• Journal of Korean Elementary Science Education
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• v.23 no.3
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• pp.192-198
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• 2004

The purpose of this study was to analysis the curriculum for educating and operating the classes of elementary science gifted in Incheon Metropolitan Office of Education. We developed the framework for curriculum content analysis based on the principles of curriculum development for gifted education. The developed framework was applied to the curricula of four classes of elementary science gifted in Incheon. And the needs of gifted students were surveyed in the classes of the elementary science gifted. The results of this study were as follows: 1. The current curriculums of two classes described the goal of the elementary gifted education, but the content and theme of the curricula of three classes were not related to the contents of the 7th national curriculum. 2. The teaching methods used in the science gifted class were mainly a lecture and an experimental activity. and there was little the process of individual instruction. 3. There was not mostly the products as the results of learning because of little performed by a project teaming, an announcement and an exhibition in gifted class. 4. Most of the students of the science gifted class were estimated by the paper tests and observation of the teacher in charge of the gifted class, not by the products and presentation etc. 5. They mostly preferred the theme of everyday life in addition to the textbook, and the instructional type of enrichment teaming and acceleration learning over the grade of themselves. 6. They mainly expected that the curriculum of the gifted class is operated during the semester.

• The Mathematical Education
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• v.47 no.4
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• pp.487-503
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• 2008

In this paper, descriptive assessment method for middle school mathematics was evaluated by developing a framework for designing and grading problems for descriptive assessment and analyzing the effectiveness of the problems. The new descriptive assessment problems were developed by reviewing the current 7th National Mathematics Curriculum of Korea and aligned mathematics textbooks to define a set of problem design principles and evaluation framework for the assessment strategy. The developed problems were first pilot tested and then revised based on the feedback from the test. The final version was field tested by 100 students in 7th grade middle school. After the field test, the problems were graded by two middle school math teachers and one math education researcher to determine the overall correlation between graders and also to analyze effectiveness of the evaluation framework of the test. This result of this study is expected to assist in the further development of descriptive problems and grading framework by providing a reference work for teachers to better understand the process and the limitations of executing the new assessment strategy.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.1-16
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• 2002

The 7th Curriculum emphasizes that in mathematics classes, mathematical concepts be understood and mathematical problems be solved through student's own exploratory activities including the use of data, manipulatives, andtechnological devices. Following the main idea of the Seventh Mathematics Curriculum, this paper dealt with instructional methods applied suitably and effectively in mathematics classes, and focused on the 'exploratory learning in groups' method in mathematics education. For this purpose, this paper reviewed and summarized theories related to general pedagogy and of mathematics education. Based on the results, it investigated appropriate instructional methods in mathematics education. In particular, this paper focused on studying the exploratory learning method while investigating its properties and understand- ing the relationship between the 'exploratory learning in groups' method and the discussion-centered method. Finally, in order to show the usefulness of the exploratory learning method, this paper developed an example of a teaching module using the exploratory learning method in addition to discussion and lecture-centered methods by the use of manipulatives. The main goal of the module was to make students understand the principle of multiplication of integers.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.171-185
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• 2009

We investigated the extent of recognition and the class practice rate of environmental education-relevant contents of the unit of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum in the students in Korea. Five hundred fifty students in the second and third grade in the middle school and in the first grade in high school, who had taken the course of 'Clothing Life' and responded to the questionnaires, were enrolled in this study. Questionnaires were sent and collected by mail from December 2007 to January 2008. Most students recognized that the environmental problems in their residences were serious enough to affect their own lives. Only 36.4% of the students, however, expressed the intention to join to the environmental groups and change their clothing lives in order to improve those problems. Also they conceived that the unit of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum containing only a few statements on the environmental pollution had little relevance to environmental education. According to the results on the class practice rate of environmental education-relevant contents of the unit of 'Clothing Life', the quality of the classes on the environmental education, except the unit of 'Planning and Purchasing Clothes', and the degree of practice of environmental preservation were proved to be low. Subgroup analysis showed that the second grade middle school students as well as female students had the higher interest and class practice rate. Teachers have to try to raise the recognition and the class practice rate of environmental education-relevant contents in the unit of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum of middle school in the class.

• The Mathematical Education
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• v.41 no.1
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• pp.1-18
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• 2002

The purpose of this research is to compose the curriculums of mathematics for the technical high school students to ream their own majors effectively. First, we analysed the goal of mathematics education in high school and the goal of education in technical high school and the 6th and 7th National Curriculums of mathematics. And next, we researched the reality and the necessity of mathematics education in technical high school. As the result of this analysis, we found some problems of mathematics education in the technical high school. So we composed the scope, the sequence, and the units of mathematics textbook which reflect the curriculum of technical high school.

• Journal of the Korean Chemical Society
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• v.56 no.4
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• pp.509-517
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• 2012

In this study, the illustrations of 27 middle school science textbooks developed under the 2007 Revised National Curriculum were analyzed in the aspect of gender-role stereotyping, and the results were compared with those of the 7th National Curriculum. The types of the illustrations were classified, and the frequencies of pupils and adults who appeared on the illustrations were counted by gender, and the types of activities and the character of them were also analyzed by gender. In all results of the analyses, the differences between male and female decreased in comparison with those of the 7th National Curriculum. More male pupils appeared in the illustrations than female pupils. The frequencies of learning activities were balanced by gender, but other activities were described as focusing on male pupils. The frequencies of male adults outnumbered female adults. While the ratio of female adults was high in houseworks, that of male adults was high in outdoor activities. The jobs of adults were also illustrated as male-centered. Most pupils and adults were found to be active. Both ratios of pupils and adults for each gender were relatively similar.

• Journal of Korean Home Economics Education Association
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• v.21 no.4
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• pp.159-173
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• 2009

The purpose of this study was to develop a teaching learning process plan applying Keller's motive induction strategy to 'Nutrition and Meal' unit of the middle school home economics(HE). Five different problems were developed based on the 7th revised HE curriculum: "What should I do for a physical and mental health?", "What should I do to intake a required nutrient of my body?", "What should I do to take a well balanced diet?", "What should I do to build a desirable eating habits?" and "What should I do to deal with a nutrition issues?". This study was performed as the following procedures: the 'Nutrition and Meal' unit of the revised 7th middle school HE curriculum and the present HE textbooks were analyzed. And then the teaching learning process plan was designed, developed, evaluated, and revised. The motive induction strategies were developed based on the Keller's Motivational Tactics Checklist.

• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.1-12
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• 2012

The purpose of this study was to explore instructional objectives of 'Wise Life' based on Bloom's Revised Taxonomy of Educational Objectives. It was to extend understanding the 7th and the revised Wise Life 2007 as well. The written objectives of two curriculum of Wise Life were divided into two, the 'knowledge' dimension and the 'cognitive process' dimension based on Bloom's Revised Taxonomy of Educational Objectives. Major activity subjects presented in the 7th and the revised Wise Life 2007 were dominantly the basic inquiry activity types. It was found from this research that the 'factual' knowledge of the 'knowledge' dimension and the 'understand' of the 'cognitive process' dimension took a large proportion of the revised Wise Life 2007 objectives. The 'meta-cognitive' knowledge was increased. 'Remember' of the 'cognitive process' dimension was decreased and the high level objectives as 'analyze' and 'create', in the 'cognitive process' dimension was increased from the 7th to the revised curriculum. The 'factual' knowledge, 'conceptual' knowledge and 'metacognitive' knowledge were engaged with 'understand' and the 'procedural' knowledge were engaged with 'apply'. The 'meta- cognitive' were engaged with 'create' is the 'procedural' knowledge in the revised Wise Life 2007. 'Remember' was decreased. 'Create' was increased in the basic inquiry activities. It was analysed in zero percent of 'Observing', 'Investigating and Presenting', and 'Making'.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.119-132
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• 2014

In recent years, Korea encourages teachers to do STEAM education(Science, Technology, Engineering, Arts & Mathematics), which includes Arts to STEM education to train creative science technology talent. Related to this, we developed a subject substitute STEAM program for the 6th grade students in elementary school and applied it in a field. The STEAM program which substitutes contents in curriculum related to Energy unit was developed and it was taught to twenty four sixth grade students during regular classes. During the classes, all activities of students were observed and they were written in recording notes during the observation. After all STEAM program ended, how students recognize the subject substitute STEAM program compared to general class, understand learning contents and think about the program before and after the STEAM classes were analyzed through questionnaire and interviews. The results were as follows. First, some students had difficulty in reconciling different ideas in group, creative thinking and crafts but most students liked the STEAM classes because many activities are fun and it is easy to understand. Second, learners regarded practical use of knowledge, learning different subjects together and interests as the reasons they can understand learning contents easily during STEAM program. Third, learners recognized STEAM classes are good to understand knowledge, think creative ideas and improve social skills after the STEAM classes while they showed anticipation, worry and fear before taking the classes. It is found that a subjective substitute STEAM program is helpful to increase learners' interests in learning, understand learning contents, increase creativity and have a good personality through a qualitative research.

• Journal of the Korean Home Economics Association
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• v.44 no.5 s.219
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• pp.129-142
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• 2006

The purpose of this research was to find the solution of problems originated from financial illiteracy. To accomplish this task, the content which supposed to be taught in the area of personal finance in the Elementary, Middle and High School curricular were identified based on the previous research. Then, the personal finance content taught in public education system were analyzed rising content analysis of over 100 text books related to Personal finance education, such as Home Economics, Social Science, Economics, and Human Life Sciences, etc. Based on the results, followings were concluded. In spite of the fact that only few personal financial education topics were included in the 7th Education Curriculum, many topics taught in the subject of Social Science were duplicated in the Home Economics Curricular. To accomplish the ultimate goal of personal financial education, an introduction of the new course(Personal Finance) in the regular curriculum like U.S. is strongly recommended.