• Journal of Science Education
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• v.48 no.1
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• pp.1-14
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• 2024

The Korean Science Education Standards (KSES) were developed to support the establishment of a domestic national science curriculum to respond to future social and environmental changes as an action plan to improve scientific literacy in the context of science education. In this study, we analyzed the relationship between KSES and the 2022 revised middle science curriculum focusing its learning contents and learning objectives and sought effects of the successful implementation of the curriculum. As a result, the content system of the 2022 revised middle science curriculum was highly related to the categories of knowledge in KSES. Attempts to deal with the content related to the nature of science was also confirmed through content elements in science and society domains. In the case of achievement standards, it was focused on some areas of the performance expectations in KSES, but the level of statement of the achievement standards closely matched the level of middle school students as suggested by KSES. From these results, it was possible to confirm the high relationship between the 2022 revised middle science curriculum and KSES, as well as the possibility of using KSES as an international indicator for establishing future science education plans.

• 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.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.49-59
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• 2024

In this study, we investigated the philosophical background and progress of the 2022 revised curriculum development in the high school earth science field. Research that was not covered in the research report includes the relevance of the transformative competency of OECD Education 2030, and that core ideas and achievement standards are organized around knowledge understanding, process functions, and value attitudes that constitute the learning compass needle. In addition, the composition of core ideas and Earth science electives in light of the understanding-centered curriculum, and IB type inquiry-based teaching and learning. Main research results include that the 2022 revised Earth science curriculum emphasized the student agency to foster the transformative competency and scientific literacy, and the curriculum document system in the field of earth science uses a learning compass needle. In addition, based on the understanding-centered curriculum, core ideas of Earth science were derived, and elective courses were organized to help students reach these core ideas. Also, IB-type inquiry-based teaching and learning was emphasized to foster student agency with knowledge construction competency. Based on the research results, slimming of the national and general level curriculum, the need to develop process-centered assessment methods for value and attitudes, the need for curriculum backward design, and ways to develop student agency through inquiry-based teaching and learning were suggested.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.178-193
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• 2023

The aim of this study was to investigate differences in the achievement standards from the 2015 to the 2022 revised national science curriculum and to present the implications for science teaching under the revised curriculum. Achievement standards relevant to primary science education were therefore extracted from the national curriculum documents; conceptual domains in the two curricula were analyzed for differences; various kinds of centrality were computed; and the Louvain algorithm was used to identify clusters. These methods revealed that, in the revised compared with the preceding curriculum, the total number of nodes and links had increased, while the number of achievement standards had decreased by 10 percent. In the revised curriculum, keywords relevant to procedural skills and behavior received more emphasis and were connected to collaborative learning and digital literacy. Observation, survey, and explanation remained important, but varied in application across the fields of science. Clustering revealed that the number of categories in each field of science remained mostly unchanged in the revised compared with the previous curriculum, but that each category highlighted different skills or behaviors. Based on those findings, some implications for science instruction in the classroom are discussed.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.725-726
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• 2022

디지털 소양의 용어는 2022 개정 교육과정에서 새롭게 다루어지는 개념이다. 그동안은 디지털 소양의 의미를 담은 다양한 용어들이 각 교과 특성에 맞게 혼재되어 사용되어 왔다. 하지만 2022 개정 교육과정에서는 모든 교과에서 디지털 소양을 다룰 것을 강조하고 있기 때문에 각 교과와의 개념에 대한 합의가 필요하다. 따라서 본 연구에서는 2015 개정 교육과정의 초등 각 교과에서는 디지털 소양과 관련된 어떤 용어들이 사용되어왔는지 분석해보고자 한다.

• Research in Mathematical Education
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• v.27 no.1
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• pp.49-73
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• 2024

This study aims to explore the direction of high school statistics education in Korea through a comparative analysis between the revised 2022 Korea mathematics curriculum and the IBDP Mathematics: Application & Interpretation Standard Level (IBDP AI SL) Curriculum and textbooks. The study seeks to investigate the Statistics unit of the two curricula, compare chapter structures and content elements of textbooks, and explore exercises on modeling and utilization of technology tools. The results are as follows: First, the IBDP AI SL statistics covered a broader range of topics. Second, exercises in Korean high school textbooks typically inquire about one or two questions in each topic, whereas the IBDP AI SL textbook's exercises present a real-life scenario on all relevant topics through sub-questions. Third, the Korean textbook guides the utilization of technology tools only in exercises presented after completing the entire chapter or where the calculation is complex. Also, there were only a handful of modeling exercises in the Korean textbook in contrast to most of the lessons and exercises were modeling exercises in the IBDP AI SL textbook. If these findings can be integrated into teaching practices in Korea, it will provide a direction for statistics education in Korean high schools.

