• Proceedings of the Korean Society of Computer Information Conference
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• 2018.01a
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• pp.223-226
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• 2018

2015 개정 교육과정은 바른 인성을 갖춘 창의융합형 인재를 양성하는 데에 교육과정 구성의 중심을 두고, 교육과정 구성에 다양한 학생 참여형 수업을 활성화하여 자기주도적 학습능력을 기르고 학습의 즐거움을 경험하도록 하고 있다. 소프트웨어 교육을 통해 이를 실현할 수 있는 방법은 재미있고 흥미를 끄는 학습내용의 구성과 학습 방법이라 본다. 이에 학습자들의 흥미를 끄는 앱을 제작함에 유대인의 교육방식인 하브루타를 적용하여, 학습자 참여 중심의 자기주도 학습을 설계하고 이를 통해 컴퓨팅 사고력을 신장시키고 바른 인성을 갖춘 창의 융합형 인재를 양성할 수 있는 하나의 방법을 제안하고자 한다.

• Journal of The Korean Association of Information Education
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• v.24 no.5
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• pp.433-441
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• 2020

The advent of the intelligent information society and artificial intelligence education for fostering future talents is attracting the attention of the education community, and the AI graduate course for teachers is also being opened and operated. The curriculum of the AI education graduate school, which was established this year, is self-contained considering the conditions of each university. Are organized. Accordingly, this study seeks to explore the direction of curriculum development so that AI curriculum that can be more effective and enhance educational value in the graduate school of education can be developed in the future. Based on the Backward design, the AI curriculum proposed in this study includes Bloom's digital taxonomy, Bruner's spiral curriculum composition principle, and three elements such as 'content domain', 'level', and 'teacher learning method'. It was intended to consist of. Based on the direction of AI curriculum development suggested in the study, we hope that the AI curriculum of domestic graduate schools of education will be more substantial, and this framework will be revised and supplemented in the future to be used in the composition of the AI curriculum in elementary and secondary schools.

• School Mathematics
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• v.5 no.2
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• pp.151-165
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• 2003

So far there have been intermittently quantitative and syntactic analyses of the past elementary mathematics curriculums to comprehend elementary mathematics education in Korea. However, we think we also need qualitative and semantic analyses to comprehend and examine the past elementary mathematics curriculums exactly and so to look out on our future elementary mathematics education. Generally, school mathematics curriculum reflects both the philosophical aspects of mathematics itself that form the background of the philosophy of mathematics education and the sociological aspects in real mathematics class that could be the output of the curriculum. With this view, the logic of the social constructivism can be an appropriate way that leads mathematical philosophical analysis and sociological analysis in mathematics education. With this kind of method of analysis we got the results that: the past Korean elementary mathematics curriculums mainly have the tendency from the ideology of the progressive educator(the 1st) to of the technological pragmatist(the 2nd), from that of the old humanist(the 3rd and 4th) to the progressive educator(the 5th and 6th) again, and lastly that of social constructivism(the 7th).

• Communications of Mathematical Education
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• v.34 no.2
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• pp.119-134
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• 2020

Korea, where the national curriculum is run, can change school education by specifying basic competence in the common curriculum of elementary and middle schools for students to pursue school learning and real life. The numeracy as a basic competence should not be limited to mathematics, so it needs to be specified in the national curriculum covering several subjects and guided through various subject curriculums. To this end, the study proposed concepts, components, and levels of numeracy and proposed ways to reflect them in the national curriculum and other subjects' curricula. To ensure its validity, the UK, Canada and Australia curriculum are analyzed, and the results of the survey are proposed for various education experts. This study proposed two ways to briefly state the numeracy in the national curriculum and to imply the contents related to the numeracy in each subject curriculum, and to present the concepts, components and levels of numeracy in the national curriculum in detail and to describe numeracy code in each subject curriculum. These suggestions obtained high consent from experts.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.142-147
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• 2008

로봇 교육은 초등학생들의 논리적 사고와 문제해결력 향상을 위한 최적의 학습 도구이지만 교육과정이나 교재가 전통적 교과과정에 반영되어 개발되어 있지 않다. 그리고 현재 모든 초등학교에서 방과 후 교육이 아닌 정규 수업 시간에 값비싼 로봇교구들을 구입해서 모든 학생들에게 제공할 수 있는 재정적 여건은 마련되어 있지 않다. 따라서 본 연구는 제7차 교육과정의 로봇관련 교과 내용를 분석하여 관련내용을 교과 통합하여 로봇교육과정을 구성하고 정규교과 수업 시간에 초등학생들에게 로봇 교육을 하기 위한 방안을 제시하고자 한다.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.677-689
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• 2015

