• Journal of the Korea Academia-Industrial cooperation Society
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• 제20권10호
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• pp.406-414
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• 2019

The purpose of this study was to investigate how educational experience (teaching experience, experience participating in the Teacher Learning Community, curriculum training experience, and innovative experience working in school) of elementary school teachers affects the recognition and execution of curriculum and textbooks. For this purpose, the results of a questionnaire survey for elementary school teachers were analyzed by performing T-tests, One-Way ANOVA, correlation analysis, and regression analysis. The results were as follows. First, according to the teacher's educational experience, there were statistically significant differences in the recognition and execution of curriculum reorganization, and the recognition and dependence on textbooks. Second, there were statistically significant correlations among such variables as recognition and implementation of curriculum reorganization, and the recognition and dependence on textbooks. Third, the teacher's educational experience had a significant impact on curriculum reorganization and the dependence on textbooks. Curriculum restructuring in elementary schools is not an end in itself. What is also needed is to find and implement the best class plans for promoting the .meaningful growth and development of elementary school students. This study suggests that the dependence on textbooks should be lowered and the curriculum should be actively reorganized, and teachers should develop their expertise based on extensive educational experience.

• Journal of Educational Research in Mathematics
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• 제22권3호
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• pp.401-427
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• 2012

The recent Korean mathematics curriculum stresses to teach mathematics focusing on mathematical process composed of problem solving, reasoning and communication. To be successful in applying the rationale of the process-focused mathematics education, the assessment practice in classrooms should be also centered on mathematical process. In this study we conducted a large-scale survey on teachers' perspectives about the process-focused mathematics assessment. First, we surveyed teachers' opinion on current assessment practices in school mathematics related to regular school exams and performance assessments. Second, we investigated teachers' perception on mathematical process components such as problem solving, reasoning, and communication regarding how they should be assessed. Finally, we examined the difference of teachers' opinion according to their teaching experience, city size, and the type of school. Based on the results, we discussed implications for mathematics assessment and process-focused mathematical assessment.

• Journal of the Korean earth science society
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• 제42권3호
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• pp.344-364
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• 2021

The study explored how two elementary school teachers perceived computational thinking, reflected them into curriculum revision, and taught them in the classroom during longitudinal professional developed program (PDP) for nine months. Computational thinking is a new direction in educational policy-making including science education; therefore we planned to investigate participating teachers' perception of computational thinking to provide their fundamental understandings. Nine meetings, lasting about two hours each, were held with the participating teachers and they developed 11 lesson plans for one unit each, as they formed new understandings about computational thinking. Data were collected through PDP program while two teachers started perceiving computational thinking, revising their curriculum, and implementing it into their class for nine months. The results were as follows; first, elementary school teachers' perception of computational thinking was that the definition of scientific literacy as the purpose of science education was extended, i.e., it refers to scientific literacy to prepare students to be creative problem solvers. Second, STEAM (science, technology, engineering, arts, and mathematics) lessons were divided into two stages; concept formation stage where scientific thinking is emphasized, and concept application, where computational thinking is emphasized. Thirdly, computational thinking is a cognitive thinking process, and ICT (informational and communications technology) is a functional tool. Fourth, computational thinking components appear repeatedly and may not be sequential. Finally, STEAM education can be improved by utilizing computational thinking. Based on this study, we imply that STEAM education can be activated by computational thinking when teachers are equipped with competencies of understanding and implementing computational thinking within the systematic PDPs, which is very essential for newly policies.

• Journal of the Korean Society for information Management
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• 제36권1호
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• pp.169-190
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• 2019

This study aims to identify the effects of teachers' recognition and application of 2015 revised national curriculum on their educational information needs in high schools. Several in-depth interviews and a questionnaire survey with the teachers, who were in charge of teaching common courses, such as Korean language, mathematics, English, social studies, and science, in general public high schools in Incheon, were executed for the purpose. As a result, the teachers' recognition and application affected their educational information needs in part. Especially, new demands on small sized copies and learning information sources were identified which were related to the application of 2015 revised national curriculum. Based on the results, we proposed several improvements of school library operations, such as small sized local consortium for sharing resources and providing referral services, in order to strengthen the gateway role of school libraries.

• Journal of the Korea Institute of Information and Communication Engineering
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• 제24권2호
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• pp.297-303
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• 2020

This study compared the perceptions of novice teachers and expert teachers on software education in the 2015 revised curriculum. Awareness comparisons were assessed by questionnaire for priorities for field support, activities for professional development, organizational hours, achievement criteria statements, and appropriateness for textbooks introduced only in 6th grade. In all questions, there was a difference in recognition between the two groups. In particular, novice teachers were '' appropriate '' in terms of organizational hours, achievement criteria, and textbooks introduced only in 6th grade. Expert teachers, on the other hand, were inadequate. In addition, as a result of analyzing the key keywords of free-response opinions about the introduction of educational robots in the curriculum and textbooks, positive keywords were obtained for both groups. However, novice teachers showed passive and passive keywords such as 'support', 'difficulty', and 'problems', and expert teachers showed differences in their educational utilization after introducing 'utilization' and 'education'.

