• Journal of the Korean earth science society
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• v.26 no.6
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• pp.477-488
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• 2005

Fossil photographs in science and earth science textbooks on the 7th curriculum including those of elementary, middle and high school, are analyzed to estimate the adequacy and scientific significance focusing on the locality and scale. The results show that most of the textbooks have included various types of fossil photographs: 32 in elementary textbooks, 50 in middle school and 109 in high school. However, the presentation of scientific information on each photographs is insufficient. Only $68\%$ of the elementary textbooks designates locality and only $6\%$ includes scales. Among middle and high school textbooks, 40 and $16\%$ of photographs describe locality, and 14 and $18\%$ of photographs exhibit scale, respectively. More scientific and appropriate presentation of fossil photographs, such as locality and scale, is needed to enhance educational effect.

• The Journal of the Korea institute of electronic communication sciences
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• v.19 no.3
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• pp.625-632
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• 2024

This paper analyzed the changes in the curriculum of computer and software-related majors that educate the core ICT technologies needed for the 4th Industrial Revolution, before and after the COVID-19 pandemic. According to the standard classification of university education units, 172 majors classified into Applied Software Engineering, Computer Science·Computer Engineering, and Artificial Intelligence Engineering were targeted, and the curricula of 2023 and 2019 were compared and analyzed. As a result of the analysis, the introduction of the related curriculum for each curriculum group increased by about 2.6%p before and after the COVID-19 pandemic (2023 84.2%, 2019 81.6%). and the 4th Industrial Revolution response index increased by 9.5 points (37.0 in 2023, 27.5 in 2019)

• School Mathematics
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• v.12 no.4
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• pp.585-604
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• 2010

This study aims to investigate understanding of meanings of division, quotitive division and partitive division, by the third graders and preservice elementary teachers. To do this, we analysed and compared mathematics textbooks according to 9 mathematics curricula, gathered information about their understanding by questionnaire method targeting 5 third graders and 36 preservice elementary teachers, and analysed their responses in relation to recognition of division-based situations, solution using visual representations, and awareness of quotitive division and partitive division. In Korea, meanings of division have been taught in grade 2 or 3 in various ways according to curricula. In particular, the mathematics textbook of present curriculum shows a couple of radical changes in relation to introduction of division. We raised the necessity of reexamination of these changes, based on our results from questionnaire analysis that show lack of understanding about two meanings of division by the preservice elementary teachers as well as the third graders. And we also induced several didactical implications for teaching meanings of division.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.395-410
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• 2022

Nominalization is one of the grammatical metaphors, and it is the representation of verbal meaning through noun equivalent phrases. In mathematical word problems, texts using nominalization have both the advantage of clarifying the object to be noted in the mathematization stage, and the disadvantage of complicating sentence structure, making it difficult to understand the sentences and hindering the experience of the full steps in mathematical modelling. The purpose of this study is to analyze word problems in the textbooks from the perspective of nominalization, a linguistic element, and to derive implications in relation to students' difficulties during solving the word problems. To this end, the types of nominalization of 341 word problems from the content domain of 'Numbers and Operations' of elementary math textbooks according to the 2015 revised national curriculum were analyzed in four aspects: grade-band group, main class and unit assessment, specialized class, and mathematical expression required word problems. Based on the analysis results, didactical implications related to the linguistic expression of the mathematical word problems were derived.

• The Mathematical Education
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• v.61 no.2
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• pp.221-237
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• 2022

This study investigated teachers' decision-making and related factors in the elementary textbook adoption process. Our participants include 296 elementary teachers who took part in the mathematics textbook (grades 3 and 4) adoption committees in his/her schools. Our study used the decision-making model of Shavelson and Stern (1981) for analyzing teacher beliefs and attitudes concerning choices and priorities, judgments, evaluation methods, and key factors to reviewing and selecting a mathematics textbook. Our discussion includes teacher beliefs and intentions and the way they come into conflict with determinant factors that influence the decision-making of textbook adoption. Findings also reveal the unique nature of elementary school teaching as generalists in contrast with secondary teachers as specialists, playing a significant role in the adoption process. Lastly, the study discusses the entanglements of textbook reform and explains the discrepancy between textbook authorization/approval policies versus the plight of little change (and innovation) in mathematics textbooks.

• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.147-158
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• 2005

Computer education was started first step as the subject matter at 7th curriculum. Up to the present, It grown up the research scope continuously bat has several issues about education as subject matter. This paper discusses the issues related to speciality development of computer subject matter of elementary school. It make inquiries into the present state about it and is proposed theoretical base for systematic frameworks of it First of all, It is analyzed the curriculum, information infrastructure, human resource, learner, support system, contents related to computer subject matter of elementary school. Based on it, It is proposed concept, structure, scopes of the computer subject matter and a reform measure of teacher education program.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.15 no.7
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• pp.1621-1627
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• 2011

According to the KEC 2005 accreditation criteria, enough major courses in addition to mathematics, basic science, computer science, cultural studies are required to fulfill the program's goal. So it is hoped that students have to take mandatory major courses as well cultural studies. In this paper we considered the necessity of General Education Curriculum for Engineering Education by analyzing the several university's accreditation programs and suggested the desirable modeling of the General Education Curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.285-304
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• 2009

The operations of fractions are the main contents of number and operations in the elementary mathematics curriculum. They are also difficult for students to understand conceptually. Nevertheless, there has been little study on the addition and subtraction of fractions. Given this, this paper explored the connection between the national mathematics curriculum and its concomitant textbooks, the adequacy of when to teach, and the method of constructing each unit to teach addition and subtraction of fractions. This paper then analyzed elementary mathematics textbooks and workbooks by three parts aligned with the general instructional flow: 'introduction', 'activity', and, 'exercise'. First, it was analyzed with regard to the introduction part whether the word problems of textbooks might reflect on students' daily lives as intended, how different meanings of operations would be expected to be taught, and how the subsequent activities were connected with the original word problems. Second, the main analysis of activity part of the textbooks dealt with how to use concrete or iconic models to promote students' conceptual understanding of operations and how to formalize the calculation methods and principles with regard to addition and subtraction of fractions. Third, the analysis of the part of exercise in the textbooks and workbooks was conducted with regard to problem types and meanings of operations. It is expected that the issues and suggestions stemming from this analysis of current textbooks and workbooks are informative in developing new instructional materials aligned to the recently revised mathematics curriculum.

• School Mathematics
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• v.19 no.2
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• pp.385-403
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• 2017

This paper analyzed the units of capacity and weight in the mathematics textbooks in terms of units, relationship between the units, and the need of standard units. The results of this study showed that there were differences in the representation of the units, the notation of units, the types of units, and the representation of basic amount of units in the mathematics textbooks developed by the 5th, 6th, 7th, 2007 revised, and 2009 revised national mathematics curriculum respectively. The mathematics textbook developed by the 2009 revised mathematics curriculum was found to be generally consistent with the International System of Units (SI). However, the way of defining 1kg through the weight of water was found to be different from the SI. The relationship between the units was consistently described only with a written sentence in the previous mathematics textbooks, but the 2009 revised mathematics textbook presents questions and pictures to foster students' understanding of the relationship. Finally, activities and questions are required for students to recognize the universality and convenience of the standard units through the inconvenience of arbitrary units. Based on these results, this paper provides implications for the development of mathematics textbooks in the units of capacity and weight.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.183-191
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• 2018

This paper evaluates the achievement of program outcomes using course-embedded assessment for information security programs. In the case study concerning the development of course-embedded assessment used in this paper, we evaluate program outcomes using various evaluation tools including the course evaluation data. In addition, we consider the evaluation rubric and evaluation procedure for course-embedded program outcomes, set performance criteria, select the probe course with high contribution to the program outcomes according to curriculum flowchart, set course objectives for the probe course, and explain the rubric for each assessment tool to measure achievement level. Subsequently, we perform course-embedded program outcomes assessment, based on tests and projectevaluation tool for each program objectives, and present the achievement levels based analysis results. These results prove the effectiveness of the proposed course-embedded assessment for program outcomes.