• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.9-16
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• 2022

This study attempted to analyze the achievement criteria of the 2015 special curriculum middle school physical education curriculum based on Bloom's new education goal taxonomy. To this end, 184 sentences based on the common curriculum and basic curriculum achievement standards of the relevant curriculum were analyzed into a total of 24 combinations of 4 dimensions of Bloom's new education goal taxonomy and 6 dimensions of cognitive courses. The results of the study are as follows. First, in the case of the special curriculum physical education and middle school achievement standards, unlike the analysis of the basic curriculum of elementary schools shown in previous studies, the 'procedural knowledge-applying' combination was the most common, and it was confirmed that there was a hierarchy by school level. In addition, the dimensions of knowledge and cognitive processes were relatively diverse, confirming the key points of physical education and middle school classes for disabled students. Second, in the case of the common curriculum among the lower curriculum, knowledge and cognitive process dimensions were relatively diverse except for cognitive process dimensions such as 'remember', and higher knowledge and cognitive process dimensions such as 'metacognitive knowledge' and 'creative'. Third, in the case of the basic curriculum among the lower curriculum, the 'procedural knowledge-applying' combination was excessively concentrated at 60.7%, which was analyzed to require improvementsary.

• Journal of the Korea Society of Computer and Information
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• v.19 no.9
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• pp.185-196
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• 2014

This study has analyzed the learning objectives in 6 Informatics textbooks that were published this year in the basis of 2009 revised curriculum using Anderson's taxonomy of Educational Objectives that was a revision of Bloom's taxonomy and Fuller's taxonomy that was presented for programming activities. Some dimensions of Anderson's taxonomy, such as conceptual and procedural knowledge, understand and apply in cognitive process are much more used in learning objectives in 6 Informatics textbooks. Interpreting and producing dimensions of taxonomy are well presented to balance in 6 Informatics textbooks by analysis of Fuller's taxonomy. This results will be a good case study in research about taxonomy of educational objectives and development of Informatics textbooks.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.591-612
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• 2008

In order to investigate the composition and characteristics of instructional objectives in a teaching-learning material for gifted elementary students in science, 217 instructional objectives across 13 themes in 4 areas of 'energy','materials', 'life' and 'earth' were analyzed by Bloom's revised taxonomy of educational objectives. Four types of factual, conceptual, procedural and meta-cognitive knowledge in knowledge dimension were all comprised in the objectives. Conceptual knowledge was primary constituent of the objectives and the proportion of factual knowledge was the least. On the other hand, all 6 categories of 'remember', 'understand', 'apply', 'analyze', 'evaluate' and 'create' in cognitive process dimension were also comprised in the objectives. The category of 'understand' was primary constituent and that of 'remember' was the least one. While conceptual knowledge in knowledge dimension was primary constituent of the objectives in 'energy', 'materials' and 'earth' areas, procedural knowledge was the most objectives in 'life' area. The least type of knowledge was factual knowledge in all 4 areas. In cognitive process dimension, the category of 'understand' was primary constituent and that of 'remember' was the least one in all 4 areas. In conclusion, it was showed that the instructional objectives in the teaching-learning material reflected the characteristics of educational objectives for gifted students in science.

• Korean Educational Research Journal
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• v.38 no.1
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• pp.29-39
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• 2017

This study analyzes the items of acid base and redox unit in the middle school science textbook based on the 2009 revised science curriculum using Bloom's taxonomy of educational objectives. As a result of the analysis, the elements of knowledge area appeared the most in textbook items of all publishing companies, and those elements were less in order of understanding, application, analysis, synthesis and evaluation. And the sub-domain of cognitive domains were not evenly distributed by the publisher. Therefore, schools need to refer to the evaluation items of the textbooks of various publishing companies and use them in class.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.163-175
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• 2020

