• Journal of Creative Information Culture
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• v.5 no.2
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• pp.105-116
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• 2019

The purpose of this study is to analyze the sequence of software education content elements of the 2015 revised national curriculum in terms of basic subjects that preliminary informatics teachers should complete in the college, presented in ministry of education notification no. 2017-126, in order to implement and establish more systematic and interrelated software education. Expert reviews were conducted to verify the validity of the sequence analysis and the results were presented in a structured table, which can be used as a reference for teachers in the field to consider the sequence of educational content when designing curricula and lessons. In addition, learning concepts, which are the key words of the achievement criteria associated with the content elements, are analyzed in order to explore the hierarchy of software education contents in each sequence. Based on this, the study suggests how to link software education between school levels.

• The Journal of Korean Association of Computer Education
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• v.9 no.3
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• pp.29-45
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• 2006

The IT(Information Technology) is very important growth power in the knowledge information based society. But there is nothing an educational program or system for putting the computer science education in the primary and secondary school into practice. We can talk this problem because of the national curriculum. This existing state brings to a conclusion not only to the political and administrative support but also to the national curriculum. These internal problems are two. First problem is the content in the computer textbook. And second problem is the connection between the computer science education curriculum of university and that of primary and secondary school. This study analyzed the relation about it. And this study suggested the ideal method for connecting those of them. Finally, the results of this study are two. First result is the necessary to reconstruct the domain knowledge of the computer based on the computer science for getting the identity. And second result is necessary to connect between the domain knowledge of the computer based on the computer science identity of university and that of primary and secondary school.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.295-310
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• 2021

For the continuous growth and development of students, continuity of learning content according to the school level is essential. However, research on the continuity of kindergarten education and elementary school science curriculum is relatively insufficient. In this respect, it is necessary to precede the analysis of the continuity between the science-related learning content presented in kindergarten education and the science curriculum in elementary school. In this study, the 2015 science curriculum was organized into 14 small sections, and the core contents of science education in kindergartens and elementary schools were presented as correspondence. As a result, it was possible to classify learning contents presented only in kindergarten, learning contents presented only in elementary schools, and learning contents showing a clear continuity between kindergarten and elementary school. This study is meaningful in that it presents implications for the continuity between the science curriculum of the kindergarten curriculum and the elementary school curriculum.

• Journal of Teachers' Pension
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• v.2
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• pp.103-129
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• 2017

본 연구는 사학연금 퇴직자 자료를 활용하여 공적연금 사각지대를 보완하기 위해 마련된 연계연금 선택자와 일시금 선택자간의 가입행동을 분석하였다. 분석결과에 따르면 남성이며, 연령이 높을수록, 재직기간과 소득수준이 높을수록 연계연금을 선택할 확률이 높아지는 특징을 지닌다. 첫째 퇴직자 중 직원인 경우 연계연금을 선택할 확률이 높아지는데, 초중고 및 대학교 교원의 경우, 연금수급을 위한 최소재직기간(2016년 이전 20년)을 충족하고 연금수급권을 확보하는 경향이 높다. 둘째, 여성의 경우 연계연금 보다 퇴직일시금을 선택하는 경향이 높은 것으로 나타난다. 셋째, 사학연금의 경우 남성에 비하여 여성의 가입비율이 월등히 높으나 직무와 학교급 별로 저임금-비정규직 등 취약한 지위에 놓인 여성이 남성에 비하여 연계연금 수급권을 확보하지 못하고 있다.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.81-96
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• 2022

The purpose of this study was to examine the extent to which the contents of elementary and secondary curricula are connected and overlapped in the 'family life' area of Practical Arts(Technology & Home Economics) subjects. The procedure and results are as were like below. First, the types of criteria for analyzing curriculum contents are developed. The connectivity are classified as 'discontinuous hierarchy' and 'spiral hierarchy' and duplication are classified as 'repetition (high level of overlapping)', 'reproducing', 'deepening (intermediate level of overlapping)', 'substitution', and 'omission (low level of overlapping)'. Second, as a result of analyzing the contents of elementary and secondary curricula, the 'Human Development' area showed higher connectivity with a deepening type of duplication. The 'Safety' and the 'Lifelong Planning' concepts showed lower connectivity. Third, as a result of analyzing the achievement standards of the 2015 Curriculum, the secondary Home Economics curriculum showed a considerable increase in the level of difficulty and the volume compared to the elementary curriculum. There was low connectivity between the contents of elementary and secondary curricula in the core concepts 'Safety' and 'Lifelong Planning', an intermediate level of connectivity in 'Life Culture' and 'Management', and high connectivity in 'Development' and 'Relationship'. Also, there was a high level of duplication in the core concepts 'Safety' and 'Lifelong Planning', being classified as 'reproducing', 'substitution', and 'omission', analyzed to have low connectivity. When structuring the curriculum contents with a spiral hierarchy, one should connect the elementary and secondary school contents organically: the hierarchy with core concepts considering the different characters of constructuring knowledge in each school level, with a moderate volume, with a moderate difficulty level, with a moderate level of duplication of the contents, and with the minimum level of repetition of the same topics within the same school level.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.799-815
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• 2015

