• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1343-1351
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• 2015

Though the history of fisheries business administration education has it's own uniqueness, the research or study of that still insufficient. And in spite of the structural shift of society and environmental diversity, there's few research that analyzing or examining the curricular constitution and change recently. The process of this research was implemented with investigating the objective and content domains concerning marine education in the fisheries and marine curriculum and changes of them. The changes of fisheries business administration education reviewed and analyzed in the view point of construction of the textbook, contents of the each changes and recency comparison of tables and figures of the high school textbook of the fisheries business administration general. The results show that most of the changes have been reflected by the demands of the society including fisheries related law, policy and distribution networks. But there are still some errors and necessity of improvements in data and descriptions. The results of this study would help develop sustainable curriculum design for further changes and give more effective guidelines for identifying the core of fisheries business administration education.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.32-42
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• 2011

The purpose of this study is to provide meaningful basic materials for organizing a science curriculum in future by analyzing the status and changes of contents about astronomical phenomena in textbooks according to the changes of the science curriculum of elementary school. A main target of analysis is science textbooks of elementary school in curriculums from 1st to 7th. For the analysis, the analytic frame based on contents in astronomy textbooks of teachers colleges and colleges of education was used. The result of the analysis is as in the following. First, astronomy accounted for average about 7% of all pages of textbooks in all of science curriculums. The 1st educational curriculum had the most learning quantity of 10.40%, and the 6th curriculum had the least quantity of 4.39%. These results show that astronomy was not a small part and was considered important in each science curriculum of elementary school considering that earth science accounted for 17-26% of all pages in elementary school science curriculum. Second, the things that have been dealt with in common in all science curriculums from 1st to 7th of elementary school are the shape of the earth, the rotation and the revolution of the earth, the occurrence of the seasons, the apparent motion of the sun, the status and motion of the moon, the movement of a star, the brightness and distance of a star, constellations, the sun, planets and others. These contents are expected to be dealt with continuously as basic contents to organize astronomy regardless of the changes of curriculum. Third, in science curriculum of elementary school, astronomical phenomena based on life experiences regarding the earth, the moon and the sun are mainly dealt with in the first and the second grade. Contents requiring principles-understanding and research are dealt with in the fifth and sixth grade. These results show that elementary school science curriculum dealing with astronomy reflects the developmental stages of students and considers principle of learning possibility.

• The Mathematical Education
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• v.56 no.2
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• pp.213-234
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• 2017

The purpose of this study is to examine the perceptions and needs of the 2015 revised curriculum for elementary school teachers and to draw implications for the application of the 2015 revised mathematics curriculum. For this, the major changes in the 2015 revised mathematics curriculum were examined. Major changes in the 2015 revised mathematics curriculum are as follows: 1) Introduce and emphasize mathematical competencies, 2) Restructure the content system, 3) Reduce mathematics contents to teach, 4) Emphasize the learner's affective domain, 5) Emphasize the use of technology, 6) Improve teaching and learning methods and evaluation methods. Also, a survey was conducted for elementary school teachers to analyze the perceptions and demands of the 2015 Revised Mathematics Curriculum. The contents of the survey are consisted of contents of the teachers' awareness of the main changes of the 2015 Revised Curriculum and their demands to implement the 2015 Revised Curriculum in schools. Finally, conclusions and suggestions were drawn based on the survey results. The conclusions and suggestions are as follows: 1) there is a lack of teachers' awareness of the 2015 Revised Curriculum, 2) Support for mathematics curriculum competencies is needed, 3) A variety of teaching and learning materials are needed for emphasizing the learner's affective domain, using the technology, and improving teaching and learning methods and evaluation methods.

• The Journal of Korean Association of Computer Education
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• v.19 no.5
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• pp.27-40
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• 2016

Changes in education or curriculum are based on the needs of the times and needs to address changes in knowledge. The purpose of this study was to provide implications regarding the general guidelines of the national curriculum by analyzing changes made in the high school informatics curriculum in which both needs are inherent. The study involved an analysis of the general guidelines to the national curriculum that involved the revision years 2007 and 2009, the composition of the 2015 revised curriculum, change in the status of the informatics curriculum, and the size of the informatics subject. As a result of the analysis it was found that several improvements are necessary, namely (1) the units need to be better clarified, (2) career electives need to be more appropriately composed, and (3) definitions of terms need to be better clarified. The significance of this study lies in the fact that it considered the viewpoint of software education emphasized in various countries around the world, and the general guidelines to the national curriculum were examined to learn what kind of organization and operation should be proposed for high school informatics.