The purpose of this study is to propose a method for analyzing suitable achievement standards for the nature of science curriculum. This can be done by introducing various analysis methods, as well as using practical examples to analyze the achievement standards that are the starting point for teaching and learning in the 2015 revised curriculum. In this paper, three methods are shown: ① the method suggested by the Gyeonggido Office of Education, ② the method using understanding verbs of backward design, ③ the method using Bloom's revised taxonomy. In addition, we propose a method to analyze the achievement standards of science curriculum utilizing the characteristics of science curriculum. This method takes advantage of the above three analysis methods. After separating the content and performance verbs, subdividing the performance verbs into the performance verbs of six aspects of understanding and restatement of the achievement standards, the restatement of achievement standards enabled the analysis of in-depth achievement standards by linking to a process-focused assessment plan considering the level of thinking by utilizing the two-dimensional framework of Bloom's revised taxonomy. Through this study, I hope that elementary school teachers will develop meaningful teaching and learning methods that utilize the essence of the subject through in-depth analysis of the achievement standards of science as a subject.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.353-364
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• 2024

The purpose of this study is to analyze the achievement standards for grades 3-4 of the 2022 revised science curriculum and identify the goals of science education for grades 3-4 of the 2022 revised curriculum, as well as provide implications for the development of the science textbooks for grades 3-4 and the direction of teaching for teachers in the field. For this purpose, 57 achievement standards of the Science Department 2022 revised curriculum for grades 3-4 were analyzed as to their knowledge dimensions and cognitive processes according to Bloom's Taxonomy of the New Educational Objectives. In cases where an achievement standard is a double sentence or combines two or more knowledge dimensions or cognitive process dimensions, we separated the sentences after having consulted with a group of experts and divided the achievement standards into 57 sentences. We then analyzed the frequency of the categorization of concepts and descriptors by comparing them with the previously studied elementary science standards from the 2015 revised curriculum. The main findings of the study are as follows. First, in the knowledge dimension, the "factual knowledge" accounted for 50 items (86%), compared to "conceptual knowledge" (10%), and "procedural knowledge" (4%), and "metacognitive knowledge" was not analyzed at all. Second, in terms of the cognitive processes, "Understanding" was the highest at 60% with 34 items. It was followed by "applying" with 11%, "creating" with 19%, "evaluating" with 15%, and "analyzing" and "remembering" with 6%. Third, when analyzing the descriptors, "I can explain" was the highest with 9%, followed by "comparison" with 6%, and "practice" and "classification" with 5%. Fourth, compared to the 2015 revised curriculum, "conceptual knowledge" was reduced and "factual knowledge" was overwhelmingly increased. Fifth, in the cognitive process dimension, "understanding,' has increased significantly, while the other cognitive process dimensions have decreased. Conclusions and implications based on these findings are as follows: the focus of the Science Department for grades 3-4 in the 2022 revised curriculum is heavily weighted toward the "factual knowledge," with "understanding" dominating the cognitive process dimensions. As a result, many concepts and applications have been reduced. Based on the results of the comparison of the descriptors with the results of the 2015 revised curriculum, the implications for the development of the science textbooks for grades 3-4 of the 2022 revised curriculum were discussed, and so were the implications of the curriculum for the field.

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.183-193
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• 2015

Teacher guidebooks are practical and commonly used resources for teachers to deliver the goals and contents of science curriculum in classroom teaching. Thus, the alignment of teacher guidebooks and science curriculum could be critical to undertake the effectiveness of curriculum implication in science classrooms. This study is to investigate how the learning objectives of science curriculum are implicated in teacher guidebooks by analyzing the dimensions of knowledge and cognitive process in learning objectives in both documents. Grade 3~4 learning objectives (82 objectives in the curriculum, 459 in the teacher guidebook, 541 in total) in 2009 Revised science curriculum and teacher guidebooks were coded and analyzed based on the Revised Bloom's Taxonomy. The analysis focused on how the knowledge dimensions and cognitive processes of the curriculum were emphasized and restructured in the teacher guidebooks to examine the coalition between the two important documents. The study found: 1) the learning objectives in Grade 3~4 in both documents were skewed to certain knowledge dimension (conceptual) and cognitive process (understand); 2) there was a high coalition between unit objectives and lesson objectives in the teacher guidebooks, however, relatively low coalition between the curriculum and the teacher guidebooks; and 3) learning objectives in the curriculum were delivered in teacher guidebooks in various patterns (similar, detailed, additional, in portion, and the same), and 'detailed' and 'additional' were frequently shown. There also appeared new objectives in the teacher guidebooks, which were not present in the curriculum. The findings in this study could provide some suggestions to the current project of developing 2015 Science Curriculum in regard to understanding the dimensions of knowledge and cognitive process of learning objectives and their alignments with textbooks and teacher guidebooks.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.53-68
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• 2011

