• Journal of the Korean earth science society
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• v.43 no.4
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• pp.557-566
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• 2022

The purpose of this study was to examine the status of the field application of the Science II career electives with the application of the 2015 revised curriculum up to the 3rd year of high school. This study focused on examining high school science teachers' perceptions of the student-participatory class and process-centered assessment in Science II subjects, which are career-intensive high school science electives. A total of 192 science teachers responded to the survey questionnaire, and 12 teachers participated in interviews. In the in-depth interviews conducted to supplement the survey results, questions were asked about changes in the overall class, the status of student-participatory classes, and changes in the assessment of Science II subjects due to the emphasis on process-centered assessment. The main research results included teachers' perceptions of changes in teaching and assessment methods with the application of the revised curriculum, the degree to which the eight skills used in Science II classes develop the key competencies of science, and the teaching and assessment methods commonly used in Science II classes. Science teachers generally agreed with the purpose and necessity of introducing student-participatory classes and process-centered assessment, which are the core purpose of the 2015 revised curriculum. However, they had difficulties in practice due to the excessive content of Science II subjects. Problems were also encountered with securing objectivity and fairness during assessments and the operation of online science classes due to COVID-19.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2017.10a
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• pp.383-386
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• 2017

The abilities to effectively use and create technology to solve complex problems are the new and essential literacy skills of the twenty-first century. Digital literacy is an essential tool to support other subjects and all jobs. The digital literacy requires several thinking skills, an awareness of the necessary standards of behaviour expected in online environments, and an understanding of the shared social issues created by digital technologies. The government tried to cultivate communication ability to solve various problems creatively and efficiently through software education in the 2015 revised national curriculum and to raise communication ability and community consciousness through collaborative problem solving process. In this paper, we analyze whether the 2015 revised curriculum can develop digital literacy ability through educational contents of software curriculum.

• Journal of the Korea Society of Computer and Information
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• v.21 no.10
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• pp.183-190
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• 2016

In this paper, we have looked at through core competences and contents of Informatics curriculum in middle school by expert questionnaire and Focus Group Interview(FGI). Among nine core competences of Informatics subject in curriculum, abstraction and automation were easily found, but creative harmony and cooperation were indirectly confirmed in the statements of teaching and assessment sections of Informatics curriculum in middle school. It was also identified that some core competency elements are redundant or hardly to found in the contents of Informatics curriculum. In addition, various opinions about Informatics curriculum have been put forward over the FGI. The results of this study will be the case that can be consulted on new revised Informatics curriculum to be developed further.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.1
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• pp.743-752
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• 2017

This paper analysis the creative convergent person and the analysis of educational purpose system based competence in the 2015 revised curriculum. For this end, first, It discuss the educational purposes of the elementary and secondary school. The educational purposes are specified in the law, the general guideline and subject matters of the national curriculum. Second, It find out the relationship between creative convergence person and educational purposes. The core competencies that emerged from 2015 revised curriculum are an important role for the realization of creative convergence person. Finally, each purpose for the promotion of creative convergence person review how adequately defined. The review divided the three; the stipulation of legislation, general guideline of the national curriculum, subject matters of the national curriculum. As a result, the purpose of the direct role for the realization of creative convergence person is core competence and special competency of a subject matters. These competencies are reflected in achievement standards of the contents system in subject matters of 2015 revised curriculum. The core competence is a kind of educational purposes in terms of learners.

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.75-100
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• 2017

The 2015 revised national curriculum has been implemented to first year students in elementary school, and will be expanded to middle school and high school from next year, 2018 school year. As of this year, the ways of implementing the curriculum and supporting teachers to better implement the curriculum into their classrooms are crucial. This study explores the implications for building curriculum supporting and implementing system by investigating relevant systems in foreign countries, such as Australia and England. In order to achieve the purpose, this study conducts literature review and previous studies in regards to the curriculum implementing and supporting system, interviews with curriculum developers and teachers, and analyzes their web-sites of the two countries. The results shows that active communication is essential among curriculum developers and curriculum implementers including school teachers and other stake-holders, and this communication can be achieved by building systematic ways; second, professional development for teachers should be recommended by supporting integrated and systematic teaching-learning process; third, the principal agent for curriculum implementation, school teachers, should have the autonomy for implementing the curriculum. The detailed ways for realizing the three implications are suggested.

