• 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 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.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.375-384
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• 2022

As artificial intelligence(AI) education becomes essential in elementary schools with the revised 2022 curriculum, it is necessary to develop an AI curriculum for elementary school students. In this study, I developed the AI content framework to cultivate AI literacy of elementary school students. AI education areas were largely divided into AI understanding and AI development, and detailed areas were divided into eight categories: using of AI, impact of AI, AI ethics, recognition of AI, data expression, data exploring, learning of AI, and prediction of AI. In addition, twice expert Delphi surveys were conducted to verify the validity of the subject elements and achievement standards for each area. The final draft was finalized after reflecting expert opinions on the AI education content framework. In order for AI education to be expanded in elementary schools in the future, continuous research is needed, such as developing textbooks and teaching tools according based on the AI framework proposed in this study, securing the lesson hours to apply them to schools, and correcting and supplementing the problems of them.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.317-325
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• 2022

In textbooks, illustrations are used to easily explain concepts and guide the exploration process. Therefore, the illustration should be presented accurately and easily. However, as a result of analyzing previous studies, it was confirmed that there was no research related to illustration analysis at all in the case of the elementary school 'software education' unit. Therefore, among the six practical textbooks developed according to the 2015 revised curriculum, the illustration of the 'software education' unit was analyzed in terms of type, function, and use, and provided guidelines for the adoption of textbooks, curriculum research, and next textbook development. As a result of analyzing six practical textbooks, all textbooks used more than one illustration per page, and the types of illustrations were used in the order of screen capture, picture, picture, table, illustration, illustrative function, and use.

• Journal of Digital Convergence
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• v.20 no.3
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• pp.105-115
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• 2022

This study compares the perspectives of experts and the public on the 2015 revised curriculum. To do this, research papers and newspaper articles were collected from October 2013 to May 2020. During this period, 1152 research papers and 692 newspaper articles were collected, and semantic network analysis was performed. As a result of the study, the educational expert group showed great interest in the core concept of the development of the revised curriculum focused on the abstract concept, while the public focused on the practical problems and consequences of the revision rather than the development of the revised curriculum itself. These results not only show the gap between the perspectives of the educational expert group and the public but also raise the need for effective communication to bridge the gap.

• East Asian mathematical journal
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• v.38 no.2
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• pp.257-275
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• 2022

Recently, there are studies the argument that arithmetic rules established by the four fundamental arithmetic operations, in other words, commutative laws, associative laws, distributive laws, should be explicitly described in mathematics textbooks and the curriculum. These rules are currently implicitly presented or omitted from textbooks, but they contain important principles that foster mathematical thinking. This study aims to evaluate the current level of understanding of these computation rules and provide implications for the curriculum and textbook writing. To this end, the correct answer ratio of the five arithmetic rules for 1-4 grades 398 in five elementary schools was investigated and the type of error was analyzed and presented, and the subject to learn these rules and the points to be noted in teaching and learning were also presented. These results will help to clarify the achievement criteria and learning contents of the calculation rules, which were implicitly presented in existing national textbooks, in a new 2022 revised curriculum.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.377-394
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• 2022

Criticism has been raised that the way of teaching weights in the 3rd and 4th graders of elementary school is different between the 2015 revised math curriculum and the 2015 revised science curriculum, causing confusion among elementary school teachers and students. This study tried to confirm the social recognition that should be considered in the process of didactic transformation which means transformation from knowledge to used into knowledge to taught and to compare the variations of didactic transformations differently according to didactic intentions. The research analyzes and synthesizes the root of the meaning of weight, weight in the international standard system of units SI, weight implemented in Korean mathematics curriculum and textbooks, Singaporean mathematics curriculum and textbooks, USA mathematics curriculum and textbooks, and Korean science curriculum and textbooks. Through this analysis, a pedagogical perspective on how to define and teach weight in elementary school as knowledge to be taught was derived.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.87-103
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• 2024

The content system table of the subject-matter curriculum is considered important in the Korean national curriculum, textbook writing, and teaching and learning in the classroom. However, studies that comprehensively organize the issues concerning the format of the subject-matter curriculum content system have been scarce. This study scrutinized the evolution of the content system from its inception in The 6th Curriculum to the most recent 2022 Revised National Curriculum, focusing on science curricular. The following issues and suggestions were derived for the format of the subject content system. First, caution should be exercised in using terms such as "domain," "field," and "category," and it should be clarified whether these terms are intended simply for logical differentiation or to serve as a content organizer with a specific emphasis. Second, the nature of components such as "core ideas," which can serve as innovative content organizers, should be strictly defined. Third, while the introduction of three-dimensional content elements such as "knowledge and understanding," "process and skill," and "value and attitude" is viewed positively, it is suggested that a further delineation be made, elaborating how each can be utilized to form core competencies. Fourth, the construction of the subject-specific content system in national curriculum needs caution because whether it will resolve or exacerbate the 'disparity between general curriculum and subject-matter curriculums' is uncertain. Finally, as an apparent pendulum motion of the subject-matter content system is observed in national curriculum documents, efforts should be made to ensure that it does not result in meaningless repetition, but instead achieves meaningful dialectical progress.