• Journal of the Korean Institute of Landscape Architecture
• /
• v.34 no.1 s.114
• /
• pp.48-58
• /
• 2006

The increasing complexity of design disciplines expects new theoretical contribution to re-examine the territory of their own practice. The ambition of this paper is to theorize the possibilities of trans-disciplinary landscape architecture with the following three perspectives. First, it traces the canonical influence of Picturesque aesthetics as an agency to confirm the trans-disciplinary work at around-Olmsted period. Second, it investigates the evolving role of collaboration in contemporary Dutch landscape architectural context with the comparison to American modernist approaches to legitimate the trans-disciplinary mechanism. Third, it articulates three series of 'The-Idea-of-Nature' and the trans-disciplinary productions derived from each idea within a theoretical terrain of landscape architecture. And eventually, the author proposes 'multiplicity' of nature, replacing conventional concept of singular nature, to mobilize the location of this discipline and to project the possibility of new core ground beyond the existing theoretical gravity.

• Journal of The Korean Association For Science Education
• /
• v.33 no.5
• /
• pp.1041-1054
• /
• 2013

Big ideas are overarching principles that help students to build a holistic understanding of domain-specific knowledge and assimilate individual facts and theories. This study aims to design a standard-based integrated science curriculum framework based on Big Ideas. The core contents were extracted by analysing the 2009 National Science Standards curriculum of primary and middle schools. Four Big Ideas, 'diversity,' 'structure,' 'interaction,' and 'change,' were generated after the process of examination and categorization of core contents. The scientific facts, disciplinary concepts, and interdisciplinary concepts of every scientific domains included in each Big Idea are represented as a knowledge pyramid. Essential questions guiding the direction of curriculum design were proposed on each Big idea. Based on the framework, teaching modules for 'structure' were developed for grades 5~6.

• Journal of The Korean Association For Science Education
• /
• v.36 no.1
• /
• pp.29-43
• /
• 2016

There have been much efforts to reconstruct the science curriculum focusing on Disciplinary Core Ideas(DCI) in many countries such as America and Europe, the most practical effort has been to design a curriculum with learning progressions(LPs). LPs describe stepwise how students can systematically move toward the understanding of more sophisticated ideas or scientific activities and explain in succession the process of understanding the ideas while the students learn. In this study, a LP for ecosystems has been developed, and the developed LP is then evaluated accordingly. The Ecosystem is one of the DCI of the life science in Next Generation Science Standards(NGSS). The development process of the LP was set at step 4(Development, Assessment, Analysis, and Amendment), and developed through an iterative process of sequences. As a result of analyzing the developed LP, an assessment based on the LP provides reliable information to identifying student ability. This study proposes the development process of the LP and its methodological aspects to use Core Achievement Standards, Ordered Multiple-Choice items and the Rasch model. In addition, using the empirically proven LP suggests a way of strengthening curriculum linked to educational content, teaching methods and assessment. Utilizing the proposed development process in this study will be to present the standard into the direction of becoming part of the curriculum. Currently, the state of domestic research for the LP is still lacking. This study determined the development process of the LP and the need to conduct future research on the LPs.