• Journal of the Korean Chemical Society
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• v.65 no.5
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• pp.370-381
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• 2021

This study compared and analyzed the chemistry curriculum of South Korea and Singapore. The analysis revealed that Korea's achievement standards in the chemistry subject comprised knowledge and skills, whereas Singapore's achievement standards comprised knowledge, skills, values, and attitudes. The scope of knowledge and skills of the Singaporean achievement standards-wherein each element was explicitly presented-were more extensive than that of Korea. The elementary school curriculum in both countries was structured to help students qualitatively understand materials in real life, whereas the middle school content was structured such that students could understand the topic of particles. Additionally, several differences were found in specific content elements; for example, the periodic tables were included only in the Singaporean content, whereas changes in the volume of gas according to temperature and pressure were included only in the Korean content. The Singaporean academic achievement standards, integrating knowledge, skills, values, and attitudes in science curriculum, can be used as a reference for adjusting and restructuring the Korean curriculum.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.19-39
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• 2019

The purpose of this study is to explore the main characteristics regarding of implicating competence-based curriculum in Finland's home economics curriculum by analyzing curriculum documents and related literature. The research findings are categorized into four main characteristics. First, home economics in Finland belongs to the 7-9 grades. The key content areas are composed of 'food knowledge & skills and food culture', 'housing & living together' and 'consumer & financial skills' at an integrated approach. Secondly, the subject competences of home economics are not presented; however, the general objectives of transversal competences are defined in Finland's curriculum document. Transversal competences describe the aspects of the objectives that are emphasized in grades 7-9 and strengthens the connectivity with each subject. Thirdly, the objectives of home economics included in the instructions in Finland consist of a content system that links learning skills, content areas, and transversal competences. Both learning skills as a role of subject competences and content areas as objectives support teachers who restructure an curriculum. Fourth, in terms of achieving subject objectives, the assessment criteria in Finland home economics is to evaluate the achievement of good knowledge and skills through actual performance. Based on the research findings, the main features of the revised curriculum in Finland include encouragement of flexibility in education systems and learner's uniqueness in schools. If the implementation of subject competences in home economics is to be strengthened, it is necessary to intergrate the knowledge and competence, require a curriculum system for implements' subject competence, carryout assessment as learning to learn, and facilitate school community and teacher community for deeper co-operation.

• 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.

• KIPS Transactions on Software and Data Engineering
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• v.6 no.8
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• pp.411-418
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• 2017

The curriculum is about what to teach and learn, which is the basis for judging the level of knowledge. At the present time when the necessity of informatics education is emphasized, cultivation of human resources to actively cope with the SW-oriented society is the core of national competitiveness. The purpose of this study is to compare and analyze the quantitative aspects of high school curriculum based on higher education curriculum. Among the 18 knowledge areas, 'America' has 15 areas, 'UK' has 10 areas, and 'Japan' has 7 areas. However, 'Korea' has 6 areas, The purpose of this study is to understand the current status of Korea's information curriculum through the analysis of curriculum and to provide contents and implications for the curriculum revision.

• Proceedings of The KACE
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• 2018.01a
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• pp.103-106
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• 2018

NCS 기반 교육과정은 산업현장의 국가직무능력(National Competency Standards: NCS)을 고교 직업교육과정에 적용한 2015 개정 교육과정이다. 따라서 전문교과 교사는 학습자가 학습 종료시점에 NCS 수행준거를 만족하는 역량을 갖추도록 교육할 수 있는 교수역량을 필요로 한다. 이에 본 연구는, NCS 기반 교육과정 '전자' 교과의 실무과목, 학습모듈, NCS를 분석하여, 기초과목이나 실무과목으로 편성되지 않은 마이크로 프로세서 기본 역량에 대한 선수지식을 여러 영역에서 요구하고 있음을 밝혔다. 그러므로 NCS 기반 교육과정의 원활한 운영을 위해 '전자' 교과 교사는 마이크로프로세서관련 지식, 기술, 태도에 대한 교수역량을 강화할 필요가 있고, 학습모듈과 NCS는 수정 보완될 필요가 있음을 제안한다.

• Proceedings of the Korea Contents Association Conference
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• 2003.05a
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• pp.74-87
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• 2003

A model of STS (Science-Technology-Society) creativity education program for the gifted and talented children has been developed, based on GENEPLORE thinking process and Knowledge development theory. The GENEPLORE creative thinking process, developed by Finke et al. (1990, 1992), has two phases such as generative phase and exploratory phase. And The knowledge development theories of Piaget (1977) and Gallagher(1981) assume that knowledge-bases are developed on the basis of empirical as well as reflective abstraction, which could imply that knowledge-bases are crucial in creative thinking process. The creativity education model for the gifted and talented of the present study attempted to integrate 'the individual, creative thinking process, and social/scientific technology' by employing topics of the science-technology-society such as computer, network, biotech, robot, e-business, e-education, e-health, nanotech and entertainment and the structure and contents of the program are proposed

• 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.

