• Hwankyungkyoyuk
• /
• v.13 no.2
• /
• pp.103-113
• /
• 2000

The 7th national curriculum for environmental education in elementary and secondary school focuses on consideration of learner's ability, learner's activities, and learner's region of everyday life. The contents of environmental education are scattered subjects in elementary schools and an independent subject as 'Environment'in middle school and 'Environment and Ecology'in high school of the second school. With upgrading of schools, the aims and activities of environmental learning move up from value-centered, through activity-oriented and to cognition-centered.

• Journal of Korean Elementary Science Education
• /
• v.24 no.3
• /
• pp.214-225
• /
• 2005

The purpose of this study was to examine the content relevance of the 7th national primary science curriculum and textbooks. To fulfill the purpose of the study, we 1) analyzed the 7th national science curriculum of Korea, Californian science standards, the national science curriculum of England and Japan, and current Korean and Japanese science textbooks, 2) conducted a nationwide survey to gather opinions from students, teachers, and professors of teachers colleges about the relevance of the science curriculum and textbooks. Main findings of this study are as follows: First, the science contents at each grade level should be determined by the students' characteristics, not by an equal portion rule among physics, chemistry, biology and earth science. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoid. Third, the number of topics at each grade level should be reduced, and the similar topics and themes should be integrated for students' deeper understanding. Fourth, the number of science concepts and activities should be reduced to an appropriate level considering the time allotment for science classes, teachers workload, laboratory conditions, etc. Fifth, differentiated curriculum, such as in-depth and supplementary course, should be described not in science contents, but in teaching and learning strategy.

• Journal of Environmental Science International
• /
• v.22 no.7
• /
• pp.811-821
• /
• 2013

A purpose of this study was to provide the helpful information about operation of revised science curriculum by analyzing many contents about acid rain with various aspects, which was written in science textbook of 10 year according to the 7th national curriculum. The results show that there was the lack of educational systemicity among elementary school, middle school, and high school science curriculum and the lack of explanation for occurrence and standard level of acid rain, pH 5.6. And It could be categorized the effect of acid rain into four groups and experiment or experiment activities into three groups.

• 대한공업교육학회지
• /
• v.30 no.1
• /
• pp.68-83
• /
• 2005

The purpose of the study were to analyze of the curriculum and textbooks for technology & home economics in the 7th national curriculum, and to suggest the revision direction of them. This study was carried out through literature research of national curriculum and textbooks of Korea and Japan, respectively. The findings of the study were as follows: First, we have three textbooks which are technology & home economics 1, technology & home economics 2, technology & home economics 3 for each grade of middle school student, but one technology textbook and one home economics textbook may be better for middle school student to reduce the learning content following revised curriculum. Second, as an aspect of learning content between technology textbook and computer textbook, the computer and information volume is too much overlapped, which is also the same result at the survey research report of KICE. Therefore, the computer content of technology & home economics textbooks must be considered to reduce according to follow research.

• Journal of Korean Elementary Science Education
• /
• v.21 no.2
• /
• pp.213-226
• /
• 2002

The purpose of this research is to direct the 7th national primary science curriculum to be performed properly. The research is based on the questionnaire to investigate the primary teachers' appreciation of the curriculum. The questions are about the general aspect of the 7th curriculum and special treatises on science curriculum. Questionnaires were distributed to 1000 teachers, and 822 teachers answered them. According to the survey results the teachers' thoughts were as following: First, there must be enough time to develop a new curriculum. It is not desirable to change the old curriculum totally. There should be some continuity between the old and the new curriculum. Second, teachers appreciated that the learning resources and supplements were helpful, and interested students. Teachers thought that If equipment at class or school was not enough. Third, according to them the hierarchical structure of science curriculum was appropriate, but the contents need to be improved. Fourth, most teachers restructured the 7th science curriculum to adapt it to the class and school. They cooperated with one another in teaching science, and applied diverse teaching-learning methods according to the curricular contents and the grade levels. Teachers tried to evaluate all aspects of the students with various methods, but they felt it was hard. They were not active in developing evaluation tools as a team, and in objectifying the information about students. Fifth, teachers felt it was hard to implement the science curriculum according to different levels of the students. Based on the survey of teachers' thoughts, the following can be suggested for successful implementation and reorientation of the curriculum. First, teachers need learning opportunities to appreciate and adapt the 7th curriculum creatively. Second, they need guidances in implementing the different levels of the curriculum, and the information about the appropriate resources for it. Third, we need to control the relative difficulty of the curricular contents, and reduce the hours and quantity of the study. Fourth, we need to improve the school equipment and facilities. Networking and cooperation among education-related institutions are essential for better education. Fifth, it is desirable to develop concrete and diverse teaming models.

