• Hwankyungkyoyuk
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• v.20 no.1
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• pp.73-89
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• 2007

This study was aimed to find out ancestral environmental protection wisdom in their life style, and to teach environmental education applying its results in primary school. A dissertation survey was conducted to analyze environmental protection eco-wisdom, environmental education about traditional culture, application of indigenous knowledge in ancestral traditional culture for environmental education in the primary school, and Korean traditional culture presented in 5th grade subject courses of the 7th school curricula. In addition, a environmental education program was developed by applying wisdom of traditional life style and the strategy of environmental education utilizing the results from the above data in primary school was explored. It was found that students understand the value of environment education and are more interested in the ancestral life style, environmental protection wisdom from traditional culture. Also, students understand the ancestral thinking in environment, the wisdom of old Korean, and the importance of echo-wisdom related on traditional culture. Based on above results, the suggestions of this study are made as follows. First, by searching for more wisdom from traditional culture vigorously, it is needed that developing more teaching text combined environmental education with traditional culture through other curriculums. In addition, for this kind of teaching being used efficiently in another schools, the place and environmental teaching aid is needed.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.2
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• pp.161-180
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• 2005

The purpose of this study is to delve into how elementary mathematics textbooks deal with the areas of triangles and quadrilaterals from a viewpoint of the Didactic Transposition Theory. The following conclusion was derived about the teaching of the area concept: The area concept started to be taught perfectly in the 7th curricular textbook, and the focus of area teaching was placed on the area concept, since learners were gradually given opportunities to compare and measure areas. As to the area formulae of triangles and quadrilaterals, the following conclusions were made: First, the 1st curricular, the 2nd curricular and the 3rd curricular textbooks placed emphasis on transposition by textbooks, and the 4th curricular, the 5th curricular and the 6th curricular textbooks accentuated transposition by teachers. The 7th curricular textbooks put stress on knowledge construction by learners; Second, the focus of teaching shifted from a measurement of area to inducing learners to make area formula. Namely, the utilization of area formula itself was accentuated, while algorithm was emphasized in the past; Third, the way to encourage learners to produce area formula changed according to the curricula and in light of learners' level, but a wide range of teaching devices related to the area formulae were removed, which resulted in offering less learning chances to students; Fourth, what to teach about the areas of triangles and quadrilaterals was gradually polished up, and the 7th curricular textbooks removed one of the overlapped area formula of triangle.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.207-231
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• 2009

The purpose of this study is to examine the state of problem solving in Korean elementary mathematics. To do this, we considered the meaning of problem and problem solving in mathematics education, and analyzed the mathematics curricula in the longitudinal-latitudinal dimensions respectively. The longitudinal one consists in examining and comparing the all-time Korean elementary mathematics curricula. Meanwhile the latitudinal one consists in examining and comparing the elementary mathematics curricula of Singapore, the United Kingdom, Japan, and France. As a result of analysis, we selected ten sieves for analysing Korean elementary mathematics textbooks according to the 7th mathematics curriculum. By the analysis, we conclude that we teach problem solving quite positively in school mathematics relative to another countries, in particular we have to reconsider some issues including dealing problem solving as a independent content not a process integrated in other contents.

• Journal of the Korean School Mathematics Society
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• v.7 no.1
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• pp.49-69
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• 2004

The purpose of this study was to develop learning materials for the remedial curriculum, part of the 7th sequential differentiated math curricula, in an effort to fix the academic deficiencies of underachieving students, provide motivation to them and enhance their self-directed learning capabilities. The subjects in this study were the students in their second year of C middle school, who were in want of remedial education. After their mid-term and finals grades in the first semester of 2003 were analyzed to measure their academic deficiencies, remedial learning materials about math 8-A stage were developed, by modifying the textbook and existing materials, in consideration of 7-A stage. After they were utilized in remedial class, frequency analysis was conducted to find out what the students thought of the developed learning materials, and diagnosis evaluation was implemented to find out how many students passed the test, improve the materials, and suggest in which way their achievement could get better.

• Communications of Mathematical Education
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• v.12
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• pp.363-376
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• 2001

To educate students to adjust and lead their future society oriented on technologies and information communications, most of the countries in the world try to reform their traditional mathematics education. Contemporary Mathematics in Context (CMIC) developed by Core-Plus Mathematics Project in WMU has been developed in order to assist school districts in reforming their high schools mathematics programs in the United States, and $7^{th}$ Korean National Mathematics Curriculum was developed to guide reforming Korean mathematics program in 1997. In this presentation, by analyzing essential differences between the two curricula according to Korean Mathematics Curriculum, we may find some implications of CMIC for Korean mathematics education.

