• The Journal of the Korea Contents Association
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• v.13 no.7
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• pp.511-521
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• 2013

The purpose of this study is to review the perspective on early childhood language education by analyzing language activities specified in the Teacher's guide to Nuri Curriculum for Children between Age 3 to 5. In the pursuit of this purpose, 966 language educational activities suggested in 32 guidebooks(10 for age 3, 11 for age 4, 11 for age 5 - divided by life themes) have been chosen as the analysis object and analyzed based on the following category; subordinate scope, and activity type. This analysis showed that children aged 3~5 start their language activities in the order of talking, listening, reading and writing (under the subordinate scope category), and favors activities in the order of 'fairy tale/poem', 'story telling' and 'verbal section'. In conclusion, it has been proven that each category is concentrating on 1~2 activities and the proportion varies depending on the age. Based on the above result, we intend to examine the current situation of language education and use this study as the preliminary data to provide a proper direction for early childhood language education.

• Research in Mathematical Education
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• v.1 no.2
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• pp.139-162
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• 1997

본 연구는 학교 교육과정 가운데 특히 수학과 교육과정에 초점을 맞추고, 미국과 한국을 중심으로 수학과 교육과정의 변화를 초래한 근본적인 원인을 분석하고, 두 나라의 중학교 수학과 교육과정의 체제와 내용을 비교해 보고자 시도하였다. 이러한 비교는 교육과정의 공통성과 차이성을 찾아서 한국 교육과정의 사회적 및 개인적 적합성을 평가하고, 이후 한국의 교육과정 개선을 위한 방안들을 모색하기 위한 것이다. 이미 미국의 경우 1980 년대 들어 서면서 정보화 사회에 적응할 수 있는 수학과 교육과정의 개발 작업에 노력해 왔으며, 한국도 1980 년대 후반부터 제 6 차 교육과정의 개발을 위한 연구를 시작하였다. 그 결과, 미국은 NCTM (미국 수학교사협회)을 중심으로 새로운 수학교육의 표준을 설정하고, 향후 수학교육이 지향할 방향과 전략을 설정한 바 있다. 또한 한국은 제 6 차 교육과정 개정 작업을 통하여 1992 년에 새로운 교육과정을 고시하였다. 물론 양국의 수학과 교육과정을 비교 분석하기 위해서는 그 범위와 대상을 폭 넓게 정할 수도 있겠지만, 본 연구에서는 분석의 대상을 최근 미국의 수학과 교육과정의 근간을 이루고 있는 NCTM 의 일련의 교육 표준화 관련 연구들과 한국의 제 6 차 교육과정에 나타난 수학과 교육과정으로 제한하였다. 본 연구에서는 양국의 수학교육을 이해하기 위하여 1) 양국의 수학과 교육과정에 나타난 수학교육의 일반적 성격, 기본 방향 교육 목표를 비교 분석하였고, 2) 양국의 중학교 수학 교육과정에 나타난 교육 내용을 비교해 보았다. 이를 위해서, 본 연구는 NCTM 의 교육과정 안에 명시된 중학교 과정의 수학과 교육 목표 및 내용을 준거로 하여 한국 교육과정의 관련 내용을 분석하고 비교학적으로 해석하는 방식을 취하였다. 물론 한 국가의 교육과정 체제를 목표 및 내용 요소의 비교만으로 파악할 수 없다고 본다. 향후 미국과 한국의 교육과정을 이해하기 위한 연구들은 내용의 조직, 방법, 평가, 그리고 운영계획 등에 관한 분석으로 확대되어 시도되어야 할 것으로 본다.

• Journal of the Korean Society for information Management
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• v.34 no.1
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• pp.241-262
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• 2017

This study aims to identify and analyze the Twitter use of domestic public libraries. In order to identify the detailed patterns of Twitter use in library and information services, a content analysis was conducted for the 3,038 tweet data from the top 14 public libraries' accounts on Twitter use. Inductive approach was adopted to develop a coding scheme and open coding was conducted with the entire tweet. Additionally, correspondence analysis was conducted for the result of content analysis to identify how library accounts correspond to specific types. As a result, 3 main categories and 9 sub-categories of public libraries' Twitter use were developed. And the 37 detailed patterns of public libraries' use of Twitter were identified. The identified patterns can provide the libraries interested in Twitter use with guidelines.

