• Korean Journal of Optics and Photonics
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• v.28 no.5
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• pp.194-202
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• 2017

The purpose of this study is to analyze how optics concepts and activities have changed according to the revision of the national science curriculum. For this purpose, the optics achievement standards presented in the middle-school science curriculum of the 7th curriculum, 2007 revised curriculum, 2009 revised curriculum, and 2015 revised curriculum, and the optics content presented in the textbooks developed for each curriculum, were compared and analyzed. The optics content is classified into four concepts: the process of viewing an object; light and color; reflection and refraction; and the image from a mirror and a lens. The main results are as follows: First, according to the revision of curriculum, some optics concepts have been added or removed. In particular, big changes have appeared in the concepts of "process of viewing the object", "dispersion", "reflection and refraction" and so on. Second, the content for 'image formation by a mirror and a lens' was gradually reduced, according to the revision of curriculum, and the level of activity was also adjusted. Third, attempts to present the content of textbooks in conjunction with the phenomena and tools that students can experience in everyday life have increased gradually. In addition, based on the analysis of the content of curriculum and textbooks, the implications for optics education have been discussed.

• Human Ecology Research
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• v.55 no.5
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• pp.539-553
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• 2017

This study explored the organization of high school Home Economics (HE) selective curriculum for the Fourth Industrial Revolution. We critically review the change process of HE curriculum as well as problems based on the understanding of the Fourth Industrial Revolution. The results were as follows. First, regarding the characteristic consistently shown in the revision process of high school curriculum, the huge increase of the number of subject organized resulted from the intensification of the selective-centered curriculum strengthening the choice for school and students. However, HE was reduced to some 'Technology-Home Economics' subject and a single subject 'HE Science' as a selective subject was subsequently combined with Technology after the $7^{th}$ curriculum period. Consequently, HE hard to organize the career-focused curriculum, emphasized by the revised 2015 curriculum due to the insufficient number of subjects. Second, the choice of HE in high school curriculum should be expanded as measures to organize the HE curriculum of high school to cope with changes that result from the Fourth Industrial Revolution. For the operation of the career-focused curriculum, career selective subjects and specialized subjects should be more diversely established. In accordance with changes in a future society that results from the Fourth Industrial Revolution, the HE education community should be prepared in advance to be organized as a selective subject when revising a subsequent curriculum, by newly establishing subjects necessary to students through collective intelligence and deliberation with pedagogists and scholars for subject content as well as by producing/getting approval from government-recognized textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.405-425
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• 2018

Increasing the problem solving power in school mathematics is the most important task of mathematics education. It is the ultimate goal of mathematics education to help students develop their thinking and creativity and help solve problems that arise in the real world. In this study, we investigated the contents of problem solving according to mathematics curriculum goals from the first curriculum to current curriculum in Korea. This study analyzed the problem-solving contents of the mathematics textbooks reflecting the achievement criteria of the revised curriculum in 2015. As a result, it was the first curriculum to use the terminology of problem solving in the mathematics goal of Korea's curriculum. Interest in problem solving was most actively pursued in the 6th and 7th curriculum and the 2006 revision curriculum. After that, it was neglected to be reflected in textbooks since the 2009 revision curriculum, We have identified the problems of this problem-solving instruction and suggested improvement direction.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.97-113
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• 2019

This study is focused on the examination of changes in textbooks of Home Economics in High school from 7^st to 2015 curriculum, especially the 'Food and Nutrition section. We investigated the content elements of the National Curriculum Guide, the changes in learning contents, and the number of pages of Food and Nutrition section. The key words were extracted and the connective relationships between words were visualized using a method of language network analysis through word cloud and Semantic Network Analysis. According to the results of the research, the portion of the Food and Nutrition section has been gradually decreased on the Technology·Home Economics, following the development of the curriculum. Through the whole curriculum, 'invitation', 'Korean food', 'baby·nutrition' are appeared as key words. The education contents of Food and Nutrition section from the 7^th to 2015 revised have been developed and advanced with the changes of social needs. However, the reduction of portion and insufficiency of content elements of Food and Nutrition section bring concerns toward the decline of the quality of education on dietary life.

