• The Mathematical Education
• /
• v.54 no.2
• /
• pp.143-165
• /
• 2015

The purpose of this study is to find out the level relevance of the kindergarten curriculum in terms of the kindergarten and elementary school curriculum articulation. For this purpose, a model was developed to assess the level relevance of the curriculum. Next, the achievement standards of the curriculum were analyzed by using this model. Finally, teachers' guidebooks were analyzed, too. The following results were obtained from the analysis. First, five of the 14 achievement standards are rated as 'relevant', and nine of them were 'irrelevant'. Also, six of the irrelevant achievement standards were rated as 'overlap', two of them were rated as 'retrogression', and one of them was rated as 'gap'. I found a lot of problems with the level relevance in the kindergarten curriculum. As the results to analyze teachers' guidebooks, I found that there were the great frequency difference in the activities of teachers' guidebooks.

• Journal for History of Mathematics
• /
• v.27 no.3
• /
• pp.233-253
• /
• 2014

In this study, the kindergarten teachers and elementary school teachers were surveyed to see the level relevance of the kindergarten and primary school curriculums. As a result, first, the kindergarten curriculum was generally appeared appropriate to the level of kindergarten students. However, in practice, a significant amount of the first grade curriculum were taught in the kindergarten. Second, the variation of mathematical abilities among the begining students was very large, and this variation also affected the students' achievements. Third, both kindergarten teachers and elementary school teachers wished for adjustments of the level of mathematics curriculum.

• Journal of The Korean Association of Information Education
• /
• v.14 no.4
• /
• pp.651-658
• /
• 2010

This paper is to study adequacy of developing tutorial series for primary school students regarding MOS certification and to analyze a validity. In order to analyze a level of difficulty, current primary teaching materials being used after class, in comparison with ICT discretionary hour materials being used through primary discretionary class, were evaluated. It was done by primary teachers with in- depth understanding of a level of difficulty and after class instructors using Likert scale through quantitative analysis. As a result, level of PowerPoint has a satisfactory fit (76%), however, the degree of difficulty of Word and Excel is quite high. On its subject matter, there is quite a dispute with present curriculum. Therefore, in order to introduce MS-Word or Excel, it is necessary to adjust a level of difficulty or related subjects according to the level of students.

• Journal of the Korean School Mathematics Society
• /
• v.16 no.4
• /
• pp.899-925
• /
• 2013

The purpose of this study was to examine how constructive-response questions in regular test was in aligned with the nature and goals of 2007 Curriculum Amendment. For this purpose, data were collected and analysed by using the framework for mathematical task and the cognitive demand of tasks suggested by Smith & Stein(1998) and mathematical proficiency suggested by National Research Council(2001). In particular, it aimed to reveal the overall picture of the level of cognitive demand and the proportion of mathematical proficiency of constructed-response items created by secondary mathematics teachers. The findings from the analysis showed that 70 percent of the constructed-response items were at low-level and the rest at high-level in terms of cognitive demand. Also, the constructed-response assessment focused on conputing (89%), understanding(45%), applying(30%) and least reasoning(17%). Most of the constructed-response items included computing and were algorithmic.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2012.10a
• /
• pp.331-333
• /
• 2012

객체지향 텍스트 프로그래밍 및 시각 프로그래밍 교육에 대한 연구는 학생들이 프로그램 개발을 진행하는 과정 혹은 프로그래밍을 교수하는 방법론과 프로그램 개발을 위한 적합한 분석 및 설계 방법론을 찾는 것이다. 이 논문에서는 컴퓨터 프로그래밍 교육에서 객체지향 텍스트/시각 프로그래밍 교육을 적용하고 평가하기 위한 평가 지표를 개발한다. 이 지표는 시각적 혹은 텍스트 기반 프로그래밍 언어/도구를 사용할 때 학생들의 프로그래밍 교육에 대한 적합성을 측정하고 분석하여 학생들의 이해력, 추상화 능력, 프로그램 구현 능력과 학생들의 수준별 적합성을 측정하고 분석하며, 또한, 측정/분석 방법론을 개발하고 적용하는데 활용할 수 있다.