• Journal of Practical Engineering Education
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• v.16 no.3_spc
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• pp.333-342
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• 2024

This study analyzes the curriculum applied to students of specialized high schools in 2025, when the 2022 revised curriculum is fully implemented, and proposes a curriculum to help schools and companies that are still organizing the curriculum. In addition, through a questionnaire on apprenticeship education by unit school students, parents, and corporate teachers, we will examine the requirements of each subject in the middle and further study ways to develop the current work-learning parallel system of apprenticeship students and ordinary students after pre-employment. As apprenticeship education continues to develop, continuous research, interest, and support are needed to establish apprenticeship education in the changed curriculum, which should continue to be studied as basic research in the parallel of national-level work-learning in the future.

• Journal of Internet Computing and Services
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• v.25 no.2
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• pp.123-132
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• 2024

The purpose of this study was to extract hierarchical learning elements in the area of 'Algorithms and Programming' in the 2022 revised secondary informatics curriculum. Intrinsic validity was secured by considering the core ideas presented in the curriculum and the content elements of 'knowledge/understanding', 'process/skills', and 'values/attitudes', and extrinsic validity of the learning elements was obtained through FGI and CVR with 25 experts. The learning elements derived from this study are 7 in the first stage, 18 in the second stage, and 26 in the third stage for middle schools, and 8 in the first stage, 23 in the second stage, and 27 in the third stage for high schools. Although the scope and size of knowledge in each stage may differ, the hierarchy of knowledge in the first stage, which is materialized in the second and third stages, provides direction on how knowledge should be taught. This study is expected to contribute to the implementation of the new curriculum in schools and to improve teachers' understanding of the curriculum.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.47-61
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• 2023

Rather than an abstract discourse, the purpose of this study is to outline the core concepts in the 2015 revised curriculum as a concrete teaching and learning method in the school context. We interviewed eight secondary science teachers and reported their perceptions and perspectives on core concepts using a backward design model based on the cyclical process of the platform, deliberation, and design for developing teaching and learning materials to understand core concepts. The participants perceived these core concepts differently, such as big ideas corresponding to the ultimate principle, minimum science concepts required for daily life, and primary and significant key concepts. In addition, this affects the association of teaching and learning. When core concepts are understood as transferable and expandable big ideas, there is a tendency to focus on the relationship between concepts and design project learning in a specific direction. However, if core concepts are identified as minimum science concepts at the level of science literacy, that can be recalled within the context of life, there is a tendency to emphasize on activities that make a meaningful difference to the lives of students with focus on case studies that are relevant to everyday life. Once core concepts are identified as key scientific content elements, such as basic or significant concepts, teachers recognize that it is essential to emphasize concept changes by correcting misconceptions, acquiring accurate scientific knowledge, and developing problem-solving items through paper-and-pencil evaluation. As the 2015 revised curriculum is finalized and the 2022 revised curriculum is scheduled for release, effective policy support is required to ensure that the curriculum is revised, which emphasizes the purpose of big ideas by naming core concepts as core ideas, to be stably implemented in schools.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.369-385
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• 2023

As the 2022 revised mathematics curriculum emphasizing competency cultivation was announced, the researcher analyzed the connection between competency, content system, and achievement standards in elementary school mathematics curriculum. The results of the analysis of the link between the competency of the curriculum revision research report, its sub-elements, the 'process and skills' of the curriculum content system, and the achievement standard verb are as follows. First, most of the five curriculum competencies (problem solving, reasoning, communication, connection, and information processing) of the mathematics department are implemented as "process-skills" of the content system, which is further specified and presented as an achievement-based verb. Second, the five competencies were not implemented with the same weight in all areas, and the appropriate process-skills were differentiated and presented according to the content of knowledge-understanding by area/grade group. Third, verbs of the achievement standards were more rich than before in the 2022 revised elementary school mathematics curriculum. Fourth, 'understanding' throughout the entire area was still presented as the highest proportion. Through the research results, the researcher discussed clearly establishing the meaning of problem-solving capabilities in the future and developing and presenting "understanding" as a more specific process or skills.