionaries are conducted. Contents organization of lessons is done by specialists. The results are as followed: first, Changing in contents organization of units and chapters in "Manufacturing Processes" textbook based on the 2007 Revised National Curriculum is confirmed. Second, learning subjects of lessons are reformed and complemented. Third, contents organization of units, chapters, lessons are indicated.

• Communications of Mathematical Education
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• v.38 no.1
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• pp.27-48
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• 2024

In order to prepare for changes in future society, cross-curricular learning is emphasized, and the need to link cross-curricular learning topics and subjects is increasing. However, there are few studies on how to deal with cross-curricular learning in mathematics education. This study analyzed the contents and methods of cross-curricular learning topics in subject-specific curriculum and mathematics textbooks. As a result of the study, the curriculum can be categorized into four types according to the variety of cross-curricular learning topics applied and the presence or absence of a main cross-curricular learning topic, and the mathematics curriculum belongs to the type where some cross-curricular learning topics are dealt with passively and there is no main topic. On the other hand, the analysis of 10 math textbooks for grades 5 and 6 according to the 2015 revised curriculum showed that, unlike the curriculum, various cross-curricular learning topics were applied in the textbooks, mainly environment and sustainable development education, safety and health education, career education, character education, and economic and financial education. In addition, in mathematics textbooks, cross-curricular learning topics appeared in various types such as materials, questions, explanations, illustrations, and in many cases, they appeared mainly as materials or illustrations. Based on these findings, implications were explored and suggested on how to integrate and apply cross-curricular learning topics in mathematics.

• Journal of Educational Research in Mathematics
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• v.21 no.1
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• pp.1-16
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• 2011

This study is to review division of whole numbers which is dealt in the revised elementary mathematics textbook and manual for teacher. The textbook and manual for teachers are most important documents to teach mathematics. And they are important to the would-be teachers who study the elementary mathematics with such documents. Therefore the textbook and manual for teachers should have no errors. But I found they have some errors and problems regarding division of whole numbers. In this paper, I discuss the problems and suggest the alternative plans.

• Journal of the Korean Society for Library and Information Science
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• v.43 no.4
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• pp.451-468
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• 2009

Since the curriculum of the department of library and information science for nurturing librarians and teacher-librarians is not standardized and the education scope and content of subjects for each exam to recruit librarians and teacher-librarians is also not standardized, the objectivity and credibility required for national exam are not guaranteed. This study is for developing a standard curriculum as one of the solutions regarding the foregoing problem. To achieve the goal of this study, first of all, the requirements for librarians and teacher-librarians and a national exam related to Teacher Certification Examination, regulation, and implementation rules were reviewed. Secondly, the justification of the suggested subjects through analyzing prior studies for developing a curriculum for library and information science was reviewed. Thirdly, the subjects resulted from the two foregoing methods were confirmed as a standard curriculum for library and information science through a focus group discussion among practicing librarians.