• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.147-160
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• 2018

The purpose of this study is to compare the elementary science curriculum and textbooks of Korea, the United States, Japan, and Singapore to know how the contents on particulate concept of matter is introduced and expressed. In Korea, particulate concept of matter was adopted as a term for 'molecules' in the 3rd through 6th curriculum, and the term for 'particles' was adopted in the 2009 revised curriculum. In the United States, NGSS adopted the term 'particle' in fifth grade. Japan presented the concept of 'particle' as a core concept of matter in the commentary, and the expressions 'particles' were being introduced in the textbooks. But it did not cover particulate nature of matter at the elementary school level in Singapore. An analysis of elementary textbooks in Korea, the United States and Japan except Singapore showed particulate expressions in 'dissolution', 'state change of water', 'gas pressure and volume', 'combustion and extinguishment' units. Korean textbook was only being introduced in 'dissolution' and 'gas pressure and volume', but in the textbooks of Japan and the United States, water was expressed as particles in 'state change of water' unit. Discussion and implication on the introduction of particulate concept to elementary science curriculum and textbooks were suggested based on the results.

• Journal of Research and Publication Ethics
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• v.3 no.1
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• pp.17-21
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• 2022

Purpose: Research ethics has social implications beyond the issues of personal morality and research integrity. In recent years, research ethics has become a more controversial topic in society. In this study, the concept of the university research ethics curriculum is defined, the current status of the research ethics curriculum is analyzed, and the direction of the university research ethics curriculum development direction is discussed. Research design, data and methodology: The concept of university research ethics education and the current status of research ethics education were examined, and the development direction of the university research ethics curriculum was explored based on the framework . Results: field education to secure university research ethics is still insufficient. In other words, only 12 universities for undergraduate programs and 37 universities for graduate programs included research ethics in their regular curriculum. Conclusions: The occurrence of research misconduct is mainly caused by not recognizing the error or not taking it seriously. In particular, university research misconduct results from a lack of understanding of research ethics, poor research education, a performance-oriented academic climate, and the absence of an institutional system for establishing research ethics.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.377-387
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• 2016

Whether textbooks faithfully reflect the curriculum contents is an important educational issue. The previous studies on the textbooks did not analyze the relationship described in the textbooks or the structure. In this regard, this study aims to analyze how the concept of life science area in the elementary school science textbooks developed on the basis of the 2009 revised curriculum is linked. In addition, it seeks to analyze how the concept presented in the learning content achievement standards of the curriculum is connected to other concepts. Towards this end, the conceptual linkage of eight units in the life science domain of elementary school science textbooks based on the 2009 revised curriculum was analyzed. The contents of the life science domain in the science textbooks were analyzed through a semantic network analysis, and the semantic network on the concept linked to the one described in curriculum's learning objectives was also analyzed. The results are as follows: 1) It will be difficult for students to understand the concept due to the complexity of the semantic network resulting from a number of concepts. 2) The curriculum's learning objectives presented in the curriculum are not faithfully reflected in the textbooks. 3) The textbooks are described on the basis of specific curriculum's learning objectives. Based on the findings of this study, the number of concepts described in the elementary school science textbooks needs to be significantly reduced so that the concepts can be meaningfully linked to each other.

• Journal of The Korean Association For Science Education
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• v.1 no.1
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• pp.35-44
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• 1978

In this study, concept centered approach and process centered approach in developing integrated science curriculum were compared and compromised between two approaches. It seems that two approaches are in antagonistic relations. The superficial conflictions getween two approaches are not because they are antagonistic in their nature, but because their interesting points are different. The concept centered approahc is interest in fundamental scientific concepts and the process centered approach is interested in scientific enquiry. If science is the composition of enquiry processes and concepts produced by enquiry processes, scientific enquiry process and scientific concept must not be inconsistant. Although concepts are not unchangeable, new concepts and advanced concepts are based on the old concepts. Enquiry activity which is not based on concepts also cannot be significant enquiry. Although fundamental concepts in science is very important, in order to apply concepts to varios phenomena, and to understand concepts more deeply the student should understand concept through the process by which the concepts are derived. As we have discussed above, only the concept centered approach or the process centered approach itself is not complete. Comparing these two uncomplete approaches to integrated science curriculum, we can find out that two approaches are in complementary relations. Because integrated science is based on the idea that natural phenomena should not be understood in fragments, but should be understood as mutually related system' the integrated science curriculum includes both the fundamental scientific concepts and scientific enquiry processes.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.4
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• pp.599-620
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• 2017

In this study, we analyzed how the speed concept has been handled in Korean elementary mathematics textbooks and suggested some didactical implications for revising the teaching of speed concept. To do this, we investigated the curriculum documents, textbooks and teacher's manuals from the first curriculum to the 2009 revision curriculum. The results show that the speed concept of the elementary mathematics in Korea has been based on the concept of average speed and that the approach of applying the value of ratio has been strengthening more than the aspect of proportional relation. So we suggested two didactical suggestions: 1) the teaching of the speed concept should start with uniform movements. 2) the reasoning of proportional relation should be more strengthened.