• Journal of the Korean Home Economics Association
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• v.43 no.1 s.203
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• pp.1-15
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• 2005

The purpose of this study was to evaluate the propriety of various aspects of the 7th home economics science curriculum in high school. In this study, home economics education experts participated in a three-round Delphi survey. The findings of this study were as follows: First, the experts evaluated that the subject arrangement and title 'home economics science' were inadequate. Second, the experts evaluated that the characteristics of home economics science were similar to those in prior home economics curricula, and that the characteristics of the subject were also ambiguous. Third, the experts evaluated that the objectives of home economics science were too technically presented, and pointed out that the objectives are not distinct from those of prior home economics courses as they are too general and abstract. Fourth, the experts evaluated that the content of home economics science was deficient in its hierarchy and integration. Moreover, the contents do not sufficiently reflect the characters of the learners or their social demands. Fifth, the experts evaluated that the teaching/learning methods of home economics science were stated for the sake of formality only. Even though it provides many methods, it is not practical in the current educational situation. Sixth, the experts evaluated that although home economics science provides various methods of assessment, it has practical difficulties under current educational circumstances. Besides, the assessment methods failed to give concrete and objective standards.

• Journal of the Daesoon Academy of Sciences
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• v.18
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• pp.1-24
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• 2004

This paper is to inquiry into the conceptual model of religious education in school curriculum focused on 7th revised curriculum, subject matter and teacher training system. We have to consider the related variables for the operation of school curriculum: student, school, teacher. In school curricula of Korea, religious education can be practiced as a elective course of subject, discretion activity and special activity, latent curriculum etc. And also it should be considered student's right of option and autonomy of private school, because at least those are the important variables effect upon the religious education in school curriculum. Now I'd like to abstract results of this paper as followed. First, it should be considered student's right of option for religious education in private school curriculum. But at this case, also under the name of education it should be justified precondition of purpose, content, approach method. If not, it easy to access to pejorative meaning as a religious indoctrination. Second, in case of conflict between student and school, I think that a proper method is to adjust the related variables. Third, if the purpose of religious education in school based on religiosity, it can be cover the understanding of religious culture, affectionate domain of religiosity, behavioral religiosity. Finally, in order to accomplish such an conceptual model of religious education in school, it should be set a condition for teacher training system, subject matter etc.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.449-460
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• 2015

As a main body of a curriculum, a set of sentences stating mathematical contents plays an important role in teaching and learning mathematics. The contents sentences in the $7^{th}$ version, the 2007 version, and the 2009 version of elementary mathematics curricula were analysed. The elementary mathematics curriculum consists of about 200 contents sentences. The final endings of those sentences are the type of ability such as "to be able to ~". The elementary mathematics curriculum would be managed systematically by disassembling and restructuring those contents sentences. We should state students' activities more concretely by varying the final endings in the curriculum.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.396-410
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• 2000

In this study, the concept presentation form, the content coherence of sub-dimensional concepts and the number of concepts of the 6th and the 7th Korean curriculum were analyzed comparing the guide to developing the secondary biology curricula to develop biological literacy with BSCS. According to the result, the discrimination between concept levels in the frame of contents of the Korean curricula is insufficient, because each of concepts presented in the knowledge domain as upper level and sub-dimensional concept elements as lower level are simply arrayed. Considering too much concepts of ecosystem, genetics, reproduction and metabolism, there should be an effort to reform the biological curriculum to include concepts evenly, not in the biased state, to reflect all the 6 unifying principles by BSCS for developing students' biological literacy. Finally there should be an effort to reflect the characteristics of each subjects concretely among Science 10, Biology I and Biology IT in the 7th curriculum considering the result that essential concepts to develop biological literacy are presented more in some principles of Biology II than Biology I. Thinking the results of the present study, concrete discussions should be made to set up the standard reference about biological literacy and to present essential concepts for teaching and learning to develop it in the process of biology textbook development for meeting the 7th Korean curriculum and in the development of 8th Korean curriculum in advance.

• The Journal of Korean Association of Computer Education
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• v.11 no.5
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• pp.1-8
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• 2008

Computers are played an important tole of knowledge-information society in 21C. Computer education have made successful progresses since the 7th curricula have one class of ICT per week. However, public schools have instructed computer literacy education teaching only how to use application software. To give useful knowledges students could use for several decades, we need to have them to concentrate on education to information logical thinking power rather than simple manipulation of application softwares. However, teachers don't understand well about the "Understanding of Information Processing". In this paper, we carried out a survey that how much teachers understand about the information processing comprehension among the information and communication technology guide. We also state problems and propose improvement plan.