• The Journal of Korean Association of Computer Education
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• v.23 no.1
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• pp.1-28
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• 2020

The purpose of this study is to establish the standard curriculum for informatics by reflecting the changing information technology and social needs and based on the competencies that school at each level must have. To accomplish the purpose, the informatics curriculums of 8 countries were analyzed, and the learning elements of the curriculum were extracted with the body of knowledge of the higher-level informatics standard curriculum being the frame. To establish the standard curriculum, 51 experts reviewed it and their opinions were collected 10 times. As a result of this study, the competencies that need to be fostered through the informatics curriculum were defined, and the competency-centered curriculum, including the learning elements required to acquire the competencies, and the competencies that can be manifested through the learning element, was proposed. The implication is that the informatics standard curriculum, proposed in this study, laid down the foundation for establishing the informatics curriculum scheduled to be revised in 2022.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.279-288
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• 2021

The interest in artificial intelligence education in education is also high based on recent social interest in artificial intelligence. Accordingly, Korea is preparing a foothold for revitalizing artificial intelligence education in the future, such as announcing an artificial intelligence education plan by expanding from software (SW) education that has become a regular curriculum after the 2015 revised curriculum, and various studies are being conducted. However, research on the curriculum related to what and how to educate in artificial intelligence education is still in its infancy and further research is needed. A look at related research shows many similarities and differences in research related to domestic and foreign AI curriculum, because there are differences in the areas and content elements that each research focuses on. Therefore, in this study, in preparation for the future independence of the information subject and the formalization of AI education, literature studies on domestic and foreign AI curriculum are conducted, and based on this, the direction of the curriculum composition for elementary school AI education is to be explored.

• Cartoon and Animation Studies
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• s.43
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• pp.387-433
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• 2016

The ability to develop curriculums is a crucial factor in evaluating the expertise of a teacher who teaches culture & art education. Establishing a one-year plan for classes is an effort to create a well-designed curriculum for the year and also to foresee the big picture of classes in the corresponding year. A curriculum should not be composed of merely educational content or a series of knowledge and skills. It should be well-designed, based on principles of a coherent plan. This study examines organizational principles on which common curriculums are based on and looks at how a curriculum can be designed, especially for cartoon & animation classes, as part of Culture & Art education, and which factors should be considered in planning. In the process of forming such a curriculum, these steps should be followed: considering educational standards for cartoon animation classes; determining the learning experience, organizing the learning experience; and, lastly, evaluating the level of learning. In addition, effective teaching strategies that reflect the characteristics of a class on cartoon animation should be formulated. This study suggests actual examples of an effective annual curriculum for cartoon animation classes based on all the factors presented above.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.49-59
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• 2024

In this study, we investigated the philosophical background and progress of the 2022 revised curriculum development in the high school earth science field. Research that was not covered in the research report includes the relevance of the transformative competency of OECD Education 2030, and that core ideas and achievement standards are organized around knowledge understanding, process functions, and value attitudes that constitute the learning compass needle. In addition, the composition of core ideas and Earth science electives in light of the understanding-centered curriculum, and IB type inquiry-based teaching and learning. Main research results include that the 2022 revised Earth science curriculum emphasized the student agency to foster the transformative competency and scientific literacy, and the curriculum document system in the field of earth science uses a learning compass needle. In addition, based on the understanding-centered curriculum, core ideas of Earth science were derived, and elective courses were organized to help students reach these core ideas. Also, IB-type inquiry-based teaching and learning was emphasized to foster student agency with knowledge construction competency. Based on the research results, slimming of the national and general level curriculum, the need to develop process-centered assessment methods for value and attitudes, the need for curriculum backward design, and ways to develop student agency through inquiry-based teaching and learning were suggested.

• Proceedings of the Korea Information Processing Society Conference
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• 2006.05a
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• pp.821-824
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• 2006

지식 정보화 사회에서 사회구성원들이 원활히 생활하고 당면한 문제들을 알고리즘적 사고에 바탕에 두고 해결하기 위해서는 컴퓨터교육이 필수적이다. 그러나 현행 초 중등과정에서 컴퓨터 교육과정을 살펴보면, 도구적 관점에서 문맹탈피를 위해 특정한 응용 소프트웨어 사용법을 가르치는 단순한 컴퓨터 소양, 활용교육 중심으로 교육과정이 편성되어 있다. 본 논문에서는 미국의 초 중등과정에서 컴퓨터 교육과정 개발에 관련된 기존 연구를 소개하고, 이를 기반으로 초 중등과정에서 컴퓨터과학 교육과정을 새롭게 제시하고자 한다. 이 새로운 교육과정의 특징은 컴퓨터교육을 도구적 관점이 아닌, 컴퓨터과학의 관점에서 소양, 활용, 과학교육을 포괄하도록 구성되어 있다.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.1-14
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• 2017

The purpose of this study was to compare the composition of the government guidelines for the educational curriculum of Japan announced in 2016 with the outline of the 2015 revised educational curriculum of Korea. To compare the composition of the national level curricula of the two countries, the composition systems and content details were analyzed along with the trends of emphasis placed on informatics education. The analysis indicated that as for the Japanese government's guidelines, it was suggested that the causes of revisions, and purposes and methods of fulfilling goals be added, and thus the appropriateness of the guidelines was emphasized. As for Korea's revised curriculum, a gap caused by segmental development of the outline and details of the curriculum were found in addition to errors in curricular composition and direction setting which were carried out without consideration to the transition time required or changes of subjects. To ensure sufficiency of the curricular contents and education reflecting the situations of each time phase, the necessity to improve the overall curricular framework was suggested. This study holds significance as it provides the introspective insight that the goals and directions of education cannot be set properly when the curricular framework is established without recognition of the contents.

