• 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.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.79-97
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• 2018

The purpose of this study was to analyze the democratic civic competencies of the activity tasks in 'the Family Life' part in Middle School Technology Home Economics textbooks according to the 2015 revised national curriculum. In order to achieve the purpose of this study, the activity tasks of six types of middle school Home Economics textbooks (for a total 12 of volumes) were analyzed. As a result, the use of the citizenship competency group was the most often recorded out of the three democratic civic competency groups and the subset of trust and value competencies also were frequently observed. Additionally, democratic civic competency was the seen most within the 'human development and family' area by the national curriculum, and showed the highest frequency in big idea, 'the relationship'. Activity tasks in the 'KH' textbooks were dealing with democratic civic competency the most. Based on the relationship between Home Economics education and democratic civic competencies, it is necessary to study the practice of classroom instruction so that students can develop democratic civic competence in 'the Family Life' by means of a Home Economics curriculum.

• 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 Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.1-14
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• 2017

The purpose of this study was to compare the composition of the government guidelines for the educational curriculum of Japan announced in 2016 with the outline of the 2015 revised educational curriculum of Korea. To compare the composition of the national level curricula of the two countries, the composition systems and content details were analyzed along with the trends of emphasis placed on informatics education. The analysis indicated that as for the Japanese government's guidelines, it was suggested that the causes of revisions, and purposes and methods of fulfilling goals be added, and thus the appropriateness of the guidelines was emphasized. As for Korea's revised curriculum, a gap caused by segmental development of the outline and details of the curriculum were found in addition to errors in curricular composition and direction setting which were carried out without consideration to the transition time required or changes of subjects. To ensure sufficiency of the curricular contents and education reflecting the situations of each time phase, the necessity to improve the overall curricular framework was suggested. This study holds significance as it provides the introspective insight that the goals and directions of education cannot be set properly when the curricular framework is established without recognition of the contents.

• Journal of Industrial Convergence
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• v.18 no.2
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• pp.45-50
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• 2020

The purpose of this study is to analyze relationships among essential keywords in curriculum. The number of 1,935 keyword was collected from 644 manuscripts published between 2002 and 2019. For data analysis, this study selected softwares of KrKwic and KrTitle to compose a 1-mode network matrix and UCINET 6 and NetDraw to implement network analysis and visualization. Results are as follows. First, the frequency of keyword was curriculum, curriculum development, national curriculum, competency-based curriculum, 2015 revised national curriculum, curriculum implementation, understanding by design, competency, teacher education, school curriculum, and IBDP from highest to lowest. Second, degree centrality was curriculum development, curriculum, competency-based curriculum, national curriculum, 2015 revised national curriculum, understanding by design, competency, key competency, high school curriculum, textbook, curriculum implementation, teacher education, and IBDP from highest to lowest.

• Journal of The Korean Association For Science Education
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• v.44 no.3
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• pp.249-262
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• 2024

The purpose of this study is to analyze the achievement standards of the 2015 revision and 2022 revision of the science curriculum using the TIMSS 2023 science cognitive domain analysis framework. The subject of the study is the achievement standards for all elementary school areas in the 2015 and 2022 revised science curriculum. Three field teachers and one elementary science education expert who majored in elementary science education participated in the research analysis. The results of this study are as follows. First, in the 2022 revised movement and energy field, the ratio of the 'knowing' area was about 16% higher than the 2015 revision, and the ratio of the 'reasoning' area also increased by about 5.8%. Second, in the material field, the proportion of TIMSS 2023 cognitive domains was in the order of 'knowing', 'applying', and 'reasoning' regardless of grade group and curriculum revision period. Third, in the field of life sciences, the proportion of TIMSS 2023 cognitive domains differed depending on grade group and curriculum revision period. Fourth, in the Earth and Space field of the 2022 revision, similar to the other three fields, the proportion of the 'Knowing' field increased and while the 'Applying' field decreased. However, in the 2022 revision, the 'reasoning' area in all three other fields increased, but decreased only in the earth and space fields. Fifth, the 2015 revised integrated unit and the 2022 revised science and society field only covered the elements of 'recognizing' and 'presenting examples' in the 'knowing' area, 'making relationships' and 'explaining' in the 'applying' area and 'Synthesize' in the 'reasoning' area. In the 2022 revised elementary school science field, the proportion of the 'knowing' section was 52.5%, the proportion of the 'applying' section was 33.8%, and the proportion of the 'reasoning' section was 13.7%. In conclusion, in the 2022 revised elementary science achievement standards, the ratio of the 'applying' and 'reasoning' areas was low because the reliance on the 'knowing' area was too high.

• Proceedings of The KACE
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• 2017.08a
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• pp.89-92
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• 2017

2015 개정 교육과정에 따른 정보과 교사 역량 개선 연구의 필요성이 제기되었다. 본 연구에서는 정보과 관련 교사자격증 표시과목 제구조화 방안과 함께 개선된 재구조화 방안에 따른 현직교사의 교육 요구도를 산출하고 이를 바탕으로 구체적인 교원 연수 방안을 제안하였다. 또한 정보과 관련 표시과목 재구조화 방안에 따른 관련 법령 개정의 필요성을 제시하였다.

• Education of Primary School Mathematics
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• v.21 no.1
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• pp.19-37
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• 2018

The purpose of this study was to analyze the multicultural mathematics education factor shown in mathematics textbook. For this purpose, 2015 revised curriculum, mathematics textbook and teacher's guide book of first and second grade were analyzed using framework for multicultural mathematics education factor. The results of this study revealed that the general guideline of the national curriculum included 'culture identity', 'diversity of knowledge' and 'social problem solving' but the curriculum of mathematics excluded 'culture identity'. Nevertheless, mathematics textbook showed various multicultural mathematics education factor except 'social problem solving'. But there are several kinds of problem. Fist, application level of multicultural mathematics education factor was mostly low. Second, history of mathematics and culture aspects were Europocentric. Thirds, characters in mathematics text book were excessively standard. there weren't other ethnicity, the disabled, multicultural students. On the basis of these results, this paper includes several implications for the future multicultural mathematics education in elementary school.

• Journal of the Korean Chemical Society
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• v.65 no.5
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• pp.358-369
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• 2021

In this study, the contents of the electron transfer model presented in the 4 chemistry I and the 4 chemistry II textbooks of 2009 revised curriculum and 9 chemistry I textbooks and 6 chemistry II textbooks of 2015 revised curriculum were analyzed in the viewpoint of model's Ignorance. In addition, 3 questions were developed to find out whether 24 pre-service teachers were perceived of the Ignorance of the electron transfer model. As a result, Most textbooks explain the redox reaction of covalent bond substances, which is an inconsistent context of the electron transfer model, with mixing oxidation number change and electron transfer or with electron transfer. In addition, the change to the development and use of the model emphasized in the 2015 revised curriculum was not clearly revealed in the curriculum comparison. Most pre-service teachers incompletely perceived or did not perceive Ignorance of the electron transfer model. Only 1 pre-service teacher perceived Ignorance of the model. In conclusion, the textbook description needs to be improved so that Ignorance of the model is revealed when the textbook describes the inconsistent situation of the electron transfer model. And through the education for pre-service teachers, it is necessary to provide an opportunity for pre-service teachers to perceive Ignorance of the electron transfer model.