• Journal of the Korean Society for information Management
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• v.36 no.1
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• pp.169-190
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• 2019

This study aims to identify the effects of teachers' recognition and application of 2015 revised national curriculum on their educational information needs in high schools. Several in-depth interviews and a questionnaire survey with the teachers, who were in charge of teaching common courses, such as Korean language, mathematics, English, social studies, and science, in general public high schools in Incheon, were executed for the purpose. As a result, the teachers' recognition and application affected their educational information needs in part. Especially, new demands on small sized copies and learning information sources were identified which were related to the application of 2015 revised national curriculum. Based on the results, we proposed several improvements of school library operations, such as small sized local consortium for sharing resources and providing referral services, in order to strengthen the gateway role of school libraries.

• East Asian mathematical journal
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• v.40 no.2
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• pp.267-286
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• 2024

This study investigates the perceptions toward prospective elementary teachers regarding the revised 2015 elementary mathematics curriculum. The aim is to understand the importance and implementation of the revised curriculum and provide implications for curriculum improvement in elementary teacher education institutions, using Interpretative Phenomenological Analysis (IPA). The research findings are as follows: Firstly, prospective elementary teachers perceived that the areas of the revised 2015 elementary mathematics curriculum that require particular focus are number and operations and data and probability. Secondly, they identified the specific elements within these areas that demand dedicated attention as follows: numbers up to four digits in number and operations, mixed calculations with natural numbers, shapes of solid figures, spatial sense of solid figures, comparison of quantities in measurement, etc. These findings can inform the improvement of the curriculum in elementary teacher education institutions.

• Journal of Science Education
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• v.44 no.1
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• pp.15-37
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• 2020

Unlike Korean science curriculum's continued push for "relevance of contents" to reduce the burden of learning on students, IB DP (International Baccalaureate Diploma Programme) is chosen in many countries and the number of IB world schools continues to grow, although it contains not only a large amount of learning but a substantial amount of content that requires quantitative calculations. Through this study, we suggest implications for Korean science curriculum and textbook, by comparing the constructions of chapters, the achievement standards, the learning contents, and the formulas of physics textbook, focusing on the 'relativity' unit of the 2015 revised national curriculum and IB DP, and by analyzing the questions of college scholastic ability test (CSAT) and external assessment (EA).

• The Mathematical Education
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• v.58 no.2
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• pp.263-282
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• 2019

The purpose of this study is to analyze the implementation of 2015 revised mathematics curriculum. This study focused on issues raised from the implementation. The teaching-learning methods for enhancing mathematical competencies, the amount and difficulty of mathematics in the 1st and 2nd grade, the level of vocabulary and sentence for students in the textbooks, and the support for successful implementation of the curriculum were collected and analyzed through questionnaires and interviews. As a result of the research, most of the teachers tried to improve the teaching and learning method considering mathematical competencies, but had difficulty in connecting contents and competencies. They also recognized that the amount and difficulty in the 1st and 2nd grade math, and the level of vocabulary and sentences presented in math textbooks were generally appropriate. However, they pointed out that the textbooks were over-emphasized in various ways out of basic calculation methods, and that the long sentences, which are not easy to read and understand by students who are not familiar with reading Korean, are included in the . They recognised that there is a large difference in level of reading Korean and understanding math among students. So we suggest that more active support is needed for the students who are learning slowly and the students who are having difficulty in reading Korean.

• Korean Medical Education Review
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• v.17 no.3
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• pp.105-109
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• 2015

The purpose of this study is to examine the concept and importance of the hidden curriculum, which has an influence on the learning, culture, and identity formation of medical students, and to examine the student culture related to the hidden curriculum. The hidden curriculum can be defined from various perspectives. However, these definitions commonly include the concept of the whole experience students gain from school life in implicit ways, even though the school does not intend it. The hidden curriculum is related to non-cognitive areas and the culture formation of students in various way, including positive and negative content, and is important since once this curriculum is formed, it has a long-term impact. Therefore, it is necessary to consider not only the formal curriculum but also the hidden curriculum in order to apprehend the overall educational outcome of medical school. For this purpose, schools need to not only support studies on the hidden curriculum but also to endeavor to provide faculty and staff with educational and administrative support so that they can understand the hidden curriculum and be equipped as a role model. Furthermore, medical students need to endeavor to form a positive student culture in order to establish an appropriate identity as a doctor in the future.