• Journal of the Korean Chemical Society
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• v.62 no.3
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• pp.235-242
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• 2018

The purpose of this study is to analyze the chemistry curriculum between Korea and New Zealand. Both countries state that they want to cultivate their key competencies through the curriculum, and Korea' key competencies are similar to New Zealand'. Also, we find a strong correlation between key competencies of Korea science and achievement aims of the nature of science in New Zealand. Specially, the achievement standards that cultivate the key competencies are presented separately in New Zealand curriculum and NCEA, and confirms the achievement level through internal evaluation. By comparison, the curriculum content for chemistry is a good fit because of the overlap in the content. The Chemistry I is in the 7th level of New Zealand curriculum and the Chemistry II is in the 7th and 8th levels of New Zealand. However, there are some differences in hydrocarbon, ideal gas equation, colligative property and understanding of spectroscopic data.

• Journal of Digital Convergence
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• v.10 no.1
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• pp.253-270
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• 2012

In a rapidly changing IT and business management environment the demand for competent IS personnels is increasing. However, it is ironic that the number of IT and IS majors has sharply decreased as well as the widespread skepticism of IS identity. This research suggests directions to differentiate MIS to other IT majors, diversify IS core competency and make general improvements in MIS curriculum. The research recommend the courses of IS Strategy and policy, ITA/EA, Global IT Management, Emerging Technologies, DW/DM, BI, IT Service Science, Project Management, IT Consulting and integrated capstone which are few in Kore universities. This research also stress the course of soft skills like business communication, team building, analytic/logical thinking, rational problem solving and so on as a important IS competency. The pedagogy of course is important, so the research recommend the internship, mentoring programme, lecturers in industry according to industrial - educational cooperation.

• Journal of Korean Library and Information Science Society
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• v.43 no.4
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• pp.373-402
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• 2012

This would be a fundamental research to develop a curriculum for librarians based on their career paths, aiming to achieve a higher level of specialization in educational courses of library and information science in South Korea. The area of career paths is the public librarian, academic librarians and special librarians. In order to adopt the librarians' perspectives, the research analyzed the survey results of librarians regarding the practicability of courses in library and information science. The research also used the existing data on job analysis for different type of libraries for the analysis. In order to adopt educational perspectives, the research analyzed the curriculums for different career paths, which are presented in the websites of the 3 universities in Korea and 6 other oversea universities in the U.S.A and Canada. As the result, career paths for different type of libraries are suggested based on the analysis of the data.

• Korean Educational Research Journal
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• v.38 no.1
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• pp.17-28
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• 2017

Nearly every country in the world now has the education of its own history in school curriculum. Although there is a difference in the nationality of each country, each has a common perception that history education is important. This is because everyone agrees that the nation's national identity is the core of its identity, and that it forms the backbone of national unity. In Korea, history textbooks were temporarily organized in selective courses and until recently were chosen as subjects of choice in the CSAT. However, despite the repeated neglect of national history education, the national sentiment should not always be neglected, and the formation of the national consensus will eventually prove to be a necessity for the Korean National University's CSAT. Despite the need for the education of Korean history, education has always been mentioned in conjunction with the word "crisis" and "stalemate". This article looks at the key issues in the history of the curriculum and the contents of history textbooks.

• Journal of the Korean association of regional geographers
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• v.22 no.1
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• pp.267-285
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• 2016

This study presents a comparative analysis of newly developed curriculum of Travel Geography as the career elective subject in high school for the 2015 revised curriculum in Korea and Tourism Geography in China. Travel Geography Curriculum comprises subject objectives, the contents organization, and achievement standards which reflect the core concept of geography. It utilizes travel as the topic and frame to raise the availability, interest and empathy in the geography classroom. The main research contents are comparative analysis on the similarities and differences of the subject character, goal, content, teaching-learning method and assessment of the national geography curriculum in Korea and China. Practical implications are presented for textbook compilation of the Travel Geography and its Practice classroom teaching-learning.

