• 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.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.551-557
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• 2007

The purpose of this study was to examine the questions in the 'Matter' units of elementary science textbooks under the 7th curriculum. For the analysis, a total of 338 questions were extracted from 15 units. Six criteria (recalling, recognizing, predictive, applied, divergent, and evaluative question) were reconstructed for textbook question analysis based on Blosser(1973)'s question category system for science. The results were as follows. First, there were more closed (recalling, recognizing, predictive, or applied) questions (72.2%) than open (divergent or evaluative) questions (27.8%) in elementary science textbooks. Second, cognitive-memory (recalling or recognizing) question type was the most frequently asked in all grade levels. Open (divergent or evaluative) questions increased according to grade level whereas convergent (predictive