• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.121-141
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• 2016

In Korea where there is the national curriculum and teachers depend highly on textbooks, the school mathematics is based on curriculum and textbooks. Especially considering responsibility that textbooks should reflect the curriculum properly, it is necessary to analyze the connection of mathematics curriculum and textbooks in order to review and improve the quality of our mathematics education. This research analyzes the connection of curriculum and textbooks for 5~6 grades and aims to have some implications for revision of the textbooks when application of elementary mathematics textbooks based on the 2009 revised national curriculum is completed to all grades. Following the preceding research for 1~2 and 3~4 grades, this research sets 5~6 grades as a subject of analysis and has four contents of analysis; analysis of textbooks based on restructured achievement criteria, analysis of connections between unit objectives of textbooks and the reconstructed achievement criteria, analysis of textbooks related to mathematical terms and symbols, and analysis of textbooks related to mathematical process. The result of analysis has some implications to develop textbooks based on the 2015 revised national curriculum.

• Journal of the Korean earth science society
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• v.36 no.4
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• pp.404-416
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• 2015

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of 'convergence' as well as 'integration' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively.

• Journal of Science Education
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• v.43 no.1
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• pp.43-63
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• 2019

The types of inquiry activities included in Life Science II textbooks under the 2015 revised science curriculum were extracted and compared with those of six major and five different publishing companies. The fact that the number of investigation discussions and presentations (IP) increased and the expressions (EX) were included in each unit was interpreted as sufficient to transform the classroom instruction in the 2015 revised science curriculum into student-centered activities. The type of inquiry activities in student-centered activities such as experiment observation, simulation activities, investigation discussions, and presentations accounted for about 41% more than the 27% of 2009 revised science curriculum. However, since data interpretation type is still the largest, it is necessary to reduce the types of data interpretation and to increase the number of types of simulation activities and expressions in order to expand students' creativity and thinking ability when textbook development is needed in the future. In addition to the development of biotechnology, teachers need to reconstruct diverse science materials for each textbook and then use them for students to induce balanced thinking, and try to expand expressive power, creativity, logic, and critical thinking skills.

• Human Ecology Research
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• v.51 no.6
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• pp.591-602
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• 2013

This paper aims to explore the role of the home economics subject in helping high school students preparing for an independent aged life and to develop problem based teaching plans toward this goal. Contents related to the elderly in the high school home economics and technology 2007 and 2009 revised curricula were analyzed, and elderly-related contents in other subject areas (the 2009 revised curricula of ethics, public health, and social studies) were also comparatively analyzed to determine the identity of the home economics subject in relation to preparation for independent aging. Based on these analysis, five subjects and teaching plans were presented: the aging society and population changes, the characteristics of the elderly, individual preparation for aging, care of the elderly, and welfare services for the elderly. The ultimate objectives of the lessons were, through critical reasoning, to inquire into the causes of current problems the elderly face so that teenagers can understand aging societies and the elderly and to seek reasonable alternatives for teenagers as they prepare for successful and independent aging, increasing their problem-solving abilities in choosing the best course of action by considering the ripple effect of consequences of each of those alternatives. Suggestions on what direction elderly-related education should take in the future, and what roles teachers should take are also provided.

• East Asian mathematical journal
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• v.33 no.2
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• pp.177-197
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• 2017

The purpose of this study is to investigate and analyze the understandings of elementary pre-service teachers about 'estimation' in the elementary mathematics. Together with this analysis, we identify elementary pre-service teacher's Mathematical Pedagogical Contents Knowledge(MPCK), especially focusing to Subject Matter Knowledge(SMK). In order to this goals, we investigate contents relating to 'estimation' from $1^{st}$ curriculum to 2009 revised curriculum and compare 'rounding up', 'rounding off', 'rounding' in the elementary mathematics textbooks. As results of investigations, 'estimation' has been teaching at the 'Measurement' domain from $3^{rd}$ curriculum, but contexts of measuring weaken from $7^{th}$ curriculum. 'Rounding up(off)' is defined three types in the textbooks from $1^{st}$ to 2009 revised curriculum. And we examine elementary pre-service teachers through the questions on these 'estimation' contents. On the analysis of pre-service teacher's understanding relating MPCK, four themes is summarized as followings; the understanding of '0' in the 'rounding up', the cognitive gap between 'rounding up' and 'rounding off', the difference of percentage of correct answers according to types of question in the 'rounding up', and the difference between the definition of 'rounding up' and the definition of 'rounding'.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.164-176
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• 2012

The purpose of this study was to find some suggestions for reorganization of contents about particle concept of matter in Korean science curriculum. For the purpose of this study, authors analyzed features of Korean science curriculum and compared science curricula of Korea, USA, UK, Japan and Finland. From the result of this study, authors find some features and important suggestions about reorganization of contents about particle in science curriculum. First, the sequence of contents about particle concepts in 2009 Revised National Curriculum was similar to that in the 6th National Science Curriculum. And the feature of 2009 Revised National Curriculum showed the articulation of contents about particle concept. If contents about particle concept is increased in elementary science curriculum, the total articulation would be increased. Second, the presenting sequence of atomic structure-first and laws about atom-later should be changed to laws about atomic-first and atomic structure-later. This presenting sequence is grounded by science curricula of other countries, history of science and developmental psychology. And science curriculum of Korea was required specific extended concept statement like science curricula of USA or UK. Also, Korean science curriculum could benchmark Finnish science curriculum if we want to develop some integrated learning activities such as those in STS or STEAM program.