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

• The Journal of Korean Association of Computer Education
• /
• v.23 no.4
• /
• pp.61-68
• /
• 2020

The purpose of this study is to develop a debugging task to support process-centered assessment on software(SW) education and to develop a service site. Achievement criteria for programming in elementary and middle school SW curriculum consists of control structures such as repetition and condition, and elements such as variables and input/output. In order to apply the process-centered assessment presented by the Ministry of Education, it is necessary to present tasks that can be used in the actual classroom environment and to consider connection with achievement levels. Therefore, in this study, 12 tasks for elementary school and 15 tasks for middle school were developed as debugging tasks and their validity was verified. As a result of conducting Delphi verification for validity, it was found that the level and content of the debugging task are appropriate. In addition, as a result of verifying the usability of the debugging challenge site by applying a heuristic evaluation method, it was found that it is suitable for use in the real educational field.

• Proceedings of the Korea Association of Information Systems Conference
• /
• 2000.05a
• /
• pp.11-20
• /
• 2000

본 연구의 목적은 EDI 이용수준에 영향을 미치는 조직특성요인, 시스템의 구축과정요인을 실증적으로 분석하여 체계화하는 것이다. 이를 위하여 기존의 문헌을 조사하여 EDI이용수준에 영향을 미치는 요인을 살펴보고, 실증 분석을 수행하였다. 본 연구의 연구결과는 다음과 같이 두 가지로 요약할 수 있다. 첫째 EDI의 이용범위에 영향을 미치는 중요한 요인들은 ‘업무의 EDI 적합성, 최고경영자의 적극적 지원, 참여도’인 것으로 밝혀졌다. 이 결과에서 서류업무가 많고 거래가 빈번한 기업들이 EDI에 대한 필요성을 느끼게 되고 따라서 EDI를 조직내에 통합시킬수록 그에 따른 이익을 얻을 수 있다. 한편, 기존 업무를 EDI 방식으로 전환하는데 많은 투자와 변화에 대한 위험이 존재하는 만큼 최고경영자의 적극적인 지원이 반드시 필요함을 알 수 있다. 그리고 EDI의 이용범위를 확대시키기 위해서는 EDI 사업자, 사용자의 참여뿐만 아니라 교육·훈련도 많은 영향을 미친다는 것을 알 수 있다. 둘째, DEI의 이용량에 영향을 끼치는 요인은 ‘업무의 EDI 적합성, 참여도’인 것으로 밝혀졌다. 이는 거래업체와 서류업무가 많고 거래가 빈번한 기업일수록 많은 기업들과 EDI를 통해

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.18 no.3
• /
• pp.742-748
• /
• 2014

The research of the object-oriented visual programming education is related to investigate the instructional method for computer programming, the process for program development for students, and the suitability analysis and design methodology for program development. In order to develop the educational methodology for the students who have the difficulties to study the computer programming and to enhance the abilities for the development of object-oriented programs, in this paper, we suggest the evaluation metrics to apply and assess for the object-oriented programming education. Also, we introduce the visual programming education methodology and curriculum using Alice programming. The evaluation metrics for the visual programming education suggested in this paper, is accepted when the visual programming languages/tools are used in the programming education to assess and analyze the suitabilities for the programming education for students, so to utilize the analyses for abilities of understanding, abstraction, and program implementation by level.

• Journal of The Korean Association of Information Education
• /
• v.20 no.6
• /
• pp.617-628
• /
• 2016

For the education on information, information appliances and operating systems of the information curriculum in elementary schools, precedent studies on the content structure of domestic and foreign curricula and etc. were compared and analyzed, and the ways of improvement and implications were examined. In addition, the necessity to select these contents, time of education, appropriateness of the selected contents were surveyed by professionals, and as the research results, the contents for the education on information, information appliances and operating systems in elementary schools were chosen, and achievement standards were set and proposed. The paper results can be used for the development of national level of elementary information curriculum and for the cultivation of elementary school students' key educational capacities. This paper has the limit that its results cannot be generalized because its analysis was based on the outcome surveyed only by some experts. Nevertheless, it is meaningful in that it specifically tried to analyze the appropriateness of the content achievement standards of the elementary information curriculum, and through which, it offers the information necessary for the stable management of elementary information curriculum and the improvement of elementary information curriculum.