• Journal of The Korean Association For Science Education
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• v.34 no.1
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• pp.21-32
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• 2014

The feasibility of integrated concepts as a key element in designing integrated science curriculum has been investigated by analysing science contents included in performance expectations stated at different grades. The science curriculum of Singapore and the state of Ontario in Canada, and next generation of science standard (NGSS) were selected. Each of them presents theme, fundamental concepts, and crosscutting concepts, which has the characteristics of integrated concepts proposed in the study. Analysis showed that theme, fundamental concepts, and crosscutting concepts were influenced by the characteristics of each curriculum. In addition, science contents related to integrated concepts at different grades varied with the nature of integrated concepts. Based on results, some suggestions were made. First, the total number of integrated concepts should be considered for designing integrated curriculum. Second, the nature of integrated concepts and science contents associated with the integrated concepts should be considered. The integrated concepts should be vast and deep enough in the meaning to contain various content knowledge of different science domains. Third, it should be considered that how the integrated concepts have to be presented at different grades.

• The Mathematical Education
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• v.38 no.2
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• pp.199-206
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• 1999

The aim of this paper is to lay a foundation for perspectives on mathematics education as a science in the future. In order to do it, we reviewed the past and present state of affairs related to the development of research in mathematics education. Then, the features of mathematics education as a science and the interdisciplinary characteristic of its fields and methods are shown. Moreover, some perspectives on the tasks and methods of research in mathematics education in the future are suggested.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.1
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• pp.1-20
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• 2018

The purpose of this study is to suggest some strategies for integrated science. It also suggests educational strategies through worldview. The directions of most educational policy are based on the deficit model. It is assumed that learners are always lacking in knowledge, and as a result they do not understand properly. However, it is difficult for the public and students to change their attitudes because they do not feel much lacking. For example, the world view of climate change coexists with an optimistic mechanical worldview and an organic and entropy worldview. This study is characterized by the process of expanding awareness of living and fulfillment of knowledge rather than the existing deprivation model. Unconnected knowledge has problems in diversity. It is neither sustainable nor flexible. It is not about eliminating interdisciplinarity but about lowering it. We go into another area with your deep expertise, but we must have a purpose. As a result, not only problem solving but also dynamic feedback of mutual feedback between other domains increases the quality and quantity of knowledge.

• Journal of Korea Game Society
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• v.12 no.1
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• pp.3-13
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• 2012

The study was conducted for cohering academical achievement of serious game studies as well as for attempting to give directions for interdisciplinary development. The purpose of the study were, first, it provides a rationale for integrating game studies lied scattered into a game study field or game industry. Second, by providing exemplary studies according to categories and by analyzing how those studies have been studied, this study provides a milestone for future researchers who are interested in serious game studies. In the article, the author suggests the extended definition of educational serious game study. The educational serious game study is "the study which investigates educational affordances of game including both explicitly intended designed for education and designed for fun but having implicit educational meanings, through the context of formal educational settings as well as informal environments." The author also researched how extended educational serious game studies have been researched according to four categories; game studies which researched educationally designed serious games, commercial games used for educational fields, educational serious games for informal learning, and those found meanings of games. This study has scholarly significance, especially on game study fields. for delineating game studies, a range of proposed and actual applications of educational serious game are reviewed, guiding directions for future studies.

• Journal of the Korean association of regional geographers
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• v.7 no.1
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• pp.51-66
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• 2001

The curriculum of integrated social studies is not conceptually established, but various forms pursuing so-called perfect integrated subject have appeared from elementary school to high school. But we cannot find out desirable integration in the elementary school though the apparent goal is to integrate all kinds of social concepts into one unit. The current method of integration has some problems over advantages people initially expected by integration. It is problematic in that students learn fragmental knowledges of geography without capturing the whole geographical concept structure or obtaining their own geographical viewpoint. Therefore, we purpose to reinterpret integration of social studies and reorganize the current textbook into the right direction under the assumption that simple mixture of knowledges is far from our goal of true integration. For this purpose, we suggest a new method for social studies as an integrated subject. Instead of providing knowledges unrelated to each other into one bundle, it helps students to see the real world in his own knowledge framework equipped with geographical viewpoint. The text we claim will show students that geography consists of three key concepts: physical environment, man and environment, and spatial structure. With this text, they will have an easy access to the relationships between key concepts and details, and between geographical concepts and similar concepts from other disciplines. The proposal contributes to both upcoming textbook development and classroom teaching by eliminating problems in the current social studies teaching.