The gifted Education has been grown up a lot although it has several problems in terms of the quality of the gifted education programs after legislated the Promotion of Education for the Gifted and Talented Law during the last ten-year period. So the purpose of this study was to investigate teachers' perceptions of the national standards gifted education program and the problems in managing of the gifted education program. The conclusions according to the analysis are as follows. First, it has analyzed that gifted teachers recognize the lack of teaching and learning materials, regional level difference of the gifted children, Redundancy of program in the grade and school levels in managing of the gifted education as the problems. Second, it was found that perception of most gifted teachers about necessity of the National Standards Gifted Education Program development was very positive. Also, it has shown that gifted teachers expect the education with the overlapped contents and teaching methods would be managed differently, the difficulty of the topic selection could be resolved, and the quality of the gifted education by the programs development of various aspects would be increased. Especially, gifted teachers expect that the problem from the lack of gifted education continuity of school levels could be resolved by development of the National Standards Gifted Education Program. Therefore, for the improving quality of gifted education with resolving the problem from the Contents Redundancy and the lack of gifted education continuity of school levels, the national standards gifted education program should be studied developed as soon as possible.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.155-183
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• 2010

The purpose of this study is to obtain a suggestion for writing, revising, and reorganizing for the current Korean Home Economics Textbook. To achieve this goal, the housing unit in the Home Economics curriculums from eight kinds of Japanese textbooks were analyzed. The subject of analysis was Technology Home Economics textbook Home Economics Part 2 volumes used in middle school 2009 and Home Economics Synthesis 6 volumes in high school. Contents of main text, terminology, reading material, tables and activities were analyzed. The suggestions of this analysis are as followings. First according to the increase of the level of school, if the field of housing is organized to be intensified systematically with relation to education, the goal of the subject would be clearly realized to the students. Thus, the middle school curriculum and textbook of housing field should be constructed with the consideration of education level according to the grade and the level of school. The method of intensive education in single point of time would result in low efficiency so the current curriculum should be re-considered. Second, perspective of resident, local community, terrain environment, housing culture should be included in housing education so that the learner may value the relationship between him and the society, think of the earth environment, succeed and advance the traditional culture. Third, the curriculum of the housing field should be organized with the consideration of understanding the level of middle, high school students. Middle school, with their student's low understanding, should include more experiential activity such as experiment and practice in their curriculum. On the other hand, curriculum which can enable student to research problems on their own and to apply them in their real life is required in high school course.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.558-564
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• 2004

This research investigated the connection between science textbook contents in Democratic People's Republic of Korea (DPRK) and those in Republic of Korea (ROK). Both text books in the field of earth science were analyzed and classified into 70 categories based on the Third International Mathematics and Science Study (TIMSS). Comparison was specifically made between the elementary and middle school text books of both countries; the result are as follows: First, the scope and the level of the textbooks' contents are quite different between DPRK and ROK. Text books in the South are much limited in concepts and terms than those in the North. In contrast, textbooks in DPRK are written mainly to explain concepts. Second, there are many common contents of the textbooks in DPRK and Republic of Korea. The level and scope of the contents in Republic of Korea are more inquisitive, quantitative and detailed than those in DPRK. Third, we found content connections in science textbooks between primary and secondary schools in both countries: 27 items (38.5%) are related in ROK and 19 items (27.1%) in DPRK.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.415-435
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• 2007

A transition from elementary to secondary school, and among grades, among learning contents is a essential problem in education. A connectivity between learning contents is important in student's growth and development. A gap between lower grades and higher grades in elementary school is no less extensive than a gap between elementary mathematics and secondary mathematics. In this paper, we start with a critical mind about a transition and connectivity between lower grades and higher grades in elementary school. In order to compare between elementary grades, we firstly focus 4th grade mathematics which finish lower grades and start higher grades at the same time. First, we make up a questionnaire to 4th grade students and teachers in charge 4th grade. A questionnaire is composed of questions about the degree of difficulty in the learning(and teaching) of 4th grade mathematics comparing with 3rd grade mathematics. Second, we compare to lower grades lessons(1st grade) and 4th grade lessons using a qualitative method. we analyze the lesson contents, activities and time through 'analysis of the learning course'. And we compare the pattern of eliciting questions, question patterns, nomination patterns and feedback patterns between 1st grade and 4th grade lessons. We hope that this paper is a fundamental sources in investigating a connectivity between lower grades and higher grades in elementary mathematics in the future.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.576-585
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• 2004

This study was conducted to analyze the relationships between terms, learning concepts and inquiries in ocean unit, the National Common Basic Curriculum. The several science textbooks were selected to use for study, written in accordance with the 7 current national curriculum for the fourth grade of elementary school, the seventh of middle school and the tenth of high school. The higher the school level becomes, the frequencies of using terms related with ocean region get. The explanation of terms, however, has a tendency to be less frequent in the high school level. In the perspective of learning concept, there are more concrete concepts than formal concepts regardless of school level. Pure scientific context appears most often in inquiry contest through the whole course of every school level. In respect to inquiry process, the frequency of integrative inquiry process is on the increase as the school level gets higher. From the viewpoint of inquiry activity, there have been a lot of discussions, experiments and investigations in every school level, while high school does not the present any field study and project. Through these result, it is considered that the explanation of main terms is inevitable in the textbooks as basic educational material without regard to school level. In learning concept and inquiry context, a well-rounded learning is needed in relation to students' cognitive development and science-technology-society. Especially for the inquiry activity of earth science education, the educational effect is remarkable through field study; its appropriate application is required, accordingly.