• The Journal of Sustainable Design and Educational Environment Research
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• v.3 no.2
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• pp.1-21
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• 2003

This study will focus on analysing changes in subject content, teaching and learning methods, teaching model, and evaluation which have been brought about by the introduction of the 7th education curriculum, and on considering how many kinds of science labs are needed, and on proposing the desirable direction of building them. Methods for studying the goals above are as follows: First, considerations were given on how science labs must be structured and on which equipment are needed, which were done by analysing change of science education for future society, science subjects in the 7th educational curriculum, current situation of science labs, and science educational materials. Second, based on the need of students, it was examined how many science classes were needed, and through this the number of labs needed and users' requirement were analysed. Third, on the basis of the analysis above, existing conditions in planning science labs and the example of existing labs were examined.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.61-70
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• 2002

The purpose of this study was to examine whether or not they have been revised corresponding to the purpose of revision by making a comparative analysis of the content and illustration in the 6th and 7th primary science textbooks. The analysis of content was composed of knowledge, inquiry process and attitude. The analysis of illustrations was composed of the kinds of illustrations and the role of illustrations. The findings of this research were as follows: First, as a result of content analysis of the primary science textbooks in the 6th and the 7th national curriculum, the ratio of inquiry process showed the highest frequency, next knowledge and lastly scientific attitude. And the 7th textbooks are greatly emphasized knowledge and science attitude. Second, as a results of the illustration analysis are as follows: There are conspicuous differences in that the illustration number of the 7th science textbooks Is about twice the illustration number of the 6th science textbooks and next, they place more weights on pictures and comics hard to discovery in the 6th science textbooks. Therefore, they have tried to induce the interests of students and heighten their understanding by supplementing the role of illustration presented as picture-centered and increasing its number presented as picture. In the results, although they have improved the problems of the 6th national curriculum a lot through the innovation including the interest induction of pupils through comics, the development of its content presentation method, the gradual change of subject number and the cultivation of curriculum according to the level of enrichment and supplementing types, the 7th science textbooks have fallen short of 6.3%, not around 30% in terms of the reduction in the 7th national curriculum. Accordingly, the 7th science textbooks also can be pointed out to have the problems of too much amount of studying compared to the time per week like the 6th science textbooks.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.29-36
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• 2003

The purposes of this study are to analyze the elementary school science textbooks (chemistry part) developed under the 7th national curriculum and to compare with those under the 6th national curriculum. The lesson hour, the number of pages, contents at each grade, deleted or newly introduced contents were analyzed. Some features of the 'Separation of mixtures' chapter were also analyzed. Educational implications were discussed in the aspect of whether the intention of revised curriculum was reflected, especially whether the amount of teaming was decreased.

• The Mathematical Education
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• v.42 no.3
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• pp.369-386
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• 2003

Problem-centered learning has many implications on teaching and learning mathematics. Students devise their solutions to solve problems and participate in the discussion with teacher and other students to share and justify their solution during the problem-centered learning. Therefore, we purposed to provide problem-centered loaming materials to be able to use in teaching and loaming the 7th mathematics curriculum in this study. First, we reviewed the 7th curriculum and its textbooks to know what and how students learn and suggested the problem-centered learning as a teaching method to perform the 7th curriculum. Next, we developed the problem-centered loaming materials for 6th grade in elementary school and taught students with these materials to amend errors. Finally, we developed evaluation criteria to evaluate students while they teamed mathematics in the problem-centered learning.

• Research in Mathematical Education
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• v.1 no.1
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• pp.43-59
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• 1997

Now in Korea, the 7th curriculum reform is underway. The main difference of the seventh curriculum compared with former curricula is that it puts much emphasis on individual difference. It is a "differentiated" curriculum. The basic directions of the 7th mathematics curriculum are as follows: 1. Offer various mathematical subjects for "Selective Educational Period" (Grades 11 and 12). 2. 30% reduction of mathematical contents. 3. The reconciliation of domain names of school mathematics. 4. The use of computers and calculators in mathematics classrooms.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.149-158
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• 2006