• Journal of the Korean Society for information Management
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• v.25 no.3
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• pp.41-64
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• 2008

This study sought to develop an integrated information literacy curriculum that would have a strong relationship with curricula through the standard themes abstracted from theme network structures, scan and cluster analyses of the information literacy curricula. In addition, this study also attempted to develop a teaching-learning model for the developed integrated information literacy curriculum. This study utilized the themes of information literacy instruction that have interdisciplinary characteristics as analysis criteria in analyzing the commonality of information literacy instruction and the subject curricula. The following characteristics were found from the analyzing the areas of commonality. Foremost, the first themes(the fields of basic learning skills and nature) which belongs to the fields of information society, library, information technology, collaborative skills were found to have many relationships with the subject curricula. Next, the second themes(the field of information problem solving capabilities) which is the core field of information literacy instruction showed a weak relationship with the subject curricula.

• The Journal of the Korea Contents Association
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• v.12 no.9
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• pp.27-39
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• 2012

The purpose of this study is to develop and suggest u-project teaching and learning model in order to effectively practice multidisciplinary and practical green growth conversion education, In order to achieve the purpose of study, the researchers conducted surveys to middle and high school teachers (189), teachers-to-be (285), and middle school students (358) on green growth perception, and analyzed relation between the ten green growth strategic directions and the 2007 and 2009 curricula. The extraction of the teaching and learning contents for the ubiquitous green growth conversion education and the development of a TUGG (Teaching Ubiquitously for Green Growth) model that is suitable for middle school application were also pursued. This study will increase the understanding of the necessity and propriety of green growth and also promote multidisciplinary and practical green growth conversion education.

• Journal of Korean Home Economics Education Association
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• v.27 no.2
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• pp.1-33
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• 2015

This study examined the curriculum deliberation in the home economics historical literature of United State. Out of 13 literature, 9 were carried by academic federation or association and 4 were carried by individual authors. Starting from Catharine Beacher's Treatise on Domestic Economy to NASAFACS's National Standards for Family and Consumer Standards, the background of each document was introduced, curriculum contents organization was examined, and its implication was discussed. The results showed that home economics curriculum has been suggested being organised around key concepts in typical home economics areas throughout the history until the practical problem-focused curriculum organization based on critical science suggested by Majorie M. Brown in 1978. Regardless of the patterns of organization of curriculum contents, home economics pursue the common mission and aims of home economics. Another finding was that curriculum deliberation on the integration of curriculum contents was sought throughout the history.

• Cartoon and Animation Studies
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• s.31
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• pp.29-55
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• 2013

In the contemporary modern society, information and knowledge generate a set of new social values. These changes demand a transformation not only in socio-cultural and educational spheres, but also, specifically, in the field of culture and art education. Culture and Art education emphasizes the integration and cross-discipline of other related fields which have great impact on culture and arts. This study applies theoretical analysis of Animation education in the context of culture and art education. Animation education takes an interdisciplinary approach to integrate various subjects in the field of culture and art education. Animation, as a form of culture and art education, plays an educational role in the social classroom. Animation education should be developed and expanded to become a regular classroom course. The goal of Animation education is to pursue and develop a connection with other educational courses of study. In order to strengthen the role of Animation education, we should first re-structure the pedagogical role of Animation education. Secondly, Animation education needs to become a diversified and popularized education. Third, the cultivation of creative human resources is considered of vital importance to Animation education. Finally, the expansion of infrastructure and the establishment of a comprehensive support system for Animation education has to be established.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.291-305
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• 2020

The purpose of this study is to examine whether and how the features of performance assessments implemented during integrated science classes are related to teachers' PCK. We observed and video recorded four high school teachers' performance assessment practices, interviewed them, and surveyed their PCK. An analysis of the data shows that the teachers' performance assessment practices differed in terms of assessment of process, diagnosis of student learning progress, feedback, degree of classroom interactions, and use of assessment criteria. In particular, the opportunities for students to participate in assessment actively and use of assessment for learning varied across teachers. Also, relational patterns among science teaching orientations, PCK and performance assessment practices were found. When a teacher aimed at teaching for both academic learning and scientific literacy, sophisticated PCK was shown and assessment practices were complex accordingly. When scientific literacy was emphasized PCK highlighted experiential learning and assessments were not clearly distinguished from learning activities. In contrast, when academic achievement was emphasized traditional teaching strategies and assessments were highlighted. Based on these findings a number of topics for professional development are suggested including strategies for students' active engagement in assessment, use and development of specific assessment criteria, strategies for assessing performance qualities, and intuitive assessment competency development. Further research topics are also suggested.