• Journal of Korean Home Economics Education Association
• /
• v.15 no.4
• /
• pp.67-86
• /
• 2003

The purpose of this study was to understand on management and problems in the instruction of the subject of Technology and Home Economics, and to suggest the effective implementation schemes under 7th national curriculum guideline. The major results of this study were as follows. First, the teachers perceived the first reason why the subject of Technology and Home economics is being more unpopular is because the subject becomes not to include in the subjects of the national examinations for the Universities. Second. the teachers regarded the main problem in the present instruction of the subject of Technology and Home economics under 7th curriculum as the incorporation of the subject between Technology and Home economics, namely, no relation and organization with two majors. Third, which the teachers regarded as important tasks for effective management of the subject of Technology and Home economics were to lesser the extra charges except instruction related work of the teachers, and to increase the supply of the teachers itself.

• Journal of Korean Home Economics Education Association
• /
• v.8 no.2
• /
• pp.65-79
• /
• 1996

This study proposes a model curriculum for Vocational Home Economics High School in the 7th Curriculum Revision. The model in the study is first drawn from the assumptions that reflect ever changing demands of industrial society for Home Economics education. Another perspective employed in the study is historical analysis that focuses on the evolution of the Vocational Home Economics Curricula from the 1st through the 6th revision. This study also employes comparative research tools for the national level comparison such as USA, Japan, Taiwan, and Korea. The proposed model curriculum in this study is concluded from those step-by-step studies as follows：1) Problem definition and design in current curriculum for Vocational Home Economics high school； 2) Needs and roles analysis of Vocational Home Economics high school for the future； and 3)Historical analysis of our curriculum revisions in the past and coparative analysis with other countries. Authors conducted this research project for 3 month period from June 15, 1996 to September 15, 1996. During this period, authors collected the data and information through those method as an extensive literature review, survey and interview, and curriculum specialist conference. The key and critical features of the proposed curriculum in the study are as follows：1) In the numbers of department, a proposed model curriculum offers 8 as opposed to 6 in the 6th revision, reflecting two additional departments of “Elderly Welfare”and “Cosmotology”. 2) In the statement of educational objectives, a model curriculum emphasizes a more concrete statement to each specific skills according to the changing societal needs. 3) In the numbers of total subject matters, there would be 40 in the new as opposed to 23 in the current curriculum. Among these changes, 17 would occurr in the newly introduced subject matters, while 11 would simply change the subject matter name. Among 40 subject matter, “Introduction to Computer” and “Home Economics in Vocational Education”would be required subject matter. 4) In the total numbers of required unit for graduation in three years, a model offers 86∼132 unit. A maximum unit for each subject matter would be 12.

• Journal of the Korean Chemical Society
• /
• v.48 no.4
• /
• pp.414-426
• /
• 2004

This study analysed inquiry process and activities of the inquiry area in the chemistry field of middle school science textbooks by the inquiry elements based on the 7th science curriculum. The purpose of this study is to grasp a degree of reflecting the 7th science curriculum in the 9th grade science textbooks, and to find out educational implications for the various inquiry learning. Overall, for the analysis of inquiry elements, basic inquiry elements except classification were well reflected on the middle school science textbooks in 9th grade. However, for the integrated inquiry elements, interpreting data occupies almost half of them. This phenomenon is shown in the analysis of inquiry process and inquiry activities, as well. Especially, project and field trip introduced in the 7th science curriculum are hardly found in the textbooks. 9th grade is classified as an upper grade in the 7th science curriculum in terms of inquiry level. Integrated inquiry elements and inquiry activity types, however, are not thoroughly reflected in the 9th grade science textbooks. It is desirable that a variety of inquiry learning of 9th grade be implemented by reconstructing inquiry area based on the results of this study. Hence the degree and ratio of utilizing the integrated inquiry elements and inquiry activity types to the inquiry area of science textbook in 9th grade should be studied.

• Journal of The Korean Association For Science Education
• /
• v.24 no.5
• /
• pp.1028-1038
• /
• 2004

This study investigated how the 7th national elementary school science curriculum was implemented at science classrooms. Data from surveys with 140 elementary schools, 18 science classroom observations, and in-depth interviews with teachers were used to examine the characteristics of elementary school science instruction. Based on the data, I explored (1)how science curriculum is operated in terms of objectives, contents, methods and evaluation of school science, and (2)how student-centeredness and localization themes are reflected on the reconstructed school science curriculum. It was found that the degree of the reorganization of the national curriculum at the teacher level was minimal. And most of the elementary teachers followed the directions and contents of the science textbook and teacher's guidebook regardless of their own local situations. For most teachers, restructuring science curriculum meant reordering the sequences of the contents, and adding or deleting some units or topics. I also examined why elementary teachers have difficulty in reconstructing science curriculum at the classroom level. The necessity of curriculum reconstruction at the teacher level is also discussed.

• School Mathematics
• /
• v.8 no.3
• /
• pp.341-364
• /
• 2006

This paper analyzed contents related to problem solving in the 7th elementary mathematics curriculum in conjunction with main changes in the next curriculum under discussion. This paper then provided detailed analyses of textbooks and workbooks in terms of principal contents, problem solving strategies, content areas, and problem types in order to look closely at how such instructional materials would put the vision of the curriculum into action. It is expected that many issues and suggestions stemming from the analyses will serve basic information to develop next curriculum and its concomitant instructional materials in a way to fostering students' problem solving ability.

