• 한국과학교육학회지
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• 제29권6호
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• pp.653-665
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• 2009

이 연구의 목적은 실제 수업을 통해 이루어진 교수 상황과 면담을 통하여 제7차 화학I 교육과정이 화학 교사들에게 어떻게 인식되고 있는지 알아보기 위한 것이다. 이 연구를 위하여 화학I 교과를 가르쳐 본 경험을 가지고 있는 4명의 화학 교사를 선정하였다. 연구 결과, 화학 교사들은 제7차 교육과정 화학I 의 목표를 바르게 인식하고 있었으나, 실제 수업에서는 화학II 교과에 제시하는 개념들까지도 다루는 설명식 수업을 하고 있었다. 교사들은 그 이유가 대학수학능력시험 때문이라고 생각하였다. 그러나 기출문제를 분석한 결과, 화학I 교과를 벗어난 내용은 거의 없었다. 이를 통해 화학교사들은 제7차 화학I 교육과정의 목적을 피상적인 지식으로만 알고 있을 뿐 내면화하지 못하고 있으며, 평가에 대한 잘못된 인식이 7차 교육과정의 화학I 교과의 정신을 발현하는데 방해한다는 것을 알 수 있었다.

• 대한지구과학교육학회지
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• 제4권1호
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• pp.32-42
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• 2011

The purpose of this study is to provide meaningful basic materials for organizing a science curriculum in future by analyzing the status and changes of contents about astronomical phenomena in textbooks according to the changes of the science curriculum of elementary school. A main target of analysis is science textbooks of elementary school in curriculums from 1st to 7th. For the analysis, the analytic frame based on contents in astronomy textbooks of teachers colleges and colleges of education was used. The result of the analysis is as in the following. First, astronomy accounted for average about 7% of all pages of textbooks in all of science curriculums. The 1st educational curriculum had the most learning quantity of 10.40%, and the 6th curriculum had the least quantity of 4.39%. These results show that astronomy was not a small part and was considered important in each science curriculum of elementary school considering that earth science accounted for 17-26% of all pages in elementary school science curriculum. Second, the things that have been dealt with in common in all science curriculums from 1st to 7th of elementary school are the shape of the earth, the rotation and the revolution of the earth, the occurrence of the seasons, the apparent motion of the sun, the status and motion of the moon, the movement of a star, the brightness and distance of a star, constellations, the sun, planets and others. These contents are expected to be dealt with continuously as basic contents to organize astronomy regardless of the changes of curriculum. Third, in science curriculum of elementary school, astronomical phenomena based on life experiences regarding the earth, the moon and the sun are mainly dealt with in the first and the second grade. Contents requiring principles-understanding and research are dealt with in the fifth and sixth grade. These results show that elementary school science curriculum dealing with astronomy reflects the developmental stages of students and considers principle of learning possibility.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권2호
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• pp.169-178
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• 2005

We briefly survey the previous researches on mathematics curriculum of Korean. Without discussing deeply on each issue, we do on some issues. At the end of this article we suggest some direction and process for future revision of mathematics curriculum.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제22권4호
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• pp.399-416
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• 2008

우리는 제7차 교육과정에서 생산된 많은 문제점들을 대학이 어떻게 수용해야하는지에 대한 고민을 가져 왔다. 이러한 장면에 우리가 유연하게 대학이 대처하고 시대적 조류에 맞는 교육과정의 운용을 위한 방법을 제시한다.

• 대한화학회지
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• 제47권1호
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• pp.67-71
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• 2003

7차 교육과정에 따라 개발된 7학년 과학교과서 물질 영역의 탐구활동을 분석하여 교과서의 개발과 학습에 대한 교육적 시사점을 찾고자 하였다. 교과서의 탐구활동을 탐구유형, 탐구과정, 탐구상황 등의 3개의 영역으로 나누어 분석하였다. 6개 출판사에서 발간된 과학교과서의 ‘물질의 세 가지 상태', ‘분자운동', ‘상태변화와 에너지'를 분석 대상으로 하였다. 7학년 물질 영역의 탐구 활동 분석 결과를 종합하였을 때, 탐구 유형이나 탐구 과정 요소 및 탐구 상황의 편중성이 두드러졌으며, 이러한 부분을 보완할 수 있는 탐구 활동으로 학생들을 지도하여야 할 것이다. 또한, 과학과의 교육 목표에 부합되는 교과서 개발을 위해 탐구 활동을 검토하고 교과서 검정 기준에 탐구 활동의 평가틀을 제공하여야 할 것이다.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.172-188
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• 1999