• Journal of The Korean Association For Science Education
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• 제37권4호
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• pp.651-658
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• 2017

The purpose of this study is to analyze the invention-related content of foreign science curricula and investigate the perception of science educators about the degree of relevance between science curriculum and invention. For the analysis of foreign science curricula, we investigated the programs of 10 nations, including the US, Canada, UK, Japan, Australia, Singapore, New Zealand, France, Finland and China. To analyze the relevance between Korean science curriculum and invention, we examined common topics such as science, integrated science, and science inquiry experiment, and investigated that the elements related to invention education were included in each 'achievement standard' and 'teaching and evaluation methods'. Science educators including science teachers were asked to evaluate the degree of relevance of invention education. The results were as follows. First, science curricula in many countries contained invention-related content. Second, science educators recognized that invention education was related to science curriculum, but the systematic connection was insufficient. Third, because it is mainly limited to the results of designing and device design, they recognized that the relevance of invention education, which focuses on various processes such as problem design, inventive techniques and intellectual property, was not revealed. Therefore, it is necessary to be process-oriented when developing invention education teaching-learning methods and related materials in science education for the future.

• Proceedings of the KHMA Conference
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• 한국가정관리학회 2000년도 학술대회
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• pp.133-134
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• 2000

• 대한공업교육학회지
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• 제40권2호
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• pp.111-129
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• 2015

This study tried to investigate the possibility and expectation effect to organize and operate NCS(national competency standards)-based vocational education curriculum in technical specialized high schools and meister high schools and the perceptions of specialty subject teachers about support plans for effective operation of the NCS-based curriculum. For this, the survey was conducted targeting 286 specialty subject teachers in technical specialized high schools and meister high schools. And the results are as follow: First, the specialty subject teachers in the technical specialized high schools and meister high schools recognized that the positive expectation effect can be obtained through the NCS-based vocational education curriculum and the NCS-based vocational education curriculum should very much be applied to the school curriculum but it is impractical to organize and operate the NCS-based vocational education curriculum as the school curriculum from 2016. Second, the specialty subject teachers in the technical specialized high schools and meister high schools recognized that industrial education needs can be analyzed, industry duties-based educational objectives and contents can be set up, industrial duties-based education can be done, the capability to develop and operate teachers' curriculum can be improved, and the NCS-based curriculum will be effective for industrial and academic cooperation and connection with communities by applying it but the realistic possibility will relatively be low. Third, the specialty subject teachers in the technical specialized high schools and meister high schools recognized that tools for practice should be reorganized and expanded, the number of students targeting practical classes should be reduced by 15 to 20 persons, teachers' field education capability should be strengthened, supply and demand of teachers should be supported, industrial and academic cooperation-based field-centered education should be reinforced, and support of the NCS-based teaching materials to be textbooks should be required in terms of operating schools to operate the NCS-based vocational curriculum effectively. Support of finding jobs and field education which correspond with the NCS-based vocational curriculum should be provided, field instruction by ability of the national competency standards should be supported, field practice education projects about the NCS-based vocational curriculum should be provided and introduction and operation of the industrial employee performance evaluation system should be required in terms of the support plans of relevant organizations.

• Journal of Elementary Mathematics Education in Korea
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• 제23권4호
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• pp.507-527
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• 2019

At the time when textbooks were developed and applied according to the 2015 revised curriculum and At the time of developing new test textbooks, it is necessary to examine the contents of the textbooks based on the 2015 revised curriculum and the responses of field teachers. Therefore, this study conducted a questionnaire survey for elementary school teachers on how teachers perceive and evaluate elementary mathematics textbooks (math textbooks, mathematics learning books, teacher guidebooks) developed and applied based on the 2015 revised curriculum. The results were analyzed.

• Journal of Science Education
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• 제36권2호
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• pp.354-368
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• 2012

The purpose of this study was to explore the direction of application and quality management plan of science curriculum of elementary and middle school according to the 2009 revised curriculum. In order to do this, nationwide survey was administered. The subject was 126 elementary school teachers and 88 middle school science teachers. It was founded that teachers had negative opinion on the introduction of the grade cluster system. They considered that it was appropriate to link the contents of Science subject with Practical Arts(Technology Home Economics) subject by similar topic. Science classes were implemented without changing the number of class hours in most schools. They recognized the necessity of differentiated instruction in science classes, but they seldom applied the differentiated instruction. And they suggested that the teaching-learning materials, evaluation materials and contents be provided to apply the STEAM. This study designates the following strategic supports for the effective implementation of 2009 revised science curriculum; 1) the science teachers training program to provide useful information for understanding and teaching the 2009 revised science curriculum, 2) the teachers' community in the school, 3) the development and provision of the feasible STEAM plans.