• Journal of the Korean Geographical Society
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• v.32 no.1
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• pp.113-124
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• 1997

The purpose of this article is to analyze some problems of the present curriculum of social studies education and develop a newer hierarchical curriculum system for the 7th Curriculum Reformation in the primary and secondary school of Korea. Most of the major problems of social studies education come from the mixture of different subject matters without reasonable education logic. Most of teachers feel some difficulties in teaching the social studies for the lack of other subject knowledges. For the better teaching, it is needed to control the integrating level according to the learner's intellectual ability from the elementary school to high school. So, it is necessary to enhance students' thinking skills by their own ability of restructuring knowledges from all subject matters in more advanced curriculum. Also, it is required to develop a new hierarchical system of curriculum concerning the geographical view of the world. Students can have many kinds of geographical view points if teachers can well organize learning activities logically for the students to enhance their understanding of geography by adjusting scale of regional unit, geographical theme, and resolution level of interpretation. And then, in the elementary school curriculum, the students are required to understand the spatial variation of places, and various environments in the world, scale. In the junior high school, students have to understand the relationship between man and nature in the context of large scale environments. The high school curriculum needs to be focused on the student's understanding of the spatial contexts of places by theoretical application in the smaller scale region different from elementary and junior high school curriculums.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.47-61
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• 2023

Rather than an abstract discourse, the purpose of this study is to outline the core concepts in the 2015 revised curriculum as a concrete teaching and learning method in the school context. We interviewed eight secondary science teachers and reported their perceptions and perspectives on core concepts using a backward design model based on the cyclical process of the platform, deliberation, and design for developing teaching and learning materials to understand core concepts. The participants perceived these core concepts differently, such as big ideas corresponding to the ultimate principle, minimum science concepts required for daily life, and primary and significant key concepts. In addition, this affects the association of teaching and learning. When core concepts are understood as transferable and expandable big ideas, there is a tendency to focus on the relationship between concepts and design project learning in a specific direction. However, if core concepts are identified as minimum science concepts at the level of science literacy, that can be recalled within the context of life, there is a tendency to emphasize on activities that make a meaningful difference to the lives of students with focus on case studies that are relevant to everyday life. Once core concepts are identified as key scientific content elements, such as basic or significant concepts, teachers recognize that it is essential to emphasize concept changes by correcting misconceptions, acquiring accurate scientific knowledge, and developing problem-solving items through paper-and-pencil evaluation. As the 2015 revised curriculum is finalized and the 2022 revised curriculum is scheduled for release, effective policy support is required to ensure that the curriculum is revised, which emphasizes the purpose of big ideas by naming core concepts as core ideas, to be stably implemented in schools.

• Journal of Korean Society of Archives and Records Management
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• v.19 no.2
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• pp.25-50
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• 2019

Different environmental changes involving records management increased the need to improve the curriculum of archives and records management in terms of practice. Given this, the study aims to propose improvement plans for the curriculum by analyzing its operation in domestic graduate schools and determining how the courses are necessary and useful in practice. To achieve this goal, a survey was conducted to records managers in fields, who were asked about the subjects they took, the prerequisites, whether subjects are necessary to be reformed or not, and so on. The results showed the importance of courses related to electronic management for records and practice of records management. Hence, the following insights and methods to improve the curriculum were proposed: (1) the operation of the extension of courses related to electronic management for records and practice of records management; (2) the standardization of courses and the designation of compulsory subjects; (3) the reinforcement of courses; and (4) the offering of diverse courses. This study is significant in gathering the perceptions of field records managers regarding the proposals of the improved curriculum and can serve as preliminary data to develop specific courses for records management.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.301-321
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• 2024

This study aims to elucidate the historical origins of the long-term demand for the integration of "science subject classes" and "science-related events" within the context of science education for teachers. During the 1970s, science education in elementary schools faced a dual challenge marked by the tension between implementing the third curriculum, which emphasized fundamental science, and the "Pan-National Scientification Movement," which focused on technology education. The Ministry of Education was compelled to integrate the sudden demands of the Yushin regime into the ongoing third curriculum. As these demands emerged from dual policy directives, activities related to elementary science education were subsequently categorized into formal science subject classes and extracurricular science-related events. Although the movement did not directly alter the curriculum, it instigated modifications in personnel structure, activity spaces, and evaluation systems within schools. The introduction of the Pan-National Scientification Movement in elementary schools resulted in changes including the establishment of a new "science lead teacher system," the creation of a dedicated "science corner," and the implementation of a "science badge system." Although the movement was abruptly introduced, it ostensibly contributed to the advancement of the inquiry-oriented approach promoted by the third curriculum. Paradoxically, this advancement was facilitated by the integration of the consequences of the movement into schools' autonomous, extracurricular activities spearheaded by frontline education offices and schools. Although the movement represented a government-driven policy at a particular juncture in time, the manner in which science education practitioners responded to urgent governmental mandates, while preserving the integrity of the long-established third curriculum framework, involved dividing education activities into subject-specific classes and extracurricular science activities. Examining how science education practitioners in the 1970s proactively addressed these challenges offers valuable insights for the science education community in adapting to the current rapidly evolving educational landscape.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.183-200
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• 1998

Widespread recognition of the various aspects of science education has been prompted by post-positivist philosophers' discussions of the nature of science and intense debates among constructivist psychologists about learning in science. Their discussions and debates, in turn, have raised the problems associated with teaching/learning of science in the schools. The purpose of this article, basically based on the reviews and analyses of the literature related to philosophy of science and psychology, was to describe the implications of post-positivism and constructivism for current science education in the schools. In this paper, the author defines science education as education of/about science, and education through/by science. He also stresses that scientific literacy and decision-making should be emphasized as the goals of science education, that the ethical dimensions of science and technology must be included in science curriculum, that group discussion and/or cooperative learning are effective teaching strategy for science as interpreted by post-positivists and constructivists, and that the assessment should be focused on the degree to which cognitive structure has been changed through instruction in the school classrooms.

