• International journal of advanced smart convergence
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• v.9 no.2
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• pp.147-156
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• 2020

ACM's CSTA has drafted standards for computing curricula and recommended them to schools in the United States. The five core concepts of the US elementary school computing curriculum are computing systems, network and the Internet, data and analysis, algorithms and programming, and impacts of computing. In 2005, Korea prepared ICT education guidelines, including five fields, their subfields, and achievement criteria for each subfield. In the 2015 revised curriculum, software education was introduced and five achievement standards were set. The ACM CSTA has 18 achievement criteria up to K-2 and 21 achievement criteria up to K-5. If we compare the 39 achievement standards of the US to Korea, Korea's 2005 ICT education guidelines include 25 of these, and the 2015 revised curriculum includes 5 of them. In this study, we aim to study the CSTA achievement criteria that second graders should know and the achievement criteria that fifth graders should know. This is compared and analyzed with Korea's 2005 ICT Guidelines and 2015 Software Curriculum. In comparison with the number of achievement standards, the US elementary school's computing achievement standards are much higher than in Korea. Comparing with each standard, there are many areas that are not covered in Korean curriculum, and we can see that the 2015 curriculum has rather receded from 2005.

• KIPS Transactions on Software and Data Engineering
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• v.6 no.5
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• pp.235-244
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• 2017

As creativity and problem-solving ability become core competencies, the main objectives of programming subjects in the elementary and secondary educational curriculum is 'computational thinking'. This goal can not be achieved at the level of understanding the characteristics of the programming language and the simple utilization abilities of the computer. The abilities to write algorithms and solve problems in real life situations using programming languages are required. In order to cultivate these abilities, the curriculum of the programming area was strengthened in the elementary and middle education curriculum, and the criteria for evaluating the achievement level were also prepared. However, the curriculum that can be used in actual education field is not yet established. In this study, we analyzed the researches on the existing programming curriculum and evaluated how well the curriculum meets the achievement criteria. Also, we can suggest the aspects to be considered in the study of programming curriculum and to verify whether the results of curriculum operation are in line with achievement criteria. In addition, future directions in elementary and middle school programming curriculum are suggested.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.63-70
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• 2019

In this paper, we analyzed 2015 revised curriculum for elementary school's practical art and middle school's information subject based on core competency. As a result, in 2015 revised curriculum for practical art subject, the ability to use information was well reflected in all achievement criteria and learning objectives. Also, problem solving ability and creativity·convergence ability were well reflected. In 2015 revised curriculum for information subject, the ability to use information was well reflected in all achievement criteria and learning objectives as like practical art subject. However, there were fewer learning elements to develop self-management ability. Therefore, it is proposed in this paper that the learning elements and teaching, learning activities and evaluation contents should be included in the SW curriculum, which can further enhance cooperative capabilities, self-management ability and communication ability.

• The Journal of the Korea Contents Association
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• v.18 no.4
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• pp.550-566
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• 2018

In the era of the 4th industrial revolution, enhancing achievement evaluation based on process oriented instruction is essential. It assists human growth both cognitively and mentally. The purpose of this study is to analyze current condition of high school achievement evaluation in Daejeon region for enhancing English class based on achievement Assessment. Analyzing high school achievement evaluation plans as well as analyzing items of paper and pencil test using TELL program was conducted. Reanalysis of global citizen theme-based English according to core achievement standard was performed. The questionnaire was analyzed using the SPSS Win 20.0 Program to figure out significant difference of instructional method, the rate of students' grade improvement, English class related to the state of career recognition. T-test, ANOVA was performed to determine if there was a difference between the individual instructional variables. The research result is designed to construct or develop English class based on achievement evaluation while providing each high school with the result of current state of high school achievement evaluation. Specific characteristics of individual achievement result was conducted in terms of analyzing distribution of answer sheet response in order to be used as information for managing each high school achievement evaluation.

• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.733-742
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• 2017

In recent years, There is a growing demand for more instructional hours because of the shortage of classes required for the software education included in the 2015 Revised Practical Arts Curriculum of elementary schools. Therefore, the Korea Association of Information Education developed the Informatics Curriculums Standard Model from 2014 to 2016 to revise the next 2020 curriculum. However, the KAIE curriculum lacks linkages with secondary school informatics curriculum and is not composed of core concept-based achievement criteria so that teachers have a lot of difficulties in reconstructing and operating the KAIE curriculum. In this study, four core concepts of information ethics were selected by conducting Delphi survey focusing on the teachers of elementary schools. In other words, we selected the core concepts of the information ethics domain: internet etiquette, personal information protection, information life, and copyright protection. Also, we suggested 16 specific criteria for the core concepts.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.255-264
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• 2014

Information and knowledge society in the 21st century creativeness education is very important. The core of creativity education is software education that is to make something based on the creative thinking. Each country has already emphasizes software education. And Software education for elementary school students reflect the curriculum. Software education can be divided into four areas which are information, problem solving, algorithms, and programming. In this study, I propose criteria for the achievement of a computer program for elementary school students. The proposed criteria of programming education are fulfilled in other subjects curriculum of korea and other national software curriculum. This study is analyzed by the validity of the Delphi analysis of primary school teachers. The result of this study is that elementary school students when teaching computer programming that is very reasonable results.

• Human Ecology Research
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• v.62 no.2
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• pp.197-216
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• 2024

The dual aims of this study were i) to explore the effectiveness of an assessment method that can measure the competencies learned through high school home economics and ii) develop a competency-based assessment framework for high school home economics, including components of competency-based assessment, item development system, and other elements. The study involved the following stages: literature analysis, draft development, concretization, validity verification, and final version. Based on the results of the literature analysis and expert deliberation, a competency-based assessment framework for high school home economics was developed which comprised three dimensions: 'core idea' × 'process' × 'context and value'. Based on this, an item analysis table was presented to systematize various activities for the competency-based assessment of high school home economics, following which a holistic rubric suitable for competency assessment tasks was proposed by referring to the newly developed 'process' dimension assessment criteria. This study is significant in that it is the first to propose a competency-based assessment framework that systematically presents a variety of assessment activities. These will facilitate the development of assessment standards and tools that teachers can refer to or trust in the changing school environment due to the introduction of the standard-based assessment system based on a high school credit system, and the guarantee of a minimum achievement level.

• Journal of Korean Library and Information Science Society
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• v.52 no.2
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• pp.331-355
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• 2021

The purpose of this study is to derive the implications of operating the Media and Information Literacy (MIL) curriculum in Korea through analysis of MIL curriculum and guidance in the Philippines. The Philippine Ministry of Education runs the MIL as a core subject that high school students in grades 2-3 had to complete. MIL in the Philippines is a tool curriculum that integrates information, media, and digital literacy. In the MIL curriculum, a total of 17 units are designed to be operated for a total of 80 hours, 20 weeks in a semester. And it presents two content criteria, two achievement criteria and 58 learning competencies. The implications drawn from the research results are as follows. First, the chapter presented in the MIL curriculum can be composed only of the knowledge of a higher category or core concept of subject content. Second, it is necessary to present the concept of the term used in the MIL curriculum and specific examples according to the concept. Third, it is necessary to specify the contents necessary for practice in the MIL textbook and to strengthen the competence for the function. MIL, proposed by UNESCO and designated and operated as a subject in the Philippines, needs to be designated as a subject in Korea and operated as a curriculum.

• Journal of the Korean Society for Library and Information Science
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• v.54 no.2
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• pp.349-374
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• 2020

The purpose of this study is to explore the concept, contents, and curriculum of MIL(Media and Information Literacy) proposed by UNESCO from the perspective of Library and Information Science to obtain the basic information necessary for the revision of the Library and Information Life curriculum and to derive implications. As a result of the analysis, UNESCO used the term MIL to highlight the characteristics and importance of information literacy in media education. The information literacy and library literacy were key factors in forming the concept and curriculum of MIL. UNESCO also presented 'information literacy and library skills' as essential areas of the MIL curriculum, as well as core competencies and achievement criteria. In addition, the MIL curriculum actively embraces information literacy and library literacy, with the five laws of MIL based on the five laws of library science. The results of this study could be used as a basis for the reason why MIL should be actively accepted in Library and Information Science and for the revision of Library and Information Life curriculum.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.207-220
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• 2019

Although the 2015 revised science curriculum has newly introduced core science competencies, there are a lot of confusions and difficulties at the school sites because the concept of competence is not clear. In this study, we conducted literature analysis to understand what constitutes the components of science competence and how the components are related. Based on this analysis, a model of science competency, composed of six factors (non-cognitive characteristics, knowledge, skill, context, performance, level) was suggested. In addition, we have explored ways to utilize this science competency model to re-write the achievement criteria of current science curriculum as science learning objectives expressed in the form of science competency. Finally, advantages and limits of the model are discussed and related further researches are suggested.