• Journal for History of Mathematics
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• v.23 no.2
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• pp.123-140
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• 2010

In general, early childhood mathematics education is conducted and operated in early childhood education curriculum. Moreover, Korean early childhood education is approached and conducted by an U.S. NCTM. So, it is meaningful to compare American and Korean early childhood mathematics education curriculum. Therefore, I has studied how those points of views of the mathematics education are instituted in the curriculums respectively. The main purpose of this study is to investigate principles of NCTM(National Council of Teacher of Mathematics): content standards and process standards. I hope the finding of this study would reflect to the 7th Korean early childhood mathematics education including learning and curriculum constitution.

• Journal of Korean Home Economics Education Association
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• v.27 no.3
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• pp.79-97
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• 2015

Curriculum may be defined as everything students learn at school or the specific plan of a subject that students are supposed to learn. The purpose and goals of the curriculum or who is in charge of developing the curriculum may differ by country. This study aimed at comparing the mechanisms in which the Home Economics curriculum is implemented in Korea and the Unite States at different levels. Considering that Korean government now supports increased autonomy of schools, allowing them to execute curricula according to their educational environments, it is meaningful that the advantages and disadvantages of the implementation mechanisms of two countries are explored. Specifically, middle schools in a City of Kyung-gi Province in South Korea and three states(Wisconsin, Ohio, and Washington states) in the United States are examined. The curriculum documents at different levels as well as study plans used by actual teachers are compared for this purpose. In case of South Korea, the nation state is in charge of curriculum development and the curriculum document defines the educational contents to detail in order to provide standardized learning experience to students. This type of closely controlled system warrants standardized educational contents and thus allows nation-wide assessment using standardized measures. On the other hand, it is difficult to accommodate diversities among students in terms of aptitudes and learning styles, and also limits creativity enhancement or integrative approach to teaching and learning. In comparison, curriculum in the United States is rather loosely defined, and more autonomy is granted to schools and teachers. Each of these two different systems may have advantages and disadvantages of their own. The findings of this study is expected to provide implications to curriculum development as well as to the development of framework and guidelines to the curriculum implementation.

• Journal of Science Education
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• v.44 no.2
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• pp.133-144
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• 2020

As a part of the second-year monitoring study on the implementation of the 2015 revised science curriculum in middle schools, this study focuses more on examining middle school science teachers' perceptions on the process-based assessment (PBA). A total of 105 middle school science teachers (44 teachers from science leading schools, 61 teachers from ordinary schools) responded to the survey questionnaire, and 16 teachers participated in interviews. The results include teachers' perceptions on the changes in their teaching and assessment methods, some challenges of implementing PBA, and educational implications of PBA. Survey results indicate that the teachers perceived themselves using more PBA methods after the 2015 revised science curriculum was launched. The teachers in science-leading schools present statistically higher average scores to the items on the PBA utilization than the ones in ordinary schools. However, the teachers felt confused in conceptually differentiating PBA from prior performance-based assessment. They also experienced some conflicts when implementing PBA under the achievement-oriented school atmospheres. In addition, they often faced difficulties in securing objectivity and reliability of PBA and felt the burden of evaluating individual students. This study suggests the necessity of giving more authority and trust to science teachers regarding PBA, constructing more supportive environment to cultivate teacher competency as evaluation experts, and the need to reduce task burden. However, some teachers who actively implemented PBA express some level of satisfaction as observing students' positive reaction to PBA.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.175-202
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• 2001

The purpose of this work is to analyze various mathematics programs and related studies for gifted students of secondary school, to extract meaningful suggestions, and to develop some mathematics materials to realize our suggestions. We analyzed mathematics curriculum drafts for gifted students(by KEDI), mathematics program for the gifted students of Russia, and mathematics programs of some specialist of gifted education. We were able to extract some important aspects for developing teaching & teaming materials. Especially in this study we took notice of systematization of mathematical problems, and suggested a model of systematization of mathematical problems.