This study analyzed the learning objectives in the 2007 revised 10th grade Home Economics textbooks of 6 different publishing companies and the achievement standards developed by Ministry of Education, Science and Technology(2009). Two experienced coders performed initial analysis based on the 'revision of Bloom's taxonomy of educational objectives' and had subsequent conferences to reach an agreement on different results between coders. For knowledge dimension, the results show that the major types of learning objectives in the "Future Family Life" unit are mainly consisted of factual knowledge and procedural knowledge, where as those of "Family Life Culture" unit are consisted of factual knowledge and conceptual knowledge. The achievement standards in both "Future Family Life" and "Family Life Culture" units are solely in a factual knowledge major type. The sub-type of knowledge dimension of both learning objectives and achievement standards fall into 'a specific facts and knowledge component'. For cognitive process dimension, the results show that the leaning objectives are focused on 'understand' and 'analyze'. Those of achievement standards are 'analyse' in the "Future Family Life" unit and 'understand' in the "Family Life Culture" units. From the result of this study, we can conclude that both learning objectives and achievement standards do not adapt any meta-cognitive knowledge, higher order thinking, and cognitive process.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.284-300
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• 2024

This study elucidates the achievement standards statements of the 2022 revised elementary school science curriculum to identify specific achievement standards for the upcoming curriculum. Therefore, the researcher analyzed the statements of the overall elementary school achievement standards based on Bloom's taxonomy of new educational objectives. The results are as follows. First, the achievement standards statements are biased toward certain knowledge and cognitive process dimensions; this aspect is not consistent with the goals of the 2022 revised curriculum and the teaching and learning directions of the science department. Thus, achievement standards that enable various types of activities and inquiry learning should be developed. Second, a need emerges for the hierarchization of knowledge and cognitive levels by grade level. The proportions of low levels of knowledge and cognitive process dimensions increased in the upper grades, such that a systematic hierarchy should be considered. Third, the need to diversify the use of the descriptors of achievement standards is also identified. Although the tendency to rely on specific descriptors decreased during the previous curriculum, approx imately half of the descriptors were only used once or twice. Therefore, balancing the use of various descriptors is necessary. To ensure that the results are reflected in the achievement standards for elementary school science textbooks under the revised science curriculum for elementary schools in 2022, a discussion is required on the design of achievement standards statements. As a follow-up study, the researcher proposes a comparative analysis of the achievement standards of science curricula for middle and high schools to explore the wording of achievement standards appropriate for elementary school science education considering its nature, goals, and contents and to analyze the hierarchy and continuity of the entire science curriculum.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.129-149
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• 2018

This study has attempted to analyze the achievement standards in the 2015 revised curriculum, based on the revision of Bloom's Taxonomy and aims to identify the knowledge and required competencies in the fourth industrial era. The results of this study are as follows: First, the knowledge dimensions was the highest 'metacognitive knowledge' in middle school, while 'factual knowledge' was the highest in high school, and 'knowledge of specific details and elements' was the highest subtype of all of the knowledge dimensions. The dimensions of the cognitive process, such as the terms 'apply' and 'analyze' in middle school, as 'understand' and 'evaluate' in high school have been treated inattentively. Second, the knowledge dimension and the cognitive process dimension according to key concepts display the metacognitive knowledge and 'understand' in development, the conceptual knowledge and 'understand' in relationship. While the 'metacognitive knowledge' and 'apply' in life culture, the 'procedural knowledge' and 'evaluate' in safety, the 'factual knowledge' and 'apply' in management and the 'metacognitive knowledge' and 'understand' in life design were extremely high. Third, the verbs used in the achievement standards displayed as 'explore', 'understand', 'analyze', 'practice', 'suggest', 'recognize' and 'evaluate'. Since the statement of the action verb is the very basis for determining the performance process, specific competencies may be achieved by reflecting on the actual achievement standards. These standards should provide us with a effective cognitive process for to understand a learner's performance skills and support the direction of the education required, through a strategy that refines the connection between content elements and functions and develop their competences for the future.