• Journal of the Korean Society for information Management
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• v.25 no.4
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• pp.347-361
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• 2008

This study is to present cooperative instructional concept framework for the library-based instruction of teacher-librarians, based on 'Information and the Library' curriculum and instructional design procedure. The development of cooperative instructional units has been initiated in the school libraries, but the research based on instructional theories, including instructional design, is lacking. In this aspect, instructional theories and methodologies for the cooperative instruction of teacher-librarians are important. The cooperative instructional units for teacher-librarians should be developed by 'Information and the Library' curriculum and instructional design procedures. The objectives of the curriculum emphasize information use process based on information task. This study is to present cooperative instructional concept framework, and to help teacher-librarians develop specific cooperative instructional units based on the framework.

• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.37-54
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• 1995

The radical development of modern mathematics is due to the appearance of Collection Theory by George Cantor. The Set Theory is independent as an area and also closely interrelated with other areas. So its content becomes a common sense and a basic part across the whole area of modern mathematics. Accordingly, the basic element of modern mathematics is helping young children get familiar with set as early as possible. The thinking of set by which children can categorize, make partial sets and correspondences, understand the general characteristic, and conceptualize the discovered relationships is very important for young children. At this point where the Math education for young children is emphasized under the influence of the modernization movement of Math education, the systematic education for building up the set concept as the basic background of number concept during the early childhood is required. On current mathematics education for young children, graphs, the foundation of geometry, time, and patterns have been included in the traditional and practical content related to numbers. However, the education on collection which is the foundation of number concept is insufficient. A study shows that the level of young children's understanding on set is quite high, but the set concept isn't reflected in current Math curriculum for young children. And basic activities neccesary on building up the set concept, such as categorization, comparison, etc. are conducted in kindergardens but unsatisfactory because of those kindergarden teachers' premature understanding on the set concept. In conclusion, the curriculum for young children should be reorganized based on the set concept as the kernel concept. Also, the reappraisal of the training curriculum and the supplementary efucation for kindergarden teachers are urgent for raising the teaching ability of those kindergarden teachers.

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.65-72
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• 2007

The purpose of this study was to examine the 7th national science curriculum (chemistry domain) regarding the meanings of ‘mulgil' (Korean), the particulate nature of matter, and the state of matter. It was found that the term of ‘mulgil' was being used vaguely as representing material, matter, or substance without clear definition. This was problematic by reason that it could hinder students from having the concept of substance. Regarding the particulate nature of matter, molecule was introduced as a basic unit of matter at grade 7, prior to atom and ion, which were introduced at grade 9 and 10, respectively. It is necessary to reconsider the sequence of each particle concept to provide students with more consistent and comprehensive understanding of structure of matter. In the case of change of state, key concepts such as conservation of matter or reversibility were omitted in the curriculum document, and explanations based on various aspects of particles were somewhat insufficient. The concept of matter is fundamental to chemistry, and we must recognize it as a concept that needs to be taught clearly. Implications for curriculum revision were discussed.

• Human Ecology Research
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• v.61 no.4
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• pp.585-598
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• 2023

This case study is centered on the developing process for the curriculum of fashion design major that is focused on the concept of competency, which is becoming increasingly more important in universities. The purpose of this study is to develop a competency-oriented curriculum for fashion design majors based on recent social changes that accentuate the importance of competency in such programs. In order to establish a competency-oriented curriculum of the Department of Fashion Design, the researchers examined environmental trends within the fashion industry, the curriculum and major competencies of other universities were examined. As a result, the key ability types of the Department of Fashion Design at A University, a local private university, were determined to be: communication and consideration, creativity and convergence, digital fashion, and practical adaptability. Four major abilities were selected to develop competencies suitable for the aforementioned ability types. These abilities are design planning and development, creative and convergent thinking, integrated information search and utilization, and field expertise application. From there, the curriculum was organized with these four major abilities in mind, and curriculum completion plans were developed for each grade and semester according to the stage and level of contents for each subject. To ensure the validity of the curriculum, it is necessary to develop a back-flow system that demonstrates whether the targer competency has been acquired through a competence-based curriculum.

• Education of Primary School Mathematics
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• v.4 no.1
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• pp.31-41
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• 2000

There has been much concern and worry about executing school curriculum from the year 2000 because the seventh curriculum is based on the complicated' differentiated education' concept. Now the new textbook has been developed according to the curriculum. This paper will reinforce the understanding of the curriculum and textbook in school math. In order to do this, this paper will present questions on three subjects to help school teachers and people related to math education to probe and discuss the benefits and problems of teaching math using the new textbook. The three subjects are based on the contents included in certain chapters of the math textbook. These are 1) understanding mathematics concepts using manipulatives or concrete objects, 2) doing math projects or problem solving activities 3) learning mathematics using calculators. furthermore, it is emphasized in this paper that math teachers must keep in mind that they should execute instruction in their own way using the 'textbook' not as a bible but as a guideline.