• Education of Primary School Mathematics
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• v.18 no.1
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• pp.1-16
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• 2015

This study is a comparative study on the Korean and Chinese elementary school mathematics curriculum. Korea and China have announced a new mathematics curriculum in 2011, and have recently carried out in the whole school year. Korea and China are the countries to manage the national curriculum. The comparison with China is significant because of the similarity of our tradition and culture. In addition, the influence of Chinese education has been increasing gradually. Thus, the curriculum comparison between China and Korea has a significant value. Through this study, I extract the significant implications of mathematics education in Korea. This study can be summarized as the following. First, I have analyzed the elementary mathematics curriculum document systems in Korea and China. Second, I compared the goals of mathematics education in Korea and China. Third, this study compared the content areas and learning in elementary school mathematics curriculum in Korea and China. Fourth, I have analyzed the teaching and learning methods and the assessment of Korea and China. Finally, we compared and analyzed the proposed points for action set out in elementary school mathematics curriculum courses in Korea and China. The results of this study are expected to provide significant implications for the new curriculum document structure and mathematical contents of Korea.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.155-158
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• 2012

본 논문에서는 초등학교 정규교육과정에서 다루고 있는 로봇교육으로서 2011년 고시 초등학교 교육과정의 실과 교육과정 5-6학년의 (생활과 전기, 전자) 단원에서의 로봇교육과 교사 로봇 연구대회에서 발표한 로봇교육 지도안의 몇 가지 사례들을 살펴보고, 초등학교 교육과정에서 로봇교육이 어떠한 가치를 지니고, 어떠한 방향으로 이루어져야 하는지에 대한 프레임을 제공하는 것을 목적으로 한다. 위에서 언급한 사례들은 로봇의 작동 원리와 센서 등 공학적 측면을 강조하고 있다. 하지만 이것은 로봇교육이 지니는 다양한 장점 중 극히 일부분에 지나지 않는다. 주어진 매뉴얼을 통하여 수행되는 최소한의 공학적 이해 수준을 가리키는 것을 넘어 문제해결 및 알고리즘을 수행할 수 있는 물리적 객체로서의 인식의 전환이 필요하다. 또한 로봇이 정규교육과정 속에서 수행되기 어려운 한계점을 제시하고 이를 극복하기 위한 방안을 모색해보고자 한다.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.17-34
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• 2016

The purpose of this study was to analyze the contents on statistics in elementary mathematics textbook according to 2009 school curriculum. And we analyzed the elementary mathematics textbook in the light of data collection, graph understanding level suggested by Cursio. Specially, we analyzed the contents within the framework of evaluation norm suggested in 2015 school curriculum. We expect that this study will be a fundamental reference for the development of textbook according to 2015 school curriculum.

• Proceedings of the Korean Society for Information Management Conference
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• 2015.08a
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• pp.47-51
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• 2015

본 연구는 어린이 전문사서 양성과 관련된 문헌정보학 교육과정 현황을 조사하고 분석해 현재 수준을 이해하는데 필요한 기초자료를 제공하고 어린이 사서의 전문적 역량을 강화하기 위한 교육과정의개선 방안을 제시하는데 목적이 있다. 이를 위해 국내 34개 대학의 2011년과 2014년 문헌정보학과 어린이 전문사서 관련 교육과정과 국외 23개 대학의 어린이 전문사서 양성 관련 교육과정을 조사 분석하여 어린이 전문사서 양성 관련된 문헌정보학 교육과정의 문제점을 밝히고 개선 방안을 제시하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.01a
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• pp.233-236
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• 2023

본 연구에서는 Computing Curricula 2020에서 제시하고 있는 지식 요소를 바탕으로 초등학교 실과와 중학교 정보 교과의 내용 요소의 변화를 비교·분석해 보았다. 연구 결과, 초등학교는 2022 개정 교육과정에서 총 5개의 지식 요소를 포함하였고, '컴퓨팅 시스템 기초', '디지털 디자인'과 관련한 내용 요소가 추가되었다. 중학교는 2022 개정 교육과정에서 총 11개의 지식 요소를 포함하였고, '운영체제', '지능 시스템(AI)'과 관련한 내용 요소가 추가되었다. 그 중 내용 요소의 비율이 크게 변화한 영역은 '소프트웨어 설계', '자료구조 및 알고리즘과 복잡도', '운영체제', '지능 시스템(AI)' 등이었다. 향후 연구에서는 본 연구에서 분석하지 못한 고등학교 정보과의 내용 요소를 분석해보고자 한다.

• The Journal of Korean Association of Computer Education
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• v.7 no.3
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• pp.23-33
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• 2004

In the knowledge-based society, ICT should take an integral part in K-12 curriculum. The purpose of this paper was to investigate the means to integrate ICT into K-12 curriculum. For the purpose, we reviewed the current national curriculum in light of ICT use. From the review, we identified that the recently revised 7th national curriculum reflected the necessity of using ICT in the view point of knowledge-based society, but it did not include the ICT specifically as a critical element of the curriculum. We discussed the meaning of ICT integrated curriculum, and also the role of ICT as a component of the curriculum. Finally, we suggested the direction of restructuring the curriculum as we consider integrating ICT into it.