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

• Journal of the Korean School Mathematics Society
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• v.19 no.1
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• pp.103-122
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• 2016

The purpose of this study was to analyze the sentences related with mathematical modeling in the third and fourth grade mathematics textbooks in accordance with changing of Korean mathematics curricula. In the preliminary analysis, the researchers used the criteria that Kim(2010) had analyzed Mathematics in Context[MiC], and analyzed South Korean textbooks from the perspective of mathematical modeling. The researchers revised them for the analysis criteria among South Korean elementary mathematics textbooks and employed them as the analysis framework of the present study. From the mathematical modeling perspective, the study reached the following conclusions in accordance with the change of textbooks from the 7th curriculum to the 2009 revised curriculum. The contexts of real-world situations presented in the textbooks are increased in all areas except Probability and Statistics areas, the methods of expression of mathematical model are diversified in all areas except Patterns area, and the communication types are also diversified and frequencies increased in all areas except Patterns area. Based on this research, several suggestions were made for the development of future textbooks.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.285-295
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• 2013

In this study I examine the definitions of terms related to ratio and rate from 5, 6, 7th revised elementary school math textbooks to discuss the improvements and the remained problems in 2007 curriculum textbook. Next, I make the alternative definitions of the terms, 'biyoul', the value of 'bi', and 'baekboonyul' by re-establishing the relations between them. Finally, I point out that those problems are intrinsic to the attempt of the textbook to introduce the terms related to ratio with little consideration for the mathematical meaning of ratio as a equivalence class.

• Journal of Creative Information Culture
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• v.7 no.2
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• pp.99-109
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• 2021

As the era of the 4th industrial revolution began and the importance of software emerged, education also reflected this. Software education has already been provided in several countries, and Korea also started software education in the regular curriculum in 2019, when the 2015 revised curriculum was applied. This study attempted to present an improvement plan for revitalizing software education based on the feelings and difficulties of teachers who conducted software education for the first time in the practical education curriculum in elementary school. For the study, a survey was conducted on 96 teachers in charge of software education in elementary schools in 2019 with 36 questions related to personal competency, class operation method, textbooks and educational materials, class operation content, and educational environment. And three of them were interviewed. As a result improvements are needed, such as improving educational facilities and environment, revitalizing the development and dissemination of high-quality instructional materials, and expanding support for participatory training for teachers and teacher clubs.

• Journal of Elementary Mathematics Education in Korea
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• v.7 no.1
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• pp.45-64
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• 2003

This study analyzes divisor and multiple in elementary school mathematics textbooks published according to the first to the 7th curriculum, in a view point of the didactic transposition theory. In the first and second textbooks, the divisor and the multiple are taught in the chapter whose subject is on the calculations of the fractions. In the third and fourth textbooks, divisor and multiple became an independent chapter but instructed with the concept of set theory. In the fifth, the sixth, and the seventh textbooks, not only divisor multiple was educated as an independent chapter but also began to be instructed without any conjunction with set theory or a fractions. Especially, in the seventh textbook, the understanding through activities of students itself are strongly emphasized. The analysis on the each curriculum periods shows that the divisor and the multiple and the reduction of a fractions to the lowest terms and to a common denominator are treated at the same period. Learning activity elements are increase steadily as the textbooks and the mathematical systems are revised. The following conclusion can be deduced based on the textbook analysis and discussion for each curriculum periods. First, loaming instruction method also developed systematically with time. Second, teaching method of the divisor and multiple has been sophisticated during the 1st to 7th curriculum textbooks. And the variation of the teaching sequences of the divisor and multiple is identified. Third, we must present concrete models in real life and construct textbooks for students to abstract the concepts by themselves. Fourth, it is necessary to develop some didactics for students' contextualization and personalization of the greatest common divisor and least common multiple. Fifth, the 7th curriculum textbooks emphasize inquiries in real life which teaming activities by the student himself or herself.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.3
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• pp.327-337
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• 2014

In this research, a subject substitute STEAM program was developed in context of a trend of STEAM education and a new science contents in a 2009 revised curriculum, which can replace the 2009 revised curriculum contents of 'Sound' unit in the third and the fourth grade. The developed program was taught to the 4th graders in a field. After applying the program, how students acknowledge the subject substitute STEAM program was analyzed through questionnaire. The research results were as follows. First, the subject substitute STEAM program of 3 sub programs was developed with centered around 'sound' unit for 4th graders. Second, students made a positive estimation of the STEAM program because of various activities and learning subject related to daily life. Third, they considered difficult term, necessary craft skills in creative design, understanding scientific principle and a lot of necessary time as difficulties of the STEAM program. And they also recognized that making stuff activity and learning aid material like activity sheet, picture and video helped to understand a lesson. Lastly, students had a positive thinking or negative thinking about STEAM program before they learn. But after learning the STEAM program, all of them showed their positive attitude to the STEAM program.