• Journal of the Korea Society of Computer and Information
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• v.24 no.2
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• pp.217-225
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• 2019

In this paper, we proposed comparison of software education units according to 2015 Revised National Curriculum. Comparative analysis of 6 Practical Arts textbooks was conducted especially on the software education units. The analysis criteria were decided to be unit system, unit structure, learning objectives, the way of placing contents, activities, supporting materials, providing resources, and evaluation. As a result, the software education units have secured a lot of quantity compared to the total number of units. And the affective domain of the learning objectives is shown to be lacking. All the textbooks were uniformly arranged the component of contents described in 2015 revised national curriculum. Cooperative activities are strengthened compared to the previouse curriculum. On the other hand, evaluations have a large variation among textbooks and some have fewer types.

• Korean Journal of Comparative Education
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• v.21 no.2
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• pp.51-73
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• 2011

In Australia, school education had maintained a state-based curriculum for a long time. However recently, Australia developed national curriculum and plans to implement it from 2011. It is meaningful to review why Australia tries to break with the tradition kept for many years and hand over the right to decide school curriculum from the states or territories to the nation, which is opposite from the Korean situation. Especially, because in Australia the introduction of national curriculum is regarded as one of the education revolutions, we need to investigate how the fundamental change corresponding to the 'revolution' is revealed in national curriculum. The purpose of this article is to look through process of the development and significant features about the national curriculum which Australia implements for the first time. To achieve the purpose, the article analyzes national curriculum of Australia in three ways. First, it reviews the process of introduction and development of the national curriculum. Second, the article investigates the features of curriculum guidelines and subject curriculum, focused on the structure of it. Finally, it discusses several implications that the case of Australia gives to the system of the Korean national curriculum.

• The Mathematical Education
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• v.58 no.4
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• pp.507-518
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• 2019

The OECD launched the Education 2030 project to develop a learning framework and to conduct the international comparative study on curriculum. As a part of the OECD international curriculum analysis, Korea Institute for Curriculum and Evaluation(KICE) conducted a main study of Curriculum Content Mapping (hereafter, CCM) in the 7 learning areas/subject areas such as national languages, mathematics, humanities/social sciences, natural science, physical education/health, arts, and technologies. The CCM study aimed to identify how the competencies on CCM framework were reflected in the Korea curriculum. For this purpose, KICE identified the competencies on CCM framework, revised the coding framework, and undertook the mapping process. In this study, we gathered the CCM data as an evidence of how competencies on CCM framework were embedded in the 2015 revised mathematics curriculum. For this purpose, experts in mathematics education undertook the mapping process, we summarized the results of CCM main study in mathematics. As the results, numeracy, critical thinking, problem solving, anticipation, action, reflection were perfectly embedded in the 2015 revised mathematics curriculum. the competencies on CCM framework were embedded in the 2015 revised mathematics curriculum, and but literacy, physical/health literacy, trust, learning to learn, reconciling tension and dilemmas, literacy for sustainable development, financial literacy, and entrepreneurship/enterprising were not clearly related to mathematics curriculum. The mapping results should help the Korea Ministry of Education and KICE for preparing the future curriculum revision and development.

• International Journal of Advanced Culture Technology
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• v.11 no.4
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• pp.169-176
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• 2023

This study aims to assess the current status of career education at C University and to gather foundational data for developing a step-by-step career education curriculum and an integrated roadmap for curriculum and extracurricular career education. This research involves a comparative analysis of C University's enrolled students and external university students through a survey using the [University Career Exploration Model]. Data collection took place over one month in October 2023, and statistical analysis was conducted using the SPSS Statistics 25.0 program. The survey results enabled a comparative analysis of the career exploration processes and levels between enrolled students at C University and external university students. The proportion of enrolled students at C University responding positively to the career exploration process and level was high. Through this study, a better understanding of the career exploration processes and levels of university students was achieved. It is deemed necessary to conduct systematic research for continuous, tailored integration of curriculum and extracurricular career education at the university level.

• Education of Primary School Mathematics
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• v.18 no.1
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• pp.1-16
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• 2015

This study is a comparative study on the Korean and Chinese elementary school mathematics curriculum. Korea and China have announced a new mathematics curriculum in 2011, and have recently carried out in the whole school year. Korea and China are the countries to manage the national curriculum. The comparison with China is significant because of the similarity of our tradition and culture. In addition, the influence of Chinese education has been increasing gradually. Thus, the curriculum comparison between China and Korea has a significant value. Through this study, I extract the significant implications of mathematics education in Korea. This study can be summarized as the following. First, I have analyzed the elementary mathematics curriculum document systems in Korea and China. Second, I compared the goals of mathematics education in Korea and China. Third, this study compared the content areas and learning in elementary school mathematics curriculum in Korea and China. Fourth, I have analyzed the teaching and learning methods and the assessment of Korea and China. Finally, we compared and analyzed the proposed points for action set out in elementary school mathematics curriculum courses in Korea and China. The results of this study are expected to provide significant implications for the new curriculum document structure and mathematical contents of Korea.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.333-354
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• 2018

