• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.519-534
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• 2022

This study attempted to prepare a realistic support policy for the early childhood education field by specifically grasping the reality and perception of the 2019 revised Nuri curriculum play-based Education experience of the childcare center teacher. To this end, individual in-depth interviews were conducted with childcare center teachers in Seoul and Gyeonggi-do, who had the current Nuri curriculum education experience. For the collected data, implications were derived using Hatch's(2002) pattern analysis and interpretative analysis, and Seidman's(2006) interview data analysis. As a result of this study, first, kindergarten and childcare center teacher apply the same integrated revised Nuri curriculum, but childcare center aims for education that considers childcare perspectives and safety more. Second, childcare center teachers had difficulties in educational matching in the process of linking self-directed open play activities in which infants were the main subjects. Third, childcare center teachers' educational understanding of play activities and ability to grasp values contribute to infant interaction and bond growth. In conclusion, there is an urgent need for a national policy plan for teacher education, exchange support, and infant ratio adjustment for effective education implementation of the current Nuri curriculum.

• East Asian mathematical journal
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• v.38 no.2
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• pp.241-256
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• 2022

Practical Mathematics is one of the career elective subjects in the 2015 revised mathematics curriculum for high school. This study examined how well the practical mathematics textbooks reflect the recommendations and visions suggested by related professions and organizations with respect to career preparation, especially for students enrolling in engineering industry-focused specialized high schools. Also, this study looked more closely into the contents of practical mathematics in terms of the consistency among different textbooks and the advancement from middle school contents in similar domains.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.67-74
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• 2022

This study was investigated the perceptions of play and play support in the 2019 revised Nuri curriculum of childcare teachers. A questionnaire survey was conducted and 259 childcare teachers form K city and J province randomly sampled were selected as final research subjects. The collected data was analyzed descriptive statistics and analysis of variance using the SPSS 24.0 program. The results are as follows: First, childcare teachers' perception of play was high, whereas the perception of the difference between laissex-faire play and play permissiveness was the lowest. perception of childcare teachers about play management in the 2019 revised Nuri curriculum was also high. The perception of play management according to the play perception level of childcare teachers were a signficant difference. And it was found that higher the childcare teacher's level of perception of play, the higher the level of perception of play management. Through this study, we intend to provide basis data for childcare teacher education that will lay the foundation for the successful settlement of the 2019 revised Nuri course play-centered.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.385-396
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• 2022

The 2022 revised curriculum emphasized basic literacy, which consists of language, numeracy, and digital literacy. This digital literacy is being presented in the curriculum as a goal for cultivating digital literacy in various countries. Therefore, this study looked at the curriculum of countries with high digital literacy among students. And PISA 2018 data analysis was conducted on ICT elements of students by country. Specifically, one-way ANOVA, correlation analysis, and confirmatory factor analysis were performed for each ICT element for country-by-country comparison. As a result, when organizing the curriculum related to digital literacy, it is necessary to organize it earlier than the present time. In addition, it was found that it was necessary to consider the contents to increase the usability in school.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.592-592
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• 2022

• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.375-396
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• 2022

In this paper, to provide an idea for the 2022 revised mathematics curriculum by restructuring the content of the 2015 mathematics curriculum, the content elements of recurring decimals of textbooks, which showed differences in the curriculum of Korea and Japan, were analyzed. As a result of this study, in Korea, before the introduction of the concept of irrational numbers, repeating decimals were defined in the second year of middle school, and the relationship between repeating decimals and rational numbers was dealt with. In Japan, after studying irrational numbers in the third year of middle school, the terminology of repeating decimals is briefly dealt with. Then, when learning the concept of limit in the high school <Mathematics III> subject, the relationship between rational numbers and repeating decimals is dealt with. Based on the results of the study, in relation to the optimization of the amount of learning in the 2022 curriculum revision, implications for the introduction period of the circular decimal number, alternatives to the level of its content, and the teaching and learning methods were proposed.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.219-229
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• 2024

The purpose of this study is to analyze the concerns and difficulties encountered by authors involved in the development of integrated science textbooks. Specifically, it focuses on their experiences with understanding and implementing the 2022 revised science curriculum. We collected 89 opinions from textbook authors and categorized them into several key areas: understanding the terminology and descriptors provided in the curriculum, structuring learning content, inquiries and activities, and the depth and scope of learning content. The analysis revealed that the most difficulty encountered by the textbook authors was in defining the level and scope of learning content. Many also expressed concerns and difficulties related to the ambiguity of terms and predicates. In terms of the composition of learning content, difficulties were identified in concerning the repetitive descriptions of achievement standards and the discrepancy between the arrangement of achievement standards and the flow of learning. Regarding inquiries and activities, there were experiments presented that were difficult to experience or actually implement, along with limitations in activity composition due to the need to optimize learning volume. Given the importance of high-quality textbooks for effective science education at the national level, it is crucial to establish effective communication channels between curriculum developers and textbook authors. Additionally, a robust support system for textbook development should be established.

• Journal of Korean Home Economics Education Association
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• v.35 no.4
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• pp.61-79
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• 2023

This study was approached as a method of reflective observation to build practical knowledge about home economics by reevaluating the experience of participating in the national development of the 2022 revised home economics curriculum through self-questioning, review, and reflection. The results are as follows: First, "all learners will still live in an unpredictable future society and choose the best actions to better themselves, their surroundings, and the world." Second, the value of home and education in the overall curriculum structure is "home economics education are life lessons that help future generations develop the competence necessary to lead a better life." Third, "in order to ensure the sustainability of all humanity and the world in the future society, the area of intentional learning that helps young people choose and lead better lives should be the core, and home economics education should focus on 'Good life Literacy'.

• 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 Association of Information Education
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• v.26 no.6
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• pp.491-505
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• 2022

The importance of information education is recognized at home and abroad, and education policies are changing in the direction of expanding informatics education. Therefore, in this study, an elementary school information curriculum content system was developed by forming an expert group consisting of professors at the University of Education and the College of Education working in the Department of Computer Education and elementary and secondary information teachers with experience in curriculum development. Specifically, a content system was developed for the area of elementary school information education with linkage and hierarchy with the secondary information curriculum in the 2022 revised curriculum, core ideas for each area, content elements for each area, and instructional content for each grade level. Through this study, connectivity was secured in information education in elementary and secondary schools, and it is meaningful that the content elements of digital literacy were included in each content area. It is expected that the content system of the elementary school information curriculum proposed in this study will be helpful as a basic data for the development of certified textbooks and independence of information subjects in the future.