Mathematics has been usually recognized as value-neutral and anti-ideological subject, and as a result, it has not dealt with environmental problems clearly. Also, it is not easy to find any environment-related contents in the 7th mathematics curriculum. However, because mathematics is also precious human products and essence, in any ways there is a need to reflect the social issues in the mathematics subject which speak for human mental activities. If this need is admitted to change the mathematics contents to the direction of social issues, environmental problems can stand out and be dealt in the mathematics education. Among the 6 domains in the 7th mathematics curriculum, the environmental problems can be dealt with in the domains of ‘numbers and operation’, ‘letters and formulas’, ‘regularity and function’, ‘chances and statistics’, ‘measurement’ except in the domain of ‘diagrams’. Also, the '문장제들' which takes up a considerable part of mathematics textbooks needs the authentic situation, and thus it will be possible to take environmental situations as mathematical materials. Furthermore, one of the 7th mathematics curriculum is that it suggested further study in each level of each domain, the representative pattern of which is the application of the mathemantics contents to the daily life. With this kind of mathematics further study contents, environmental problems can provide a variety of contents for the further study. From this viewpoint, it can be expected that the contents of environmental education will be increased in the mathematics subject. Under the recognition that the mathematics subject cannot be an exception in considering environmental problems, this study has studied some concrete plans and examples for how the mathematics textbooks based on the 7th educational curriculum can deal with environmental Problems.

• 한국가정과교육학회지
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• 제14권1호
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• pp.15-25
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• 2002

The purpose of the study is to analyze the technology$.$home economics textbooks of family life in the 7th curriculum for the middle school students and the direction of future policy to improve the curriculum for further revision. For this purpose, 10 different textbooks prepared for 7th Curriculum and published in 2001 were examined and obtained the following major findings 1. It was gradually strengthened that the part of family life in home economics textbooks for middle school students. 2. The part of family life in technology$.$home economics a in middle school textbooks of the 7th curriculum tried to adapt diverse learning programs and many fixtures were included to improve its learning efficiency. 3. Since the contents of family life parts in technology$.$home economics textbooks consisted of practically and empirically appliable. it must be suite useful for the middle school students.

• 한국초등과학교육학회지:초등과학교육
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• 제26권1호
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• pp.63-75
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• 2007

This study investigated how the contents of biology domains that were dealt with in the 7th national elementary-school science curriculum were in turn dealt with in the other subject matter areas. Through this, it was hoped that the place and identity of biology as a subject could be more clearly established and defined and additionally, more basic data for developing the new national science curriculum could be acquired at the same time. Subject matter areas that overlapped with biology in the 7th national elementary-school curriculum were practical arts, social studies and physical education. The structure and composition of specific components that were dealt with by these subject matter areas were very different from those of science, and the analysis showed that they failed to correspond across grades. Moreover, topics such as 'natural calamities and the environment' and 'human reproduction' that were dealt with by other subject matter areas, but not in science must be included for developing the new national science curriculum. Accordingly, when it comes to composing the contents of each subject matter area during creation of the new national curriculum, the relevant experts in related subject matter areas should be mobilized to conduct in-depth analysis of the following areas: viability, the most appropriate level of difficulty, and appropriateness of any hierarchy of relative importance between subjects. Additionally, efforts to reflect any improvements in the way the new national curriculum is developed which come about through this research are needed.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제20권2호
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• pp.179-205
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• 2006

제 7 차 수학과 교육과정에서는 학습자 중심의 교육과정을 기본 방향으로 설정하여 이에 대한 실천 방안으로 활동중심 교육과정의 전개를 특징으로 하고 있는데, 활동중심의 수업에서는 교구를 활용한 수업이 차지하는 비중이 매우 크다. 이와 같은 맥락에서 교구를 활용하여 초등수학 수업을 개선하려는 다양한 연구가 활발하게 진행되고 있지만, 초등교사가 수업시간에 적절하게 활용하기에는 어려움을 겪고 있는 것이 현실이다. 따라서 본 연구에서는 초등 교사들이 교구를 활용한 초등수학교육 관련 선행연구들을 효과적으로 활용할 수 있는 방안을 제 7 차 교육과정 $4{\cdot}5{\cdot}6$단계 수학교과서를 중심으로 연구하여 교수 학습활동에 도움을 주고자 한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제41권1호
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• pp.127-137
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• 2002

Discrete Mathematics is newly introduced into the 7th Elementary and Secondary School Mathematics Curriculum of Republic of Korea. Every high school can choose Discrete Mathematics as an optional course from year 2002, but mostly from year 2003. According to its characteristics and objectives in the curriculum, we should know how to implement Discrete mathematics. But it is hard to predict whether Discrete Mathematics will be successful or not, since many studies have shown the lack of readiness for the course. In this study, we analyze the Discrete Mathematics text book developed recently in 2002. Then we see how Discrete Mathematics can be implemented. First, we suggest how the contents in the Discrete Mathematics text book are related to the mathematical values. This will clarify instruction and learning methods in Discrete Mathematics classrooms. Secondly, rich and various discrete contents should be taught. Students should appreciate the realistic merits of discrete mathematics. Thirdly, evaluation methods and their examples will be presented based upon the contents of she text. The evaluation that distinguishes individual achievement levels is closely related with implementation of Discrete mathematics in schools. Finally, we point out the weakness of Discrete Mathematics contents in the 7th curriculum to prepare ourselves for the 8th curriculum.