• Journal of Creative Information Culture
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• v.7 no.1
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• pp.43-52
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• 2021

In this paper, the necessity of independent operation of information curriculum was suggested by analyzing the changes and problems of elementary school information curriculum. Also, a plan was suggested to organize autonomous subjects for autonomous activities so that information education can be independently operated in elementary schools. Autonomous activity is an extension of the concept of creative experience activities, and refers to an educational activity time in which autonomous courses or various educational activities can be freely operated by reflecting the needs of students and parents or the characteristics of the school. It means a subject that you choose to run or do not have to choose. In the case of running an independent curriculum using the discretionary time of the principal, such as voluntary activities, the "safe life" of the 1st and 2nd graders in the 2015 elementary school curriculum and the 7th junior high school curriculum operate elective courses in subject discretionary activities. One can be found. Therefore, if information education in elementary schools can be organized and operated as autonomous subjects, at least students who want to learn artificial intelligence, coding, and big data will have an opportunity to learn in public education.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.202-212
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• 2004

The purpose of this study was to examine the connection among inquiry activities related to 'Metabolism' presented in life science textbooks developed according to the national common basic curriculum. To perform this, the type, process and context of inquiry activities of life science textbooks were analyzed. The number of inquiry activities is gradually increased from elementary to secondary school. As result of analysis, types, processes and skills, and context of inquiry were not balanced according to textbooks and school levels. It is suggested that the framework of evaluating inquiry activities based on curriculum objectives be provided when developing science textbooks. It also implies that teachers need to reconstruct inquiry contents and activities suitable to school situations when they teach in the real fields of education.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.237-243
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• 2018

The purpose of this study is to analyze the contents related to a subject 'Earth and Mooon' from elementary science textbooks of the 2009 revised curriculum and elementary science textbooks of the 2015 revised curriculum. For the research, the team selected and analyzed the contents of the 'Earth and Moon' unit in the elementary science textbooks of the 2009 revised curriculum and 2015 revised curriculum. As a result of the research, first, there has been no significant change in achievement standards of the curriculum as the science textbook revised from 2009 curriculum to 2015 curriculum. Second, the two curriculum did not differ much in specific textbook contents statement or development, but they showed much change in presentation of exploration activities in curriculum as well as the specific exploration activities presented in the textbooks. Third, compared to science textbooks of the 2009 revision the 2015 revision used more pictures and illustrations. Forth, there have been few changes related to experimental observation, but the activities to organize the unit in 2015 revision have been strengthened compared to the 2009 revision.

• East Asian mathematical journal
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• v.27 no.2
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• pp.101-115
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• 2011

Recently, for solving a math problem, and I reflect back, so much emphasis on activities which reflect the activities conducted in schools is necessary to look for. In this study, the 7th Mathematics Curriculum textbooks (10 - a, b) and 7th in mathematics and modification of curriculum textbooks (math) in the reflection type of activities that explore the resulting problems and the measures we discuss are. Therefore, textbooks reflect the type of activities were analyzed before and thinking strategies, and we will examine various types of reflective activities.

• Journal of The Korean Association For Science Education
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• v.31 no.3
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• pp.429-439
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• 2011

The purpose of this study was to analyze the Jeju beach science camp program and to survey the participating students'' preference levels for the activities included therein. The camp programs were analyzed on the basis of the standards set for the HASA curriculum. The program's "manipulatory skill" area included many manipulatory and creative activities while the "inquiry area" included many basic and integrated inquiry activities. It was also indicated that the "knowledge area" included many activities appropriate for understanding concepts and principles while the "attitude area" included many activities appropriate for stimulating curiosity and enjoyment. Thus, it could be seen that the areas stipulated for the HASA curriculum were considerably consistent with the purpose of the science camp. The participating students showed preference for manipulatory and creative activities included in the program. They also preferred basic, inquiry level activities included under the area of "inquiry skills." It was identified that the students most preferred the conceptual stage included under the area of "knowledge" where they were required to grasp the common characteristics of events, things, and phenomena, as also the enjoyment stage included under the "attitude" area, where they were required to participate in pleasant science activities. These findings indicate that science camp programs should be composed of manipulatory and creative activities as well as activities that aim at basic research and the understanding of concepts.

• Journal of Elementary Mathematics Education in Korea
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• v.8 no.1
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• pp.45-61
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• 2004

The seventh curriculum of mathematics which value much of the learners' participative activities became conspicuous by introducing a new system of ‘activities’ to the textbook in particular, Then I categorized and analyzed the ‘activities’ proposed in actual textbooks in the context of specific operative activities. The objective of this study is for understanding the features and trends of the activities proposed in textbooks.

• 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.

• Korean Medical Education Review
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• v.17 no.2
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• pp.69-77
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• 2015

Including the research in the medical curriculum is regarded as an important issue for medical education. Research experience at medical school has a positive impact on students and it motivates them to undertake further research in the future. The purpose of this study is to explore the factors to activate the research of medical school students. We investigated students' perception of the research curriculum in medical school. The survey for this study was conducted among 41 targeted medical school students from across the Republic of Korea. A total of 370 students from 26 medical schools responded. Benefits through research activities were to study about the areas of interest, as researchers had the opportunity to interact with professors and career. Students, furthermore, had difficulties in research due to data collection, the lack of research space and research funding. Requirements to activate the research were the time to participate in research activities, opening regular research courses, preparation of practical research program and motivation for such research. The medical school would need to improve the medical curriculum through the analysis of the environment and situation the school is facing based upon the in-depth analysis results of what the medical school is pursuing through the research activities, what the students want, what the potential difficulties are, and what the requirements are to improve the research curriculum.

• Korean Journal of Childcare and Education
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• v.14 no.4
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• pp.63-83
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• 2018

Objective: The purpose of this study was to analyze how the elements and principles of fine arts were reflected in art related activities in the teacher's manual on standard childcare curriculum for a period of 2 years. Methods: The analysis criteria for the elements of fine arts were modified and complemented based on Kim and Gang(2011) and the same was done for the principles of fine arts based on Lee et al(2015). Results: First, as a result of analyzing the art contents according to life theme in art related activities, 'artistic expression' appeared the most in all nine life themes. Second, as a result of analyzing the art related contents in the standard childcare curriculum for 2 years based on the elements of fine arts, plane, texture, shape, color, volume, line, spot, space, composition, light and shade appeared in order. Third, as a result of analyzing the art related contents on the principles of fine arts, movement, emphasis, variety, unity, rhythm, proportion, balance and pattern appeared in order. Conclusion/Implications: The results of this research suggest that the childcare activities have to be devoloped in order to provide the balanced experiences with fine arts activities.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.453-464
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• 2019

In this study, the types of inquiry activities in the $5^{th}$ & $6^{th}$ grade science textbooks according to the 2015 revised science national curriculum were analyzed and compared according to grade level and science area. Science textbooks for elementary school $5^{th}$ & $6^{th}$ graders contain quite diverse types of inquiry activities, which are student-centered inquiry activities. There were comparatively higher proportions of inquiry types such as experiment & observation and simulation, but relatively lower of inquiry types of investigation-discourse & presentation, discussion, expression. Elementary science textbooks are expected to cultivate science key competencies for elementary school students. Considering the science area, the motion & energy, substances, earth & space, and integration areas had the most experiment & observation among activity types, while the life area had the most simulation activities. Even in some area of the 6th grade science textbook, there was little or no data interpretation, discussion, and simulation activities. In order to achieve the goal of elementary science education, science textbooks should be developed considering the revision of future elementary science curriculum.