• Communications of Mathematical Education
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• v.10
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• pp.505-517
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• 2000

수학 학습에서 컴퓨터와 계산기의 활용은 시각화의 강화로부터 직관력과 사고력의 향상을 가져왔다. 컴퓨터 대수체계(Computer Algebra System)가 탑재된 수학 학습용 컴퓨터 프로그램과 계산기가 활발히 사용되고 있으며, 교수매체로서의 활용은 지식 정보전달 체계와 학습자의 지식 구성방법에 새로운 패러다임을 형성하였다. 특히 수학학습용 그래픽 계산기(Graphing Calculator)는 휴대형(Hand-held Technology)으로 학습공간의 이동(Mobil Education)이 가능하며, 수학학습 전용기라는데 의미를 둘 수 있다. Symbolic Graphing Calculator를 활용한 수업에서 학습자는 계산기를 가지고, 기호연산 실행 조작을 통해 자신의 사고과정을 표현하고, Symbolic Graphing Calculator는 실행 조작에 즉각적으로 과정과 결과를 제공하며, 다른 표상과 상호작용을 함으로써 학습자 스스로의 규제가 강화된 과정을 통해 지식을 구성하게 된다. 이때 교사는 지식 정보전달 체계인 대화형 실행매체(IMTs)를 작성하여 학습자의 지식 형성에 안내자의 역할을 하게 된다. 이번 워크샵에서는 CASIO fx 2.0을 활용한 교실 수업모형을 그래프 표상과 연계한 방정식의 풀이과정을 통해 알아본다.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.311-319
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• 1999

수학 교사의 지식은 교과내용 지식, 일반 교육학 지식, 교육학 내용 지식, 교육과정 지식, 학습자에 대한 지식, 교육적 내용에 관한 지식, 수학 교육 목표, 목적, 가치에 대한 지식으로 분류될 수 있다. 지금까지 이러한 수학 교사에 대한 지식 종류에 대한 학문적 연구는 뚜렷하게 체계적으로 연구되어지지 못하고 주로 저학년 학생 및 학습자 위주로 산발적인 연구가 진행되어 왔다. 수학교사가 지녀야할 지식은 수학 학습자인 학생들을 어떻게 효과적으로 가르치느냐에 가장 직접적인 영향을 미치는 것이므로 이에 따른 구체적인 조사 연구가 필요할 뿐만 아니라 교사교육 프로그램에 반영되어 효과적으로 능력있는 교사를 양성할 수 있도록 하여야겠다.

• 한국정보교육학회:학술대회논문집
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• 2007.01a
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• pp.261-266
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• 2007

제7차 컴퓨터 교육과정에 대한 많은 논란과 개선방안이 제기되어 왔지만 경험한 교육과정을 대상으로 성취수준에 대한 연구는 거의 이루어지지 않고 있는 실정이다. 본 연구에서는 2005년도에 대학 신입생을 대상으로 실행했던 컴퓨터 소양 교육과정을 개선하기 위하여 2005년도와 2006년도의 신입생을 대상으로 연차별로 컴퓨터 소양과 활용수준 그리고 양 집단간의 수준 차이를 분석하였다. 이를 위하여 2005년도에 개발된 설문지 사용하여 각 학기가 시작되는 시점에서 학생들의 응답을 분석하였다. 설문자료를 분석한 결과는 다음과 같이 요약할 수 있다. 두 집단 모두 다섯가지의 영역에서 영역간의 수준의 차이가 큰 것으로 나타났다. 컴퓨터통신, 기초기능 그리고 정보윤리 보통 이상의 수준을 보였으며, 반면에 기초지식과 소프트웨어 활용 영역에서 보통 이하의 수준으로 나타났다. 두 집단간의 연차별 수준 차이는 거의 없는 것으로 보였다. 컴퓨터통신과 정보윤리 영역에서 미미하나마 2005년도에 비하여 평균이 약간 증가하였으며, 나머지 세 개의 소프트웨어 활용과 기초지식 및 기초기능 영역에서는 각각의 평균이 0.05 이하의 차이를 보이고 있다. 대학 신입생의 컴퓨터 소양교육을 위한 두 집단간의 연차별 선수 지식의 수준차이는 없는 것으로 나타났다.