• Journal of Korean Elementary Science Education
• /
• v.26 no.1
• /
• pp.63-75
• /
• 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.

• Journal of the Korean Chemical Society
• /
• v.52 no.4
• /
• pp.423-433
• /
• 2008

• The Mathematical Education
• /
• v.44 no.4 s.111
• /
• pp.477-496
• /
• 2005

This study looked into the procedures of and the status on the implementation of the new 7th national curriculum at the secondary school level. It examined the processes taken by the local boards of education in due course of facilitating the schools with the new curriculum implementation. More specifically the study examined, 1) the degree to which the particular innovation(i.e., student-centered, flexible and autonomous school-based curriculum, etc.) is being implemented as planned; and 2) how it is being implemented. It conducted a situation-oriented analysis in cooperation with three local boards of education. Classroom observations, teacher interviews, questionnaires for teachers and supervisors were utilized and the three major criteria of interpreting the result were the three core concepts of the 7th national curriculum, that is, the degree of '(1)reorganization, (2)student-centeredness and (3)diversification/ specialization' of the curriculum. Detailed documentation on the processes of the local bureaus of education and on the classroom practices are made in order to provide schools and policy makers with relevant and practical suggestions for further improvement of curriculum implementation. Ultimately, The greater the awareness of the intention of the new curriculum on the part of both the staff at the local school boards and teachers, the greater the degree of implementation. And the higher the quality of planning to meet problems, the greater the degree of implementation. Continuous efforts are needed to involve teachers in the process of curriculum implementation. The greater the active support of the teachers, the greater the degree of implementation.

• Hwankyungkyoyuk
• /
• v.22 no.3
• /
• pp.31-48
• /
• 2009

The purpose of this study is to develop the elementary environmental textbook relevant to global warming based on responsibility ethics. To achieve the purpose, concrete study processes are as follows. First, the theory of responsibility ethics of Jonas was analyzed. Second, contents relevant to global warm ing on textbooks and guide books in the 7th elementary curriculum was analyzed through reference study. Third, the environmental textbook relevant to global warming for 5th and 6th grade in the elementary school was developed which was based on responsibility. The results of this study are as follows. First, responsibility ethics of Jonas has a lot of merit if it is applied to environment education. Second, according to the analysis into textbooks and guide books in the 7th elementary curriculum, the contents concerning global warming are very poor in both quantity and quality. Third, the elementary environmental textbook relevant to global warming for 5th and 6th grade students was developed. This textbook based on responsibility ethics will be expected to be efficient on the learning compared with subsidiary textbook in use.

• Journal of the Korean School Mathematics Society
• /
• v.13 no.3
• /
• pp.415-442
• /
• 2010

If the philosophy of the curriculum is changed when the curriculum is revised, discussion about knowledge viewpoints in the changed philosophy is needed. The purpose of this thesis is to analyze elementary mathematics textbooks(EMT) based on the perspective of constructivism knowledge as basic philosophy of the 7th curriculum and the 2007 revised curriculum and to present aim of textbooks development through the results. According to the results, the number and operation units of 1st and 2nd grades of EMT compiled according to the 7th curriculum and the 2007 revised curriculum didn't reflect the perspective of constructivism knowledge as the philosophy of the curriculum. From the analysis, EMT were not composed so as to agree the perspective of constructivism knowledge that emphasize concepts, conceptua1 principles, variety, integration.