• East Asian mathematical journal
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• v.35 no.4
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• pp.365-386
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• 2019

This study was based on the analysis of changes in curriculum of elementary mathematics curriculum, and changes in curriculum of middle school and high school mathematics curriculum. The purpose of this study is to analyze the movement of learning contents among the school levels based on the middle school mathematics curriculum and to summarize the influence on the curriculum of middle school mathematics according to the movement of learning contents. The research conducted according to the purpose of this study is as follows. First, we analyzed the trends of mathematical contents between elementary and middle schools after the movement of ten mathematics curriculums. Second, we analyzed trends of learning factors after mobility and mobility between middle school and high school. Third, the characteristics of 'the contents of mutual movement based on middle school' and 'the contents deleted from middle school' were analyzed. The results of this study are expected to reflect on current and past curriculum and to give meaningful implications to the composition of new curriculum.

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.5
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• pp.23-33
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• 2011

To ensure the effective operation of a curriculum, facilities and equipments should be properly supported. Therefore, changes are required for educational facilities in accordance with the curriculum, revised 10 times in total from 1945 to 2011, but it's true that the facility and equipment laws, which are the standards of facility and equipment changes, did not adapt to the changes. After 'the Act on Standards of School Facilities' was repealed, 'the Act on Establishment and Operation of the Schools,' the corresponding law for the purpose of spatial configuration for teaching and learning methods, was enacted in Sept. 1997. This law has been active for 14 years and revised 11 times thereafter. It has also been decided to often revise the curriculum, so the 7th National curriculum has undergone 6 times of minor revisions. Among them, the most recently revised 2009 curriculum is to be applied for elementary school 1st and 2nd grade, middle school 1st grade, and high school 1st grade from the beginning of this year of 2011. Hereupon, the purpose of this study is to research on the revisions of the school facility and equipment standards which can support the curriculum revised in 2009 and thereafter by examining classrooms and facilities as the learning space that can respond to the changes of school functions and systems with curriculum transition, of teaching and learning systems, and of subjects.

• 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 Korean Academy of Dental Administration
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• v.8 no.1
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• pp.37-40
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• 2020

The background of this study is the observation that there is an increase in the number of elderly persons and the decrease in fertility rates, which may be related to the increase in the average age of the Korean people; accordingly, the national health insurance system changes every year following this pattern. However, this study investigates whether these changes are reflected in the dental hygiene curriculum. Data from the national health insurance system is reviewed for the last three years, and the recently published dental hygiene curriculum is selected, compared, and analyzed using a literature survey. The study is divided into two parts: information that is reflected in the dental hygiene curriculum and information that is not reflected in the dental hygiene curriculum, but which it is believed should be included. In addition, as the part reflected in the dental hygiene curriculum, it was stated in three subjects of dental implantology, dental prosthesis, and conservative dentistry, and there were four cases. Therefore, efforts should be made to ensure that the curriculum for dental hygiene students should reflect the changes in the national health insurance system so that students can more easily understand dental insurance claim processes.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.43-60
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• 2017

The purpose of this study was to compare the configuration changes of content elements and inquiry activities between 2009 and 2015 revised national elementary school science curriculum, and to examine the trends in achievement standards. The results of this study were as follows. First, the number of content elements presented in the 2015 revised science curriculum was slightly decreased in comparison to 2009 revised one, but fell short of goal level for revision, that was to cut 20 percent of present achievement standards. The characteristics of changes in achievement standards were to enhance the relation to practical life, to integrate the content elements separated, and to adopt the achievement standard to introduce new concept. Second, the number of inquiry activities presented in the 2015 revised science curriculum was also slightly decreased, and to be linked with the changes of achievement standards. In some cases, the range of inquiry activity was adjusted, or the unit to present it was changed. Teacher should know exactly about the elements to be changed in the 2015 revised national elementary school science curriculum, and it will be needed them to make an efforts in the cause of its smooth application.

• Journal of vocational education research
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• v.29 no.3
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• pp.85-106
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• 2010

The purpose of this study is to analyze and diagnose the curriculum framework of dental hygiene department. Through document analysis process, this study found several empirical data which could give us a clue to understand characteristics of curriculum changes and factors which have impacts on those changes in curriculum at college level. In this study, we could conclude that even curriculum changes at college level had been influenced by social changes like extention of academic years from 2 years to 3 years and changes in licensure test at national level. And also, essential issues in college curriculum like amount of credits, course titles, and requirements-electives distinction etc. also were changed in accordance to social changes and requests. This study found that there is many difference of objectives, credits and course titles among colleges. For that, colleges will form a consultative group under the college level. Based on these results, we can suggest that college curriculum should be flexibly and effectively adapted to changes coping with social and policy changes.