• Journal for History of Mathematics
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• v.22 no.1
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• pp.111-124
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• 2009

In this paper we check over some problems in College Scholastic Ability Test(CSAT) Mathematics section and propose some methods to improve the CSAT Mathematics section. CSAT has been changed several times with the change of the school curriculum. A Mathematics amended curriculum will apply in 2009 and we have to reorganize the system of CSAT. We investigate the changes in school curriculum and system of CSAT. Also we make a comparative study of the range of possible questions of CSAT with those of SAT and foreign national entrance exam for college.

• School Mathematics
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• v.14 no.4
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• pp.531-552
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• 2012

In December of 2009, General Guidelines of Curriculum Revised in 2009 was announced and research on corresponding mathematics curriculum revision has been initiated from that period. Finally, in August 2011, Mathematics Curriculum Revised in 2009 was announced. Based on the examination the backgrounds and the basic directions of revision newly reformed mathematics curriculum should be applied in math class effectively and efficiently. According to this purpose, this paper first of all finds out what are the major points or difficulties to be caused by managing 'Mathematics Curriculum Revised in 2009' according to the change of 'General Guidelines of Curriculum Revised in 2009'. They are i) the implementation of grade band system, ii) management of differentiated class, and iii) increasing or decreasing of 20% in math class hour. According to those three points to be changed and reinforced newly in new curriculum, this paper investigates the alternatives and policy of dealing with smoothly and efficiently those issues while solving the difficulties.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.01a
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• pp.149-152
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• 2012

본 논문에서는 초등학교 정보교육의 실태를 교육 과정적 측면에서 살펴보고, 국내 정보교육의 큰 문제점이라고 할 수 있는 교육 과정 부재의 문제를 극복하고자 CSTA K-12 기준안을 분석하여 정보교육의 체계성을 확보하고 더 나아가 정보교육과정을 수립을 위한 기초 연구를 진행하고자 하였다. 초등학교 정보교육의 근거가 될 수 있는 2007년, 2009년 개정 초등학교 교육과정, 2005년 초 중등학교 정보통신기술교육 운영지침의 정보 관련 부분을 분석하였다. 분석 결과 정보교육의 필요성을 강조하는 세계적 추세에도 불구하고 국가 수준의 교육과정은 시수 및 교사의 확보, 콘텐츠의 체계성 면에서 이러한 흐름을 반영하고 있지 못하다는 결론을 도출하였으며, 이의 극복 방안으로 컴퓨터 과학의 최근의 추세를 반영하고 있는 CSTA K-12 기준안을 통하여 국내의 정보교육 활동을 체계화하고 교육과정을 수립하기 위한 근거를 제시하고자 하였다.

• School Mathematics
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• v.18 no.1
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• pp.143-157
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• 2016

North Korea had been reorganized its educational curriculum and new contexts were authored in 2013. In this study, mathematics contexts of North Korean secondary school's first grade in 2009 and 2013 were investigated. And the changes of content structure, content development, and content composition were analyzed. Results were as follows: First, with respect to the content structure, 1 chapter decreased, while lesson number was intact and 4 subunits increased. Second, with respect to the content development, considerable changes were presented. The tendencies that encouraged student and pursued a student friendly form were investigated. Third, with respect to the content composition, obvious changes were presented. It was investigated that the ratio of numbers and number operations, letters and expressions decreased nearly half. And new contents were supplemented in the areas of patterns, geometry, functions, probability and statics, equation of figures, set and statement. This changes suggests that differences between contexts of South and North Korea is narrowing compared to the past. In conclusion, the direction of North Korean mathematical education is changing for the general direction of South Korean mathematical education.

• Journal of the Korean association of regional geographers
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• v.18 no.2
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• pp.232-251
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• 2012

This paper is to examine new programme of study for geography by a revised geography(including historical, geographical and social understanding) National Curriculum in England. The new primary and secondary National Curriculum was respectively issued in 2007 for implementation from September 2008 and 2010 for implementation from September 2011. The revised National Curriculum was changed more than that of 1995 and 2000 in terms of its formation and content. Especially, Primary National Curriculum was rebuilded to the six areas of learning, in the end KS1-2 geography was integrated in 'historical, geographical and social understanding'. As a result of that, the subject named as geography only remains for KS3. Nevertheless, the new National Curriculum is consisted of programme of study(PoS) and attainment target(AT). But new programme of study was changed more than that of former curriculum in terms of its formation and content. Programme of study for primary school is organized with curriculum aims, the importance of areas of learning, essential knowledge, key skills, cross-curricular studies, breadth of learning and curriculum progression. On the other hand, that of geography for KS3 is organized with curriculum aims, the importance of geography, key concepts, key processes, range and content, curriculum opportunities. This paper examined on categorical features of new programme of study for KS3 geography and its implications for effective geography curriculum design and planning.

