• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.1-18
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• 2022

The two most influential rationales for the 21^st century science curriculum reform can be said to be core competence and scientific literacy. However, the relationship between the two has not been scrutinized but remained speculative - and this has made the harmonization of the general guideline and subject-matter curriculum difficult in Korean national curriculum system. This study compares the two discourses to derive implications for future science curriculum development. This study took a literature research approach. In chapter II, national curriculum or standards, position papers, and research articles were reviewed to delineate the historical development of the discourses. In chapter III and IV, the intersections of those two discourses are delineated. In chapter III, the commonalities of the two discourses are explicated with regard to crisis rhetoric, multi-faceted meanings (individual, community, and global aspects), organization of subject-matter content and teaching and learning method, and the role of high-stake exams. In chapter IV, their respective strengths and weaknesses are juxtaposed. In chapter V, it is suggested that understanding scientific literacy and core competence discourses to have a family resemblance as 21^st century science curriculum reform rationale, after Wittgenstein and Kuhn. Finally, the ways to resolve the conflict between the two ideas from the general guideline and subject-matter curriculum over crisis rhetoric were explored.

• Journal for History of Mathematics
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• v.21 no.4
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• pp.105-126
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• 2008

This article summarizes the historical changes of the secondary school geometry to give insights into the new direction of geometry education for the 21th century. Geometry has been considered as an essential subject in high school since mid-nineteen century in accordance with the social changes. Since the development of computer softwares such as CAD effects on the role of geometry in work and professional societies, the knowledge and skills the contemporary world require to school geometry have being changed. More focus on applications and modeling aspects, expansion of reasoning and problem solving, emphasis on design-related elements are features of the school geometry for the new century.

• Journal of the Korea Society of Computer and Information
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• v.18 no.8
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• pp.167-174
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• 2013

The objectives of this study are to investigate core learning ability necessary for the 21st century and to develop core human resources required for social and national development in the future. The '21st Century Learning Ability Project' is to approach the existing knowledge and learning multidisciplinary and interactively based on the learning ability of each learner and individually and socially valuable themes. Even in Korea, a variety of intersubject integrative educational curriculum was attempted to cultivate learning ability. However, there are not enough teachers who can teach the differences between the content and characteristics for each subject by fully understanding them. Thus, it is difficult to apply them easily to the field of education. Thus, this study develops the multidisciplinary customized educational curriculum in order to develop the learning ability necessary for the 21st century, analyzes the reality of the educational curriculum integrating the academic knowledge in order to support this effectively. As a result, this study offers the interdisciplinary customized integrated model applicable to elementary and middle schools.

• Journal of the Korea Society of Computer and Information
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• v.19 no.2
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• pp.253-261
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• 2014

Recently as the focal point of interdisciplinary integration of learner's key competencies have been increased, it was the real solution to avoid excessive curriculum and reconfiguration of curriculum to provide actual learning opportunities. The purpose of this paper was to investigate information subject-centered inclusive education strategies for 21st century key competencies extension by Delphi study. As a result by a total 3 round Delphi method, information subject-centered curriculum integration for key competencies extension was to understand why they should be integrated and what can makes it com true. This elicited the consensual agreements of experts about information subject-centered curriculum integration aims, methods, contents, and evaluations ets. As a result, this study offers strategies of information subject-centered curriculum integration applicable to elementary and middle schools.

• Journal of the Korea Society of Computer and Information
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• v.17 no.11
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• pp.197-206
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• 2012

The objectives of this study are to investigate core learning ability necessary for the 21st century and to develop core human resources required for social and national development in the future. The '21st Century Learning Ability Project' is to approach the existing knowledge and learning multidisciplinary and interactively based on the learning ability of each learner and individually and socially valuable themes. Even in Korea, a variety of intersubject integrative educational curriculum was attempted to cultivate learning ability. However, there are not enough teachers who can teach the differences between the content and characteristics for each subject by fully understanding them. Thus, it is difficult to apply them easily to the field of education. Thus, this study develops the multidisciplinary customized educational curriculum in order to develop the learning ability necessary for the 21st century, analyzes the reality of the educational curriculum integrating the academic knowledge in order to support this effectively. As a result, this study offers the interdisciplinary customized integrated model applicable to elementary and middle schools.

• 대학교육
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• s.83
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• pp.58-65
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• 1996

• Cartoon and Animation Studies
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• s.7
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• pp.259-281
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• 2003

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.789-804
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• 2012

We developed $21^{st}$ century scientific literacy assessment instrument and applied it to explore the contents of seven Korean science textbooks. The $21^{st}$ century scientific literacy assessment instrument involved three dimensions (habits of mind, character and values, science as human endeavor). Each dimension consists of three sub-dimensions. Five science education experts assessed the content of textbook using criteria. We discussed issues in which the examiners responses did not match and reached an agreement on initial disagreement. As a result, we found that most Korean textbook contained contents on habits of mind, especially, communication, collaboration, and information management. We also found that most materials lacked information about character and values and science as human endeavor. Based on the result, we suggest that researchers and science educators need to consider all dimensions of the $21^{st}$ century scientific literacy when they develop curriculum and teaching materials. In addition, the rubric for $21^{st}$ century scientific literacy can be adopted as an assessment tool for examining curriculum, teaching materials.

• 대학교육
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• s.136
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• pp.7-14
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• 2005

한국의 고등교육을 담당하고 있는 대학에서 연구중심대학의 필요성은 세계 경제의 급속한 통합과정과 밀접한 관계가 있다. 21세기 지식기반 사회에서 국가경쟁력은 그 국가가 보유한 연구중심대학의 역량에 의해 크게 좌우되기 때문이다.

• The Journal of Korean Medical History
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• v.21 no.2
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• pp.61-66
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• 2008

한국의 전통의학은 유구한 역사를 가지고 있지만, 20세기초 일제의 강제합병과 서구문물의 무분별한 유입과정을 거치면서 단절된 역사를 가지고 있다. 명칭에 관해서도 원래 의학(醫學)으로 통칭되던 것이 동의학(東醫學), 한의학(漢醫學)으로 불리기도 하였고 1985년에는 한국적인 특색을 살린 '한의학(韓醫學)'으로 정식 개칭되어 지금까지 사용되고 있다. 본고는 일제시대이후 한의학의 변천과정을 조선말일제강점기이후부터 한의학의 변천을 시대별로 중요사안별로 정리한 연구이며, 현대 한의학의 교육과정의 일람을 통해 현재 한의학의 특색을 규명하였다.