• The Journal of Sustainable Design and Educational Environment Research
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• v.22 no.3
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• pp.14-29
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• 2023

This study aims to elucidate the content and format of school safety standards to clarify the roles and responsibilities of schools in realizing school safety. Toward this end, difficulties in operating school safety standards at various sites were classified into four small groups with a total of 26 educational administrators, superintendents, and researchers to listen to the opinions of experts in the field and analyze related data. As a result, we comprehensively analyzed in-depth interviews with the respondents who are working at provincial offices of education regarding the proposed school safety standards. We also analyzed the necessity of developing these standards and examining the appropriateness of their content and format. Results were derived from four aspects, including the field applicability of such standards. The study draws the following conclusions. First, it focuses on setting the direction for the development of school safety standards. Second, it highlights the exploration of the system and content of these standards. Third, it pertains to the preparation of a draft of these standards.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.449-460
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• 2015

As a main body of a curriculum, a set of sentences stating mathematical contents plays an important role in teaching and learning mathematics. The contents sentences in the $7^{th}$ version, the 2007 version, and the 2009 version of elementary mathematics curricula were analysed. The elementary mathematics curriculum consists of about 200 contents sentences. The final endings of those sentences are the type of ability such as "to be able to ~". The elementary mathematics curriculum would be managed systematically by disassembling and restructuring those contents sentences. We should state students' activities more concretely by varying the final endings in the curriculum.

• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.13-22
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• 2008

This study is to suggest a method of constructing Informatics textbook considering the cognitive development level of middle school learners. We developed 3 types of learning content models according to the educational objectives and activities of learners and then suggested the methods of constructing textbook. For this, we reviewed the related research results on the development characteristics and cognitive development theories of middle school students. Second, we drew instructional schemes from the pedagogic theories. Then, we suggested 3 models: 'Learning Centered on Concept'. 'Learning Centered on Investigation', and ' learning Centered on Actual Training'. We suggested construction schemes to each model and verified the adequacy using questionnaire to 30 teachers and received the positive responses from most teachers.

• Journal of the Korean Chemical Society
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• v.56 no.1
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• pp.128-136
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• 2012

The purposes of this study were to evaluate the level of PCK which middle school science teachers have on the concept of density and to analyze the characteristics of science teachers' content representation on the concept of density by their PCK level. For that purpose, 20 science teachers were selected and asked to answer the questionnaire on the eight aspects of CoRe. Results of this study indicated that the science teachers' PCK levels were low in general and evaluated as below average. The differences among the characteristics of science teachers' content representation by their PCK level were high in seven aspects of CoRe but the one aspect of the understanding of learner's preconception. These differences were analyzed and the patterns shown by the science teachers in eight aspects of CoRe were drawn in this study. It was also found that the characteristics drawn in eight aspects of content representation shown by the teachers whose PCK level was medium were close to those whose PCK level was low rather than high in most aspects of CoRe.

• 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.

• Journal of the Korean earth science society
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• v.27 no.1
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• pp.20-31
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• 2006

This study analysed student teachers' notable questions about the earth science contents in the elementary science textbooks. The contents of notable questions were defined as ‘notable question contents 1' and 'notable question contents 2'. Both the question contorts are contents about which the number of questions is above three times and from two times to three times as much as the mean number of questions per page of each unit respectively. The results are as follows. First, question contents 1 are found as 'clouds observation', 'geological strata formation' and so on. Question contents 2, 'rainfall measurement', 'moon's movement during one night' and so on are found. Second, the number of interrelationships of main terms in questions increased in each question of question contents 1, but 4 term-patterns are found more in question contents 2 than question contents 1. Third, high interrelationship patterns of terms in question contents 1 are 'coal and petroleum-generation', 'metamorphosis-heat and pressure', 'metamorphosis-heat and pressure-metamorphic rocks', 'planet-sun-comet-revolution' and in question contents 2. 'constellation plate-use', 'dryness and wetness hygrometer-principle', 'seismograph-principle-earthquake', 'earth rotation axis-tilting-occurrence', 'dryness and wetness hygrometer-principle-humidity' and so on. The sources of questions analysed in this study are estimated as the content construction system of textbooks, or students' general questions about the earth science contents. If this is the former, the problems in texts and illustrations in textbooks should be articulated and resolved. And if the latter, the elementary science curriculum has to be reconsidered in view of scientific literacy in earth science.

• The Journal of the Korea Contents Association
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• v.20 no.4
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• pp.582-590
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• 2020

This paper aims to analyze and introduce the primary English curriculum of North Korea reformulated according to the New Educational Program. Sources for analysis are the 4th and 5th primary school English syllabus based on the New Educational Program, explanations of the New Educational Program appeared in People's Education and Kim, Jeong-Il's selected writings. The analytical sources are classified into characteristics, objectives, contents, methods and evaluation. The findings are as follows: The primary English education aims to reach to the basis of middle school English by learning English alphabets and basic English expressions. 4th graders learn basic oral English such as pronunciation, stress and intonation for the first semester and learn English alphabets and their sounds for the second semester. 5th graders learn familiar topics in English and repeatedly practice the important components of English such as pronunciation, vocabulary and grammar. The method is to maintain students' interests in English and encourage students to use classroom English. Also, structural practice is an important part of the method. Evaluation is primarily process-oriented and must motivate students to excel in English rather than fail in English.