• The Bulletin of The Korean Astronomical Society
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• v.41 no.2
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• pp.46.1-46.1
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• 2016

2015 개정 교육과정은 초,중,고등학교 학생들의 기초소양교육을 강화하고 핵심개념과 원리를 중심으로 학습내용을 적정화하고 학생 중심의 교실 수업으로의 개선을 목적으로 하고 있다. 2015 개정 교육과정을 바탕으로 한 교과서가 집필되고 있는 중에 있으며 개발되는 교과서는 2018년부터 교육 현장에서 적용된다. 2015 개정 교육과정에 나타난 지구과학 과목 내 천문학 영역의 성취기준을 기존 교육과정과 비교해보고 새 교육과정의 핵심 역량을 살펴 교육 현장에서의 효과적인 천문학 교육에 대해 토의하고자 한다.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.441-454
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• 2021

In this study, we propose the composition of contents on the area of astronomy for high school Earth Science elective courses for the 2022 revised curriculum based on high school students' perceptions of changes in Earth Science core concepts over the curriculum revisions, and analysis of learning elements in the area of astronomy for domestic and foreign Earth Science curriculum. Four Earth Science education experts compared and analyzed the astronomy contents presented in Korea, the US, British Columbia (BC) in Canada, Japan, and the International Baccalaureate Diploma Program (IBDP) curriculum. According to the survey results, high school students who answered that they were most interested in the core concepts of astronomy expressed a lot of regret that the contents related to astronomical observation were eliminated from the 2015 revised curriculum. As a result of comparing domestic and foreign curriculum, Korea and IBDP curriculum dealt with the largest amount of learning elements in astronomy. In the case of BC in Canada and IBDP, astronomy was offered as an independent subject, and the curriculums of Japan and Korea dealt with astronomy in the Earth Science subject. According to the results, it is necessary to develop general elective courses in Earth Science with astronomy-related contents with high discriminating power in order to strengthen astronomy education. Since astronomy requires background knowledge from various disciplines and inter-disciplinary learning was required, it is necessary to organize the career-related elective courses in Earth Science so that astronomy can be dealt with according to the knowledge structure of general Astronomy. Based on the research results, ways to organize astronomy contents for Earth Science elective courses were suggested.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.40-52
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• 2020

The purpose of this study is to explore ways to change high school earth science elective courses with the introduction of the high school credit system in 2025, and ways to restructure them in preparation for the next curriculum revision. For this purpose, Delphi surveys with earth science education experts, a survey with in-service earth science teachers, and in-depth interviews with experts were conducted. According to the results, we need to consider four keywords such as cultivation of earth science literacy, connection with student career paths, emphasis on the fun of earth science itself, and student selection rate and college entrance exam in restructuring Earth science electives. Based on this direction, we composed four subjects: Earth System Science emphasizing earth science literacy, and three such subjects reinforcing career connection as Solid Earth Science, Atmospheric and Ocean Science, and Space Science. To resolve concerns about falling selection rate of earth science courses with the introduction of the high school credit system, it is necessary to re-establish the status of the earth science subjects including enhancing the career connection of the earth science electives. Follow-up studies are necessary to elaborate and publicize the titles and core concepts of Earth science electives.

• Journal of Information Management
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• v.43 no.2
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• pp.103-132
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• 2012

This study seeks to propose and develop library science courses required in the digital age by investigating overseas LIS courses and surveying field librarians. Such courses must help the future librarian develop familiarity and skill with emerging technologies. As a result, required courses in the digital era were found to be: 'Design and Management of Databases', 'Library Planning, Marketing, and Assessment', 'Understanding Information Technology for Managing Digital Collections', and 'Information and Communication in a Digital Age' in that order, and should therefore be offered as core courses. In addition, 'Service for Information Disadvantaged Users' and 'Organization and Utilization of Web resources' were derived. The study also recommends different required courses based on different librarian types and duties.

• Journal of Science Education
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• v.45 no.2
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• pp.143-155
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• 2021

The goal of this study is to examine the Integrated Science and Science Laboratory Experiments of the 2015 revised curriculum applied since 2018, and to explore ways to improve these two subjects in preparation for the 2022 revised curriculum. A survey was conducted by randomly sampling high schools across the country, with a total of 192 science teachers participating. In addition, 12 high school science teachers were selected as focus group, and in-depth interviews were conducted to investigate ways to restructure common science courses for the next curriculum. Main research results include that most schools were operated in 6~8 units for Integrated Science, and the teachers in charge of Integrated Science per class averaged 2~3 over the three years. For Science Laboratory Experiments, it has operated for a total of two semesters, one unit per semester, and it was found that several science teachers are in charge of Science Laboratory Experiments to fill the insufficient number of hours regardless of major. In the in-depth interview, science teachers argued that Integrated Science should be reduced and restructured by strengthening key competencies in preparation for the high school credit system. Based on the research results, ways to reorganize Integrated Science focused on big ideas, ways to construct common science courses based on fundamental science concepts that can guide elective courses, the necessity of career guidance through common science courses, and the necessity of strengthening teacher professionalism for teaching interdisciplinary and multidisciplinary subjects were suggested.