• Journal of the Korea Society of Computer and Information
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• v.17 no.8
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• pp.189-201
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• 2012

The purpose of this study is to develop an effective teaching model for the "Problem solving methods and procedures" section in the revised academic high school informatics curriculum, verify its effectiveness, make the subject more effective and appealing to teachers as well as students. The model includes a middle school level informatics curriculum for the students who have yet to learn the section. This development follows the ADDIE model, and the Python programming language is adopted for the model. Using the model, classes were conducted with two groups: high school computer club students and undergraduate students majoring in computer education. Of the undergraduate students 75% responded positively to the model. This model was applied in the actual high school classroom teaching for 23 class-hours in the spring semester 2012. The Pearson correlation coefficient that verifies the correspondence between the PSI score and the informatics midterm exam grade is .247, which reflects a weak positive correlation. The result of the study showed that the developed teaching model is an effective tool in educating students about the "problem solving methods and procedures". The model is to be a cornerstone of teaching/learning plans for informatics at academic high school as well as training materials for pre-service teachers.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.309-342
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• 2013

This study analyzes the development process of national childcare curriculum, the goal and contents of the 3rd Standard Childcare Curriculum for Childcare Center in order to suggest the successful way to improve the 3rd Standard Childcare Curriculum. After its establishment in 2007, significant changes had been made to the Standard Childcare Curriculum in order to improve the quality of childcare: Nuri Curriculum for age 5 in 2011, second revision of Standard Childcare Curriculum in 2012, creation of Nuri Curriculum for age 3-4, revision of Nuri Curriculum for age 5, and third Standard Childcare Curriculum in 2013. The third Standard Childcare Curriculum is specified as infants age 0-1, age 2, and age 3-5(Nuri Curriculum). For a successful settlement of the 3rd Standard Childcare Curriculum, first, we need in depth analysis of the Nuri Curriculum by age classification. Second, there should be an effort to link the Standard Childcare Curriculum with elementary school education in practical manner. Further, we need to solve the payroll gap problem between teachers in charge of Nuri Curriculum and infant classes. Finally, teachers should be given more respect, and equivalent teaching qualification standard should be made between childcare and early childhood education.

• The Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.11-18
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• 2016

STEAM education introduced full-scale since 2011, it was reflected in the 2009 modified science curriculum. Partially it was decided not by result of study, but by the government policy. So practical study was needed for steam education. The researchers have studied effect of steam education based on physical computing from 2012 to 2014 on fourth grader. To study of effects of steam education, the researcher administer pre-to-post of science attitude test, science achievement test, logical ability test, psychological test for youth, satisfaction level test for school curriculum. The result shows that science attitude, logical ability, and satisfaction level for school curriculum of steam treatment group were enhanced. We conclude that steam education solve the proposed problem which low motivation and interest for science in comparison with science achievement.

• The Journal of Korean Philosophical History
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• no.28
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• pp.117-153
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• 2010

It seems that the education of environment in a discipline of morality has not been systematically given in the middle school. In the Seventh Course of education, the aim of moral education for the middle school has no content concerning environment. And there is no chapter of environment in all the textbooks for the first, second and third grade in the middle school. The content of environment is largely introduced in order to explain a series of key content in the chapters of discussing 'personality', 'courtesy of neighborhood', 'conflict of value', 'civil morality' and so on. Even we can say that its descriptions are aimless, instrumental and secondary for education. Recently, it is no exaggeration to say that the education of environment is not effectively carried out in a discipline of morality of the middle school. In the 2007 revised course of education, there are some content of environment in the aim of morality and its education, and a chapter of "environment and Morality" is newly established. From now on, a new textbook of morality is being made according to the currently revised course of education. It will be gradually useful for the first grade in 2010, for the second grade in 2011, and for the third grade in 2012. It is possible to say that it will add momentum to effectively carrying out the education of environment as part of a discipline of morality in the middle school. Taking it into a detailed consideration, however, the education of environment in this revised course of education cannot help including a serious problem, either. This is because, a chapter of environment is included only in the first grade of middle school, and, according to a prescription of writing criterion established by the Ministry of Science and Technology, there can be no overlapping content for each grade. It will more likely that the education of environment will be given only in the first grade, not in the second and third grade at all. Therefore, it seems to me that, firstly, such a prescription established by the Ministry of Science and Technology will get free, and then the education of environment will be systematically given to the levels of the second and third grade.

• Journal of Science Education
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• v.36 no.1
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• pp.120-129
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• 2012

The purpose of this study is to provide informations for developing next elementary school science textbooks and educational implications for a spot of science class through analyzing patterns of questions in the elementary school science textbooks under the 2007 revised curriculum. To get a meaningful results, the 2,446 questions extracted by operation definition from 3~6 grade science text books were analyzed by modified analysis frame work based on Blosser's classified system. The findings of this study were as follows: First, among 2,446 questions, the propositional pattern element had the highest rate, 49.2%, the appreciable pattern element had the lowest rate, 1.4%, of all pattern elements. Second, from the results of comparing patterns of questions in each grade's science textbook, as the grade went higher, the rate of the applicable and the divergent pattern element tended to increase, and that of the other elements tended to decrease. Third, as the results of comparing patterns of questions of 4 each field in elementary science textbooks, the energy field questions were the largest in number, followed by the substance field. The rate of the propositional pattern element was the highest of all question elements in common in each field. In the reproductive and the propositional pattern element, the energy and the substance field had a little higher rate than the other fields. On the other hand, in the applicable and the divergent pattern element, the earth and the life field had a little higher rate than the other fields.