The purpose of this study is to derive suggestions and implications to strengthen the science curriculum continuity of Korea through comparative analysis with focus on the continuity of science curriculum in six countries (Taiwan, the United Kingdom, Finland, the United States, Canada, Korea). Original and Korean translations of the national curriculums of each country gathered from NCIC comparatively analyzed the contents of the 'Moon' and 'Rock cycle' based on features of curriculum configuration, vertical, and lateral connectivity. As a result, it was found that the concepts of Big Ideas or Cross-cutting Concept was utilized internationally to strengthen the linkage between grades or subjects. In particular, dealing with the aspect of the system was important. In the comparison of countries for the content, Korea deals with the most frequency on the 'Moon' and 'Rock cycle'. The contents of the chapter about the moon were simply repeated from elementary to high school levels with some variation. Korean science curriculum holds different perspectives and contents about the Rock cycle compared to other countries. In conclusion, Korea's curriculum requires appropriate tools to strengthen curriculum linkage and by doing so, it will be able to take advantage of the systems approach. Moreover, it is important to constitute the curriculum based on a sufficient understanding of the learning development of students according to their grade levels for the effective application of the curriculum.

• Journal of the Korea Convergence Society
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• v.13 no.1
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• pp.417-424
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• 2022

The purpose of this study was to develop the psychology-based naturalistic competency curriculum so that forest-related experts could fully play the role of a mediator between nature(forest) and human(visitors). The curriculum was designed in three parts: a pleasant life, a wise life, and a meaningful life. Contents were focused on recognizing and naming one's senses and emotions in nature, discovering nature-related memories and Naturalistic Intelligence, experiencing the flow in nature and activating the Default Mode Network. The curriculum supplemented by expert's advice was implemented as job training for forest-related experts, and the curriculum was finally revised by examining the understanding and utilization of the participants. As a result, the curriculum in three areas of emotion, cognition, and practice was completed. It is expected that this curriculum will be upgraded through evaluation in the future so that forest-related experts can provide more qualitative service by strengthening their naturalistic competency.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.12
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• pp.588-596
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• 2019

The purpose of this study is to propose an ICT-oriented teacher curriculum in order to improve early childhood teacher's competency using ICT instructional media. To this end, a survey was conducted to investigate the importance and current level of early childhood teacher's competency. After identifying the necessity of ICT instructional media competency, the contents of an ICT-oriented teacher curriculum were designed. A survey of teacher competency among 207 teachers showed the highest educational need for ICT instructional media competency. In addition, ICT-based teacher curriculum was classified into ICT literacy education and ICT utilization education based on the analysis results of sub-indexes on ICT instructional media competency. Each part was hierarchized into three levels of awareness, application, and spread according to the teacher's competency level and the educational contents were suggested based on the goals set for each level. In this study, it consisted of ICT literacy education, including understanding educational policy related to ICT utilization, understanding the goals and assessment of the ICT curriculum and ICT utilization education, including the use of teaching and learning methods, application of digital technology, ICT learning environment building and management for developing teacher professionalism related to ICT instructional media.

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.759-770
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• 2005

The purpose of this study is to examine the Earth science content relevance of the 7th national science curriculum. For this purpose, we (1) analyzed science curriculum or content standards of Korea, California, England and Japan, (2) compared science textbooks of Korea and Japan, (3) conducted a nationwide survey to gather opinions from students, teachers, professors and textbook authors about the relevance of the science curriculum and textbooks. According to the results, the Earth science contents of the 7th national science curriculum were not appropriate in terms of the objectives of science curriculum and the needs of students and society. The main reasons include the equal division among physics, chemistry, biology and earth science, iack of connection due to fractionation of units, overly strict application of spiral curriculum, and redundant amount of activities and concepts to cover in the textbook. Major suggestions fir securing the relevance of Earth science contents are as follows: First, the science contents and the size of units at each grade level should be determined according to the students' characteristics, not by equal portion rule. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoided. In addition, the number of activities should be reduced and the quality of required science activities should be improved. Third, to raise students' interest in Earth science, real-life applications and real-world Earth science contents should be emphasized including natural disasters, safety, universe and space exploration, and natural resources. Lastly, considering one of the relevance criteria is feasibility, supports for schools and science teachers are needed to realize the goal of the intended science curriculum.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.555-572
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• 2014

Teacher preparation programs are responsible for preparing teachers to be able to perform their work with professional knowledge and skills. What opportunities to learn such knowledge and skills the programs intentionally develop for prospective teachers can be discerned by looking at the curriculum of teacher education. The purpose of this study is to find implications for the curriculum in elementary teacher education in South Korea, especially as that pertains to opportunities to learn teaching mathematics. This paper compares the curricula of 21 teacher preparation programs for elementary teachers in South Korea and in the United States. It finds that the programs in both countries emphasize teacher preparation to teach subject matter and to help elementary students improve their academic knowledge. The overall structures of the curriculums outlined in the programs of both countries are relatively comparable. In terms of the opportunities to learn teaching mathematics, however, they are quite different in what authentic contents they offer. This paper discusses the need for more emphasis on mathematical knowledge for teaching.