The study aimed to compare and analyze Nuri curriculum and contents for mathematics in Korea and the Common Core State Standards(CCSS) and New Jersey Preschool Standards for mathematics in the United States. With the results as basis, this study intended to provide suggestions and directions for improving Nuri curriculum of mathematics for young children. For the goal of this study, educational goals, categories of contents, and specific contents were reviewed. First, results of this study indicated that Nuri curriculum for mathematics provides comprehensive educational goals that promote problem-solving ability in everyday contexts with composing mathematical knowledge. On the contrary, CCSS and Preschool Standards provide specific educational goals that focus on children's mathematical skills and concepts. Second, the contents of both countries' curriculum concentrate on 'counting and cardinality', 'measurement', and 'spatial and geometric sense.' There are 5 categories of CCSS, 4 categories of Preschool Standards based on CCSS and one category of Nuri curriculum for mathematics. Third, there are the differences between the two countries' curriculum in continuity from kindergarten to first grade and description method for curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.279-295
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• 2014

The Korean national curriculum will be revised in 2015. Before revisions are to be made, we must discuss the direction the curriculum changes will take. In this study, we compare the contents of the current 2011 elementary school mathematics curriculum in Korea with the Common Core State Standards for Mathematics (CCSSM) in the United States. The results from this comparative analysis may be helpful in the revision of the Korean mathematical curriculum. We find that the CCSSM introduces certain mathematical concepts earlier and in greater detail than the Korean curriculum does. The CCSSM also covers a broader range of mathematical concepts. These results indicate that the Korean curriculum needs to emphasize conceptual understanding, as well as procedural skill and fluency, in the early grades. Moreover, the 'grade band' is unnecessary in the mathematics curriculum. The Korean curriculum revision process must be debated more intensely, must be made public, and must take into consideration the key points of CCSSM.

• Education of Primary School Mathematics
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• v.24 no.3
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• pp.115-134
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• 2021

This study implemented a comparative analysis of the international mathematics curriculum on time learning. It aimed the improvement of challenges students facing when they learn time. As a preliminary step, I reviewed the previous literature on teaching and learning of time, and based on this, I drew five issues that require to be considered for better time learning. The coverage of time contents and the learning periods of respective time contents were compared across the mathematics curriculum of Korea, Japan, Australia, the United States, and Finland. The textbook cases of those countries were analyzed with a special focus on the five issues. The results showed that the Korean curriculum assigned time learning contents compressively during short periods compared to other countries. responded to the issues on teaching and learning of time, several improvement ideas were deduced from textbook cases of other countries. Implications for the curriculum reform were discussed underlying the results.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.620-626
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• 2005

In this study, we conducted a comparative study to investigate the curriculums on electricity and magnetism between in Korean and in Ontario elementary schools in Canada with respect to connectivity and difference among course materials with grades. We compared textbooks that contain the contents about electricity and magnetism, and connectivity in curriculums that were relevant to the science content system in each country. We report the following differences in the curriculums on electricity and magnetism in each country. First, it turns out that science is taught from the first grade in Ontario, while it is taught from the third grade in Korea. Second, Ontario covers electricity and magnetism only in science curriculum, while Korea covers the same topics both in the science and practical arts curriculum. Third, while the curriculum in Korea introduces 'a magnet' in the third grade, 'electricity' in the fourth and the fifth grade, and 'an electromagnet' in the sixth grade, while the curriculum in Ontario covers the concept of energy from the first grade. As the grades go up, the contents of electricity and magnetism tend to be more deepen. It also emphasizes enhancing students' ability that they can communicate what they learn about technology with others, and that they can apply their knowledge to other fields as well. Based on this study of the Ontario curriculum, we suggest that it is necessary for us to n Science curriculum from the first grade, so that the students can learn science from the early grade, without a need to run another subject, like practical arts. We also found that the Korean curriculum has an interesting structure for the young students to learn to apply their knowledge to the real life immediately, based on an idea that the topic of 'Manipulating the electric appliances' in practical arts curriculum moves to the Science.

• Korean Journal of Childcare and Education
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• v.12 no.5
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• pp.17-45
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• 2016

This study aimed to investigate the effect of a young children's happiness program in relation with the Nuri curriculum on young children's happiness and self-esteem. Study subjects included 37 children aged 5 (experimental group 20, comparative group 17) enrolled in A day care center and D day care center located in K district, Seoul. As for the research procedure, an experiment was conducted 48 times in 18 weeks, and the experimental group carried out the children's happiness program linked with the Nuri curriculum. In contrast, the comparative group conducted general activities focusing on the subjects according to the Nuri curriculum. Study results show that there was a significant difference amongst 9 sub-domains related to young children's happiness (health, emotion, immersion, recognition and achievement, parent-child relationship, teacher-child relationship, peer relationship, spirituality, life satisfaction) and 3 sub-domains related to self-esteem (start and spirit of independence, sociality emotionality, academic achievement). Results of this study prove that the children's happiness program in relation with the Nuri curriculum is effective for increasing young children's happiness and self-esteem, and could be used as preliminary data for the possibility of a happiness program in early childhood education settings and happiness education in the future.