• Journal of Science Education
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• v.39 no.2
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• pp.239-254
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• 2015

The aims of this research were to analyze and compare verbs in the contents of the 7th, 2007, and 2009 revised national curriculum for elementary and middle school science. After the investigation of 1383 verbs in description of achievement standards and inquiry, we found that 'to know'(15.0 %) in elementary school and 'to understand'(24.2 %) in middle school were the most frequently used ones, totally in these three curriculums. In the 7th national curriculum, frequently used verbs in elementary school were ones related with inquiry such as observation, investigation and so on though 'to understand' had the most common verbs. Secondly, 'to explain' ranked top among verbs in the 2007 revised national curriculum. It showed some possibility of influences of the discussion-oriented situation at that time. Finally, however, in 2009 revised national curriculum, 'to know' and 'to understand' occupied the first and second portion of the verb distribution. In addition, 'to understand' and 'to observe' were used evenly through three curriculums but the portions of 'to know' increased through curriculum revisions. Some implications and discussions were also added with suggestions for further researches.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.217-235
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• 2022

This study aimed to analyze the changes in the physics curriculum of elementary schools over the past years and to discuss the issues faced by the science curriculum for elementary education prior to the next curriculum revision. We analyzed changes in the elements of the contents from the 7th curriculum to the 2015 revised curriculum and reviewed studies conducted after the revision in 2015. Additionally, three professors majoring in physics education discussed the results of the curriculum analysis. The result indicates that content of the physics curriculum for elementary education was generally reduced after the 7th curriculum. Specifically, difficult concepts were omitted or designated to a higher school level. Concerns related to the science curriculum pertain to the content adequacy and difficulty of the current curriculum, its relationship with mathematics, connection between the Nuri curriculum and the integrated curriculum for the 1st and 2nd grades, and the achievement standard predicate problem.

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.65-72
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• 2007

The purpose of this study was to examine the 7th national science curriculum (chemistry domain) regarding the meanings of ‘mulgil' (Korean), the particulate nature of matter, and the state of matter. It was found that the term of ‘mulgil' was being used vaguely as representing material, matter, or substance without clear definition. This was problematic by reason that it could hinder students from having the concept of substance. Regarding the particulate nature of matter, molecule was introduced as a basic unit of matter at grade 7, prior to atom and ion, which were introduced at grade 9 and 10, respectively. It is necessary to reconsider the sequence of each particle concept to provide students with more consistent and comprehensive understanding of structure of matter. In the case of change of state, key concepts such as conservation of matter or reversibility were omitted in the curriculum document, and explanations based on various aspects of particles were somewhat insufficient. The concept of matter is fundamental to chemistry, and we must recognize it as a concept that needs to be taught clearly. Implications for curriculum revision were discussed.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.179-205
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• 2006

The 7th curriculum sets a basic direction based on learner centered teaching. To this end, the curriculum puts a focus on activity centered classes using teaching tools. In reality, however, elementary school teachers find using the teaching tools in their classes difficult, although there are various studies going on to improve the practical use of the teaching tools in the classroom. In this paper, we present an effective approach to utilize those prior studies on using the teaching tools in classes for 4th, 5th and 6th graders.

• Journal of Korean society of Dental Hygiene
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• v.8 no.4
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• pp.101-113
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• 2008

The purpose of this study was to examine the health segment of the 7th national physical education curriculum in an effort to grasp the state of oral health education in the school curriculum. And it's also meant to investigate the relationship between oral health education and the oral health awareness of some high schoolers to check into any possible problems with oral health education as part of health education. The subjects in this study were 240 students from two different girls' high schools in Seoul, on whom a survey was conducted to find out their oral health knowledge, behavior and awareness. And the health category of the current P.E. curriculum announced by the Ministry of Education was analyzed. The findings of the study were as follows: Oral health education provided by the high schools as part of health education in P.E. class wasn't linked to P.E. theories and practice. The weight of oral health education was extremely small in the health segment, and there was no sequence, continuity and integration among the content systems of oral health education for different grades. When some high schoolers were investigated, they weren't properly oral health conscious, though it was very important for students to receive oral health education to prevent and manage dental diseases. And they didn't consequently take care of their own oral health. Future research efforts should be channeled from diverse angles into developing oral health education curriculums to bolster school oral health education to improve national oral health.

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

• Korean Journal of Health Education and Promotion
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• v.22 no.1
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• pp.41-54
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• 2005

Purpose : This study was undertaken in order to find out the actual condition and barriers of health education in elementary school after introduction of 7th curriculum modification. Method: A questionaire was sent by mail on November 1, 2003, and received a total of 230 till November 30, 2003. Among them, 198 were included in fmal analysis. The collected data was analyzed through frequency, percentage, mean and standard deviation. Results : The results of this study were as follows: Among of the school health task, the most time spending task was emergency treatment and medication. The health education content which now being taught was sex education and prevention of drug abuse in the 6th grade, prevention of obesity in the 5th grade, emergency treatment, safety education in the 4th grade and prevention of disease of teeth in the 3rd grade. The most difficult problem in health education was pointed to no subject, no hour about health education by policy. Conclusion : It was necessary to formalize the health education subject, to ensure of health education hour by policy and to establish of extra health education room to improve health education at elementary school.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.775-789
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• 2006

The purpose of this study was to analyze the relevance of the school science contents that have been implemented for the 7-10th grade students in Korea since 2001. To fulfill the purpose of the study, we 1) analyzed the 7th national science curriculum of Korea, California science standards, the national science curriculum of England, Japanese national science curriculum, and current Korean and Japanese science textbooks, 2) conducted a nationwide survey in order to gather opinions from students, teachers, and science specialists. The main findings of this research were as follows: First, the number of topics presented at each grade level should be reduced and similar topics and themes should be integrated for students' deeper understanding. Second, science contents were excessive compared to the allotted teaching time and to foreign countries. Thus, the excessive overlapping and repetition of science contents should be avoided among the primary, middle and high school level, and the number of science concepts and activities should be reduced to an appropriate level considering time allotment for science classes, teachers' workload, laboratory conditions, etc. Third, to cope with the decreasing students' understanding and interests in science as school level and school year goes up, the science curriculum and textbooks should be developed to allow for student to learn science concepts by solving problems confronted in their daily lives. Fourth, a differentiated curriculum such as in-depth and supplementary course should be described not in science contents, but in teaching and learning strategy.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.158-169
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• 2008

The purpose of this study was to analyze the uses of the external representations in the $3{\sim}6th$ grade science textbooks developed under the 7th National Curriculum on the basis of the theories and the research results on learning with the multiple representations. The results showed that the frequencies of the macroscopic external representations were higher than those of the symbolic external representations. The external representations with drawing and/or writing, especially writing, were used more frequently than those without drawing and/or writing. However, the most of the external representations were rarely used according to the principles and/or the theories (e.g., personalization principle, dual coding theory, cognitive load theory, and social constructivism theory) for effective uses of the multiple external representations in the science textbooks. The present study provides the guideline to establish the effective uses of the external representations in the science textbooks that not only meet learners but also teachers.

• Communications for Statistical Applications and Methods
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• v.7 no.1
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• pp.337-356
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• 2000

In Korea mathematics education of middle school has been taken according to the 6th national mathematics curriculum which was renovated by the Ministry of Education announcement in 1992. The eight middle school mathematics textbooks are composed of under this curriculum The education of probability and statistics has been carried out as a part of statistics education centering around middle school's mathematics textbooks.