• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.164-176
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• 2012

The purpose of this study was to find some suggestions for reorganization of contents about particle concept of matter in Korean science curriculum. For the purpose of this study, authors analyzed features of Korean science curriculum and compared science curricula of Korea, USA, UK, Japan and Finland. From the result of this study, authors find some features and important suggestions about reorganization of contents about particle in science curriculum. First, the sequence of contents about particle concepts in 2009 Revised National Curriculum was similar to that in the 6th National Science Curriculum. And the feature of 2009 Revised National Curriculum showed the articulation of contents about particle concept. If contents about particle concept is increased in elementary science curriculum, the total articulation would be increased. Second, the presenting sequence of atomic structure-first and laws about atom-later should be changed to laws about atomic-first and atomic structure-later. This presenting sequence is grounded by science curricula of other countries, history of science and developmental psychology. And science curriculum of Korea was required specific extended concept statement like science curricula of USA or UK. Also, Korean science curriculum could benchmark Finnish science curriculum if we want to develop some integrated learning activities such as those in STS or STEAM program.

• The Journal of Korean Association of Computer Education
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• v.9 no.2
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• pp.57-67
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• 2006

The purpose of the research is to designing of web-based expert system in assessment, programming, evaluation for infants and young children with developmental disability. For this purpose, research articles such as curriculum-based assessment evaluation, web-based expert system, use of the computer technology in special education were analyzed. The design of web-based expert system for infants and young children with developmental disability connected with information analysis, optimum levels, data collection, data analysis, decision-making, and intervention.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.347-357
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• 2012

The focus of this dissertation is on the comparative Analysis of Questions in the 'Matter Units of Elementary Science Textbook between the 7th Curriculum and the Revised Curriculum Year 2007. The results of the comparative Analysis in the dissertation are as follows: There were more closed questions than open questions in these elementary science textbooks both of the 7th Curriculum and the Revised Curriculum Year 2007. Cognitive-memory questions were the most frequently asked in all grade levels. In the Revised Curriculum Year 2007, Convergent thinking questions presented with higher rate than the 7th Curriculum. Divergent thinking questions and evaluative thinking questions was presented with a relatively lower rate than the 7th Curriculum. Question types were applied based on the characteristics of each unit rather than on children's developmental characteristics.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.179-198
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• 2011

Developing Mathematical Thinking has been continually emphasized in the Korean curriculum and this emphasis has demonstrated its impact on math textbooks and classes in South Korean schools. This study intends to discover how the Developmental Mechanism of Mathematical Thinking should be reflected through School Mathematics regardless of subfields of Mathematics or its levels. Finally, this study concluded that the Developmental Mechanism of Mathematical Thinking is being reflected on School Mathematics. However, more research in certain areas needs to be done. Through analyzing textbooks, it is certain that the Developmental Mechanism of Mathematical Thinking is being reflected on School Mathematics. Moreover, it appears that students are able to develop new concepts using Developmental Mechanism of Mathematical Thinking. Mathematical Thinking is a subject that many scholars and mathematicians have taken an interest in. Especially with the math curriculum in Korea, designing and implementing classes that would help students develop their mathematical thinking are increasingly being emphasized. This study defines what mathematical development mechanism is, and based on this definition, it further analyzes the math textbook of the revised 2007 curriculum. As a result, textbook developers and math teachers should examine and analyze the concepts that learners need to acquire and how they develop. Further, this study not only presents the concepts students are expected to acquire, but also looks at the flow in which concepts have been introduced to students. It concludes that activities that can help students have an idea of what they are going to learn in the future should be provided during class time.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.267-282
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• 2022

This study aims to analyze the continuity and sequence between the intelligent life curriculum for grades 1-2 and the science curriculum for grades 3-4 with a focus on knowledge and inquiry process skills. The results demonstrate that contents related to science in the intelligent life curriculum consisted of only 10 out of 32 elements. Five elements were related to the science curriculum for grades 3-4 and limited to the 'life sciences' area. Particularly, the intelligent life curriculum did not address topics related to 'matter' and 'motion and energy'. Developmental connection was established in the 'life sciences' area and dramatic changes were noted for the topics related to 'earth and space' area. In terms of inquiry process skills, the levels of observation, measurement, inference, and communication naturally increased, whereas a developmental connection was noted between the intelligent life and science curricula. Classification can be viewed as a developmental link; however, viewing the classification as scientific from the epistemic perspectives was insufficient. In the case of expectation, a gap was observed in both curricula due to the absence of expectation activities in the intelligent life curricula. The study discussed the implications for securing the connection between the intelligent life and science curricula on the basis of these results.

• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.758-773
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• 2004

This paper advances the thesis that the barrier separating curriculum theorists and practitioners is more than a difference in experiential and methodological orientation and is in part a product of a lack of appreciation of the complexities involved in curriculum development and dissemination. Discussed here is the possible use of engineering theory to facilitate meaningful communication and understanding about products and development. This work is an extension of the observation that curriculum development and dissemination can be characterized as an engineering process and shows how engineering theory provides connectivity between the multiple embedded domains of theory and of practice. To illustrate the thesis this paper offers an analysis of the Developmental Approaches in Science, Health, and Technology (DASH) program that has employed engineering theory in curriculum construction and dissemination. In this study, the role and place of engineering theory as applied to the DASH program is discussed to show how the components were designed and assembled into a fully functional curriculum and dissemination system. Engineering theory is presented as an interfacing organizer with the potential to facilitate meaningful communication between theorists and practitioners.

• Korean Journal of Child Studies
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• v.23 no.1
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• pp.87-104
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• 2002

This study investigated developmental levels and explored play behaviors in 194 4- and 5-year-old children from low-income families attending 18 daycare centers in Seoul. The Developmental Test for Korean Kindergartners(Korea Institute Curriculum & Evaluation, 1996) was used to assess developmental levels in seven areas. Play behaviors were observed during free-play in their classrooms. Data were analyzed by two-way ANOVA and $x^2$. Results were that the children from low-income families showed highest scores in motor skill development and the lowest scores in mathematical and scientific development. The children engaged most frequently in group-functional play, followed by onlooker behaviors, group-dramatic, and group-constructive play. Onlooker behaviors were the most frequent activity of the 4-year-olds, and the block corner was the most frequently used area during free-play.

• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.2
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• pp.1-8
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• 2022

In March 2021, the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School> issued by the Ministry of Education of China clearly pointed out that it is necessary to adhere to child oriented. This goal of this policy is based on the idea of "living education" proposed by Mr. Heqin Chen in 1940, which indicates that a true understanding of children is necessary before talking about educating them. The core goal of "bidirectional articulation" is to strengthen the sense of articulation between kindergartens and elementary school, scientifically prepare for and adapt to school enrollment, and promote the smooth transition of children. Moreover, the <Guidance Points for Kindergarten Readiness Education> and the <Guidance Points for Elementary School Adaptation Education>, which were released at the same time as the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School>, also place special emphasis on the cultivation of children's life preparation and adaptability. The aim of the bidirectional articulation "bridging" is to realize a two-way exchange of curriculum between kindergarten and elementary school, and to reform the curriculum at three levels through the curriculum spirit of "gamification", the continuous curriculum structure, and the developmental curriculum evaluation.

• Journal of Korean Library and Information Science Society
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• v.48 no.4
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• pp.259-282
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• 2017

There is a strong need to develop a training program for specialized personnel called mental health librarian. The study examines the necessity of ongoing education as series of steps to be considered in actual curriculum development, by looking at the features of bibliotherapy through a literature review and through an analysis to the requirements of a qualified mental health librarian and its training system. The result shows that, in order to train librarian in mental health, it is necessary to establish courses corresponding to the bibliotherapy field within the subject of library and information sciences and to strengthen the specialization in the its curriculum. It is desirable to establish the mental health librarian educational programs in library and information science graduate programs in Korea. The results of this study, as fundamental data for future research, will promote the role of the specialized mental health librarian and guidelines for developing and expanding the qualities and training of specialized librarian to resolve the immediate problem of the Korean library scene and academia.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.32-42
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• 2011

The purpose of this study is to provide meaningful basic materials for organizing a science curriculum in future by analyzing the status and changes of contents about astronomical phenomena in textbooks according to the changes of the science curriculum of elementary school. A main target of analysis is science textbooks of elementary school in curriculums from 1st to 7th. For the analysis, the analytic frame based on contents in astronomy textbooks of teachers colleges and colleges of education was used. The result of the analysis is as in the following. First, astronomy accounted for average about 7% of all pages of textbooks in all of science curriculums. The 1st educational curriculum had the most learning quantity of 10.40%, and the 6th curriculum had the least quantity of 4.39%. These results show that astronomy was not a small part and was considered important in each science curriculum of elementary school considering that earth science accounted for 17-26% of all pages in elementary school science curriculum. Second, the things that have been dealt with in common in all science curriculums from 1st to 7th of elementary school are the shape of the earth, the rotation and the revolution of the earth, the occurrence of the seasons, the apparent motion of the sun, the status and motion of the moon, the movement of a star, the brightness and distance of a star, constellations, the sun, planets and others. These contents are expected to be dealt with continuously as basic contents to organize astronomy regardless of the changes of curriculum. Third, in science curriculum of elementary school, astronomical phenomena based on life experiences regarding the earth, the moon and the sun are mainly dealt with in the first and the second grade. Contents requiring principles-understanding and research are dealt with in the fifth and sixth grade. These results show that elementary school science curriculum dealing with astronomy reflects the developmental stages of students and considers principle of learning possibility.