• Korean Educational Research Journal
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• v.37 no.1
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• pp.1-18
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• 2016

'The Training for School Organization Management' is a essential teacher training system in order to develop qualification and ability of teachers who have to be the flexible to the recent changeable society. The concept which the school management issue is only belong to the principle is changed now. The thought that 'the school as a team' is broadly accepted. As a result, every teachers including the parents, community people are thinking the solution about the management issues of the school. The changes in the framework of these thoughts is from the recognition that the school management is no longer the preservation only to the manager such as the principle. 'the school linked to the community', 'the school which information is open to all public', the school which is thinking about the curriculum' are highlighted as an alternative which can solve the current education issue. The new curriculum of 'The Training for School Organization Management' is necessary to be in accordance to the new school curriculum because we have to run a new school system in the complex educational circumstance.

• Korean Journal of Health Education and Promotion
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• v.27 no.5
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• pp.27-39
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• 2010

Objectives: The purposes of this study were to examine the contribution of each of the Transtheoretical Model components in explaining stages of smoking cessation and to identify factors associated with the smoking cessation behavior among Korean college students. Methods: The participants for this study were 334 undergraduate students who enrolled in general education courses. Self-report surveys were distributed and returned. The survey variables comprised the stages of change for smoking cessation, self-efficacy, decisional balances and processes of change in smoking cessation. Results: Significant differences were noted in the five stages of change for self-efficacy, decisional balance, and the processes of change. The strongest factor associated with the smoking cessation behavior was self-efficacy. Conclusion: Study findings indicate application of the Transtheoretical Model may be useful to enhance future smoking cessation efforts in college students. The strategies to enhance smoking cessation self-eficacy in college students will be an important intervention component in future studies.

• Informatization Policy
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• v.22 no.4
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• pp.68-90
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• 2015

This study aims, to review and analyze the trend of the paradigm shift of government innovation focused on the relation between government and citizens. This paper tries to analyze the effects and performance of government innovation through the government 3.0 model, which is highlighted in Korea. This paper chooses higher-education loan programs as the case to study and analyzes results using government innovation theories. Especially, this paper re-organizes Korea's higher-education loan programs with 'Government 3.0 model'. We can expect 'Government 3.0 model'is usefull when explaining the specific policy program innovation loan. Lastly, this paper looks, at improvement points in Korea's higher-education loan programs.

• Trans-
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• v.12
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• pp.223-244
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• 2022

The rapid change of the culture and art environment is led to new art & cultural education and differences in culture and art education facilities, away from the traditional closed space culture and art education. Phenomena such as plays out of the theater, exhibitions out of the art museum, and pictures taking a walk indicate that cultural and artistic educational facilities can no longer stay in the existing paradigm and are changing along with the changes in the cultural and creative world. Therefore, to develop a site-specific theater education program centered around a specific place rather than a theater or studio, in line with the changing times of cultural and artistic educational facilities, this researcher analyzes Brecht's radio play experiment and the recent performative performance experiment. Furthermore, using the regional and community values of arts and culture education confirmed as the motive for research on site-specific theater programs, I analyze the implementation and application process by experimenting with theater programs out of the theaters and studios. As a prior study, research on site-specific performances is being conducted relatively actively, but earlier studies were dealing only with the Ligna group performance cases are lacking. However, I would like to use the previous research on site-specific performance cases as an epistemological background. As a result of the study, for the place-specific theater program through a total of 10 learners, a text based on a specific place was created that did not depend on traditional literary texts. Through this, the possibility of a site-specific theater education program could be confirmed.

• Journal of the Korean Chemical Society
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• v.64 no.1
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• pp.19-29
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• 2020

We analyzed the representations of acid-base models in 4 kinds of Chemistry I and 4 kinds of Chemistry II textbooks of the 2009 revised curriculum, and 9 kinds of Chemistry I textbooks and 6 kinds of chemistry II textbooks of the 2015 revised curriculum in this study. The problems of the textbook were divided into the problems of definitions and the representations of the logical thinking. As a result of the study, the lack of the concept of chemical equilibrium had a problem with the representation of reversible reactions in the definition of the Brønsted-Lowry model in the Chemistry I textbooks of 2009 revised curriculum, it also appeared to persist in Chemistry I textbooks of 2015 revised curriculum which contains the concept of chemical equilibrium. The representations of logical thinking were related to particle kinds of conservation logic, combinational logic, particle number conservation logic, and proportion logic. There were few problems related to representation of logical thinking in Chemistry I textbook in 2009 revision curriculum, but more problems of representations related to logics are presented in Chemistry I textbooks in 2015 revision curriculum. Therefore, as the curriculum is revised, the representations of chemistry textbooks related to acid and base models need to be changed in a way that can help students' understanding.