• The Journal of Korean Association of Computer Education
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• v.20 no.1
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• pp.27-38
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• 2017

The United States (CS2013) and Japan (J07-CS) constitute a standard informatics curriculum that reflects a changing society at the level of higher education. This study analyzed the change of standard curriculum in the United States in order to provide implications for the standard composition of higher education curriculum in Korea. The subjects were composed based on the analysis of current status of university curriculum and content knowledge in Korea. As a result of the research, the Informatics curriculum in the United States has evolved into a curriculum reflecting the changing computing environment. The information curriculum of domestic colleges included only 52% of the knowledge area of CS2013. The purpose of this study is to provide an example of the composition of subjects based on the curriculum composition policy of Japan and to provide a basis for the curriculum composition without the standard informatics education course of the college in korea.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.79-96
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• 2018

The purpose of this study was to compare and analyze changes to the middle school mathematics textbooks of third mathematics curriculum period and seventh mathematics curriculum period. This study put the math curricula from the third to the sixth one in third mathematics curriculum period as those math curricula witnessed the maintenance of industrial society paradigm. And then it put the math curricula from the seventh one to current the 2009 revised mathematics curriculum in seventh mathematics curriculum period as the knowledge-based information society paradigm has continued throughout those math curricula. Based on those period categories, We compared and analyzed changes of the middle school math textbooks. For the comparison and analysis of math textbooks between the two periods, this study set the unit organization system, unit goal, task type and content development approach as analysis elements in the unit of 'Nature of Figures' in the second grade math textbooks for middle school. As a result of the research, it was confirmed that the textbooks of the two periods had many changes in the unit organization system, but the unit goal, task type, and content development approach stayed in low level goals and task type that require conceptual and procedural.

• Communications of Mathematical Education
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• v.37 no.1
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• pp.47-64
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• 2023

The current elementary mathematics curriculum does not include intensive quantity. However, other subjects also deal with intensive quantity. In order to find a solution to this problem from a pedagogical point of view, the curriculum of mathematics, science, social studies, and elementary textbooks were compared and analyzed, focusing on intensive quantity. As a result of the analysis, the learning contents of intensive quantity were not explicitly presented or the term was not used in the elementary mathematics curriculum. However, intensive quantity was used as a material of activity and word problems in elementary mathematics textbooks. In science and social studies, it was also found that the learning order and content did not match, such as calculating the intensive quantity. For effective learning, it is necessary to consider presenting intensive quantity in elementary mathematics, and to be careful in the composition of learning order and content.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.437-464
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• 2014

Curriculum for mathematic sis the system that selects and organizes the contents which have to be taught in school. Ultimately it can be the whole plan of school mathematical education. The study about curriculum for mathematics is the basic study field of the mathematical education, so curriculum-related studies have been continuously promoted in terms of character, organization and implement of the curriculum, learning contents contained by the curriculum, the connection between school levels, and comparison and analysis of domestic and foreign curricula. Thus, this paper investigated the 2009 Revised Curriculum for Mathematics, which is the curriculum of Korea and the CCSSM which is the curriculum of the U.S. Both have been adopted in schools recently. The purpose of this study is to understand the curricula for mathematics in elementary school of Korea and the U.S. in depth and obtain the implication for the further curriculum revision, by comparing and analyzing the curricula of two countries.

• Journal of the Korean Data and Information Science Society
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• v.17 no.4
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• pp.1107-1117
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• 2006

In this thesis, we conduct a comprehensive analysis of the current situation and the inherent problems found in modern statistics education in Korea. We investigate the American probability and statistics curriculum currently used in Wisconsin and discuss the overall state of statistics education in The United States. Through comparison of both the Korean and Wisconsin model, we explore the future direction of statistical education.

• Research in Mathematical Education
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• v.22 no.3
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• pp.153-174
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• 2019

Measuring alignment of various educational components is an important issue in educational research because with aligned educational system, we can have clear expectations about what to teach and assess. In this study, we examined the alignment between mathematics curriculum standards and college entrance examinations from Korea and China. The results indicate that curriculum standards and high stakes assessments from both countries are not well aligned to each other. Their Surveys of Enacted Curriculum (SEC) indices were lower than what previous studies have found and the critical values (Fulmer, 2011; Liu & Fulmer, 2008; Liu et al., 2009). There are several topics that are not assessed in both countries' national assessments. Also, discrepancies between the most frequently covered topics in the curriculum standards and the most frequently assessed mathematical topics in the national assessments caused topic level misalignment. We also found misalignment in cognitive level. Both national assessments included more perform procedures and demonstrate understanding items than their respective curriculum standards. Thus, previous findings about the inclusion of more items with higher cognitive demand in assessments is only partially true for either country. With these results, it is difficult to say that whether mathematical topics in the curriculum standards appropriately represent and support students to do well on the CSAT and the NCEE or that the mathematical items in the CSAT and the NCEE validly assess students' level of mathematical understanding.

• 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 The Korean Association For Science Education
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• v.21 no.5
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• pp.944-967
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• 2001

The purpose of this study is to compare and analyze secondary school chemistry education in Korea and China in order to identify implications for the improvement of Korean chemistry education. The school systems, curricula, and teacher education related to secondary chemistry education of both countries were compared and analyzed. The 6-3-3-4 school system is used in both countries, and national school curricula are formulated by the Ministries of Education in both countries. The 1996 chemistry curricular standard for advanced middle schools in China, and 1997 chemistry curriculum for Korean high schools were compared in several aspects, followed by comparisons of chemistry teacher education in both countries. Based on the comparative analysis of chemistry education, some ideas and issues which provide implications for improving Korean high school chemistry education were identified. Chemistry teaching in the junior secondary schools, tentative implementation of curricula, required course work in chemistry, structure of curricula, oral assessments, probation of teachers and other issues are identified and discussed in this study.

• Journal of the Korean Society of Marine Environment & Safety
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• v.25 no.3
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• pp.395-403
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• 2019

This paper compares the marine engineering courses of two maritime institutions: Mokpo National Maritime University of Korea in the East Asia region and Philippine Merchant Marine Academy in the Southeast Asia region. It shows examines educational marine engineering programs, along with the different divisions and courses at each college. It demonstrates a divergence in methodologies and course offerings to cultivate competitive graduates. The comparative assessment completed is intended to offer broader knowledge on how each institution tackles the requirements of the STCW, and to meet the present and future demands of the maritime industry. Different course offerings are compared along with the units and hours allocated to each subject, and the differences in marine engineering academic and training requirements to graduate. Students must satisfactorily earn 150 units to complete their choice of major. Statistical procedures were used in this assessment and analysis from Excel programs.

• East Asian mathematical journal
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• v.33 no.2
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• pp.235-255
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• 2017

This study focuses on the teaching of fraction related to curriculum, introducing time of fraction, the meaning of fractions in textbook, material of teaching of fraction concept, teaching model of introducing time of fraction concept, special cases of teaching fraction and common points of representation of fraction among Korea, New Zealand and Singapore. For this study, Korea's mathematics textbooks(3-1, 3-2, 4-1, 5-1, 6-1) and New National Curriculum Mathematics(3, 4, 5. 6. 7)of New Zealand and New Syllabus Primary Mathematics(2B, 3B, 4A, 4B, 5A, 6A)of Singapore were selected for comparison and analysis. As a results we will suggest a reference to the development of mathematical curriculum, teaching fraction and improving the quality of the textbook through a method of comparative analysis of Korea, New Zealand and Singapore.