• English Language & Literature Teaching
• /
• v.8 no.1
• /
• pp.241-259
• /
• 2002

The purpose of this paper is to analyze the recent trends of the development of the English textbooks in EFL situation. The 7th National English Curriculum(NEC) in 2001 which emphasized the curriculum-centered school education have had much influence on the traditional textbook-centered school education in Korea. According to the paradigmatic change of school education, the contents of the English textbooks were changed into the new types of students-centered classroom activities. For students' communicative activities, the English textbooks were developed by two types of syllabuses: process-oriented syllabus and product-oriented syllabus. The 7th NEC includes procedural syllabus and task-based syllabus as well as grammatical- structural syllabus and notional-functional syllabus. In short, unlike the English textbooks in former curriculums, learners' classroom activities and tasks have been emphasized in those to foster their communicative competence.

• Journal of the Korean earth science society
• /
• v.28 no.7
• /
• pp.811-824
• /
• 2007

Photographs and illustrations are integral parts of current science textbooks' inscriptions. This study analysed and compared the function and structure of photographs and illustrations used in high school earth science textbooks of the 6th and 7th national curriculum. The findings of the function analysis showed that 'illustrative' function was far superior to other functions in terms of frequency and ratio. The illustrative function varied more in the 7th curriculum textbooks, especially in earth science I. 'Explanatory' and 'complementary' functions, which were relatively ignored in the 6th curriculum, significantly increased in the 7th curriculum textbooks. 'Decorative' function increased on the whole. The results of the structure analysis revealed that indexical reference remarkably decreased in the 7th curriculum textbooks, which means the retrogression of co-deployment with main text. 'Multiple' organized photographs and illustrations significantly increased in the 7th curriculum textbooks, while 'pair' and 'series' organization did not show an increase at all. It was suggested in this study that 'inquisitive' function and 'complementary' organization should be supplemented in terms of both function and structure. Moreover, the functional and structural aspects of scientific inscriptions including photographs and illustrations should be utilized by the certification criteria of science textbooks.

• Journal of Korean Home Economics Education Association
• /
• v.22 no.2
• /
• pp.31-43
• /
• 2010

We investigated the extent of recognition and the rate of class practice on the contents relevant to the environmental education in the units of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum in Korean middle school teachers. Two hundred sixty teachers, who had taught the units of 'Clothing Life' and responded to the questionnaires by mail from December 2007 to January 2008, were enrolled and each item in the questionnaires was analyzed in this study. Most teachers recognized the serious environmental issues in their residential area resulting in a harmful influence on their lives. Also they exhibited increased practice will such as joining to the environmental organizations and showed high practice of the environmental preservation. They commented relatively high rate of class practice on the contents relevant to the environmental education and enhanced practice of the environmental preservation in all units of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum except the units of 'Clothing Skill and Dress Clothes' and 'Simple Clothes Making'. Moreover, teachers with higher age and longer teaching career had the higher level of recognition and the greater rate of class practice on the environmental education compared to those without. Teachers should try to raise the students' recognition and practice will on the environmental issues in the class of 'Clothing Life' of the 7th 'Technology-Home Economics' curriculum in Korean middle school.

• Journal of Korean Elementary Science Education
• /
• v.23 no.4
• /
• pp.305-317
• /
• 2004

The learning materials in elementary school science textbooks should include all kinds of materials being used by both teachers and students in the science teaching. The major purpose of this research is to analysis textbooks and teacher's guidebooks prepared for the science teaching of 3-6 grade students. To clarify this research, we listed whole of the learning materials of science teaching for each grade and counted numbers being used for whole of the lessons of science. And according to the characteristics and the methods of its preparation of materials, the types of learning materials can be divided into 10 categories such as teaching equipments for science, test materials, consumables, audio-visual aids, teaching equipments in general, collecting' recycling materials, field studies' collected data, breeding' cultivation materials, manufacture materials, and etc. At the result of this research, the 7th national science curriculum needs total 844 items of learning materials for science education. They could be separated into ten types of categories such as 159 items of teaching equipments for science, 65 items of test materials, 116 items of consumables, 198 items of audio-visual aids, 64 items teaching equipments in general, 31 items of collecting' recycling materials, 38 items of field studies (collecting) materials, 17 items of breeding-cultivation materials, 58 items of manufacturing materials, 105 items of other materials. And we found out that there were 332 items of materials for the 3rd grade, 303 items for the 4th grade, 324 items for the 5th grade, and 254 items for the 6th grade. The result of this research could be useful for classroom activities for science teaching.

• Journal of Korean Home Economics Education Association
• /
• v.30 no.4
• /
• pp.93-112
• /
• 2018

We analysed the textbooks of Home Economics in middle school from 1^st to 2009 curriculums to investigate the contents and the portion of Food and Nutrition section. The key words were generated by word cloud technique using text-mining, and the portion of Food and Nutrition section was presented as a ratio of the pages. The core key words of Food and Nutrition section through the curriculums were 'raw food'·'food'·'diet'. In 1^st and 2^nd curriculums, the main key words were related to food materials, condiments and nutrients such as 'vitamin'·'protein'. The words such as 'nutrition'·'eating'·'requirement' were newly appeared in 3^rd, 'portion' in 6^th, and 'diet'·'adolescence' in 7^th curriculum. The mean ratio of Food and Nutrition section in Home Economics was 24.3%. While the portion was as high as 31.8% in 7th it was strikingly reduced to 15.2% in 2009^th. curriculum. Besides, Food and Nutrition section was composed of 10 units of middle level category during the 2^nd and 3^rd curriculums, and was reduced to 2 small units with none of middle level category in 2009^th curriculum. Although the contents of Food and Nutrition section has been developed and adapted to the needs of the society through the curriculums, the portion of Food and Nutrition section in Home Economics has been reduced especially in 2009^th curriculum, which could raise concerns on the health of individuals and communities.