• The Journal of Korean Association of Computer Education
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• v.19 no.5
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• pp.27-40
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• 2016

Changes in education or curriculum are based on the needs of the times and needs to address changes in knowledge. The purpose of this study was to provide implications regarding the general guidelines of the national curriculum by analyzing changes made in the high school informatics curriculum in which both needs are inherent. The study involved an analysis of the general guidelines to the national curriculum that involved the revision years 2007 and 2009, the composition of the 2015 revised curriculum, change in the status of the informatics curriculum, and the size of the informatics subject. As a result of the analysis it was found that several improvements are necessary, namely (1) the units need to be better clarified, (2) career electives need to be more appropriately composed, and (3) definitions of terms need to be better clarified. The significance of this study lies in the fact that it considered the viewpoint of software education emphasized in various countries around the world, and the general guidelines to the national curriculum were examined to learn what kind of organization and operation should be proposed for high school informatics.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.49-75
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• 2017

The purpose of this study is to provide the justification of the subject through review and alternatives example on the internal consistency of Home Economics curriculum components focused to the clothing & textiles area based on the beliefs and values inherent in the Home Economics curriculum. For this purpose, we examined the perspective of the assumptions about the five components of the curriculum - family, society, objective, subject matter, method in education - from the revised curriculum in 2007 to in 2015, and suggests an example of subject matter based on the result. The results of this study are summarized as follows. First, the clothing & textiles area of the revised curriculum from in 2007 to in 2015, family, society, objective, subject matter and method in education, excluding subject matter, were taken from a critical science perspective. In order for Home Economics curriculum components to be internally consistent, assumptions about the subject matter should be transformed to deal with the clothing & textiles as a family work. And needed to complement assumptions about family, objective and method in education. Second, based on the discussion, suggested an alternative example to the clothing & textiles area based on the internal consistency of Home Economics curriculum components.

• Cartoon and Animation Studies
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• s.48
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• pp.271-310
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• 2017

This paper examines the composition and the content of media art which is an art education subject in a national curriculum of Australia; and discusses implications for Korean education curriculums. Media covered by Media Art subject in Australia are the multi types of general media including TV, movie, video, newspaper, radio, video game, the internet, and mobile media; and their contents. The purpose of ACARA's media art education curriculum is to improve creative use, knowledge, understanding, and technology of communication techniques for multiple purposes and the audiences. Through the Media Art subject, both the students and the community are able to participate in the actual communications with the rich culture surrounding them and to develop the knowledge and understanding of the 5 core concepts of language, technology, system, audience and re-creation while testing the culture. The implication of this study is as the following. ACARA's media art education curriculum has been developed as an independent educational program and has a special significance within Australian education curriculums. Although ACARA's media art education curriculum is formed as an independent subject, it is suggested within the curriculum to instruct in close connection with other subjects upon execution. Its organization and elaborateness in curriculum composition are very effective in terms of the teacher's teaching-learning design and as well as the evaluation. This seems to show a good model of leading media literacy curriculum. ACARA's media art education curriculum can be a great reference in introducing media literacy to Korean national education curriculums.

• Journal of Gifted/Talented Education
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• v.9 no.1
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• pp.37-62
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• 1999

이 연구는 과학 영재 교육과정 구성을 위한 기초 연구다. 과학자의 생애를 통하여 그들이 어떤 방법으로 학습을 하였고, 어떤 교육을 받았으며, 어떤 환경의 영향을 받았는가를 알아보고, 그 결과를 토대로 과학 영재 교육과정 구성의 방향을 설정해보려는 것이다. 아인슈타인, 하이젠베르크, 슈뢰딩거, 뉴턴, 갈릴레이, 다윈, 빠스뙤르, 파인만 등을 중심으로 초등학교, 중등학교, 대학교에서의 학습내용, 학습-교수 방법, 교육환경 등을 추출하였다. 연구의 결과는 첫째, 학습내용은 초등학교에서는 과학적 기반 형성에 필요한 공통교과, 중등학교에서는 과학적 지식의 축적에 필요한 전공 교과, 대학에서는 과학적 지식의 생산에 필요한 교과가 중심이 된다. 둘째, 교수-학습 방법은 초등학교에서는 관찰, 중등학교에서는 실험과 토론, 그리고 대학의 과정에서는 연구가 중심이 된다. 셋째, 환경적 영향은 초등학교에서는 가정의 영향이, 중등학교에서는 학교의 영향이, 그리고 대학의 과정에서는 사회적 영향이 중심이 된다.