The purpose of this study was to analyze the analogies used in elementary science textbooks. For this, the analogies were classified into the following criteria : analogy-related contents included in elementary science text-books, types of representation style, and the role of analogy. The results of this study were as follows : the total of analogies was 154 in the 6th and 166 in the 7th curriculum. Most of them were expressed in textbooks and experimental texts. More structural/functional, verbal/pictorial, concrete/concrete, concrete/abstract, simple and enriched analogies were included in the science textbooks of the 7th than those of the 6th. Most of them took the role as an aid to understanding. According to the domain of science content, energy, material, life domains were increased in the 7th than the 6th, with the exception of the earth science domain. The ratio of used analogies in the life domain was higher than the others, and in the material domain it was the lowest. From these results, it can be said that, in order to help students' understanding, further research into the application of analogies is needed.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.517-523
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• 1998

It has been an important task that the decreased quantities of science lessons must blend with the 7th science curriculum. This study analysed the 6th and 7th science curriculum contents, and found the perspective and the problems in relation to the decreased lessons in the 7th science curriculum. The results found in the analysis of the science content system in the curriculum are as follows: first, the new science themes in the 7th content system were those appeared in the sub-themes in the 6th curriculum, so substantially scientific concepts didn't increase in the 7th. Second, the number of the terms which restricts the conceptual and contextual region of the major science themes considerably increased in the 7th curriculum. Third, Surface Lesson Quantities(SLQ), which were defined as the counted lesson number considering the quantities of science themes and the lesson decreasing rate 30% of the whole school curriculum, were inferred as 38.5% of the 6th lesson quantities. And the results found in the analysis of the sub-themes inferred from the sentences describing the science themes in each grade are as follows: Essential Lesson Quantities (ELQ), which were defined based on the sub-themes, were more than SLQ in almost themes. But, in case of the themes, 'weather' and 'ground', SLQ were much more than ELQ. The results of this study shows that it will not easy to solve the task, the decreasing lessons and phenomena-centered approach in constructing the science teaching content according to the 7th science curriculum.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.328-336
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• 2007

In this research we conducted a survey on the actual status of the 7th National Earth Science I & II curriculum to explore ways of revising the next Earth Science curriculum for better education. Of the 180 Earth Science teachers, 60% responded to the survey. The domains of the survey consist of (1) the necessity of Earth Science I & II curriculum revision, (2) educational goals, (3) content coverage, (4) level of difficulty and students' interest for Earth Science content, and (5) ways to overcome the crisis of Earth Science education. Majority of the respondents demanded the revision of Earth Science I, II curriculum because of overlapping and repetition of contents among 10th grade science and Earth Science I and overcrowded Earth Science II contents. Based on the survey results, recommendations on how to improve Earth Science I, II curriculum and how to adjust Earth Science contents are suggested. In addition to curriculum improvement, systematic supports are required for Earth science not to be excluded and turned down by the student and the scholastic aptitude test for university admission.

• Journal of the Korean earth science society
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• v.26 no.7
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• pp.640-651
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• 2005

This study was to analyze the subject objectives of Middle school 7th grade Science textbooks based on the Korean 7th curriculum by using Klopfer’s taxonomic system and find out how much compatible they were with the requiring objectives of the curriculum. Particularly, this study makes educational objectives for textbooks coherent wit the requiring objectives of the curriculum, through the analysing the problems. The results are follows. The Middle school science educational objective of the 7th curriculum sets up almost of the objectives through all of the domains of the Klopfer’s taxonomy system, except the operational function (Category G.0), and emphasizes on emotionable domain (Category $H.0\~I.0$) more. However, comparing with an encouragement objective rate of NSTA, Middle school Science textbooks based on the 7th curriculum were published putting more importance in a cognitive domain, and the intention objective (Category I.0) was not mentioned.

• Hwankyungkyoyuk
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• v.23 no.1
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• pp.27-35
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• 2010

The purpose of this study is to find historical paradigm shift of the environmental subject in Korean school curriculum. For the purpose, two research questions guided this study. First, we would like to find out the changes in environmental education curriculum by interpreting the Korean national curriculum. Second, we want to know about the paradigm shift of environment education in Korea. In this study, curriculum documents, teachers' guide books, textbooks, and other educational materials were used for literature review. The results are as follows: First, Robottom and Hart's frame of three paradigms in environmental education research, positivism, interpretivism and social criticism, was suitable in interpreting curriculum. Second, the curriculum of environment subject has substantially changed from 6th to 2007 revised curriculum. Third, while the 6th curriculum was strongly affected by the positivism and education 'about' the environment, the 7th curriculum had been influenced by the interpretivism and education 'in/through' the environment, and the 2007 revised curriculum is under the influence of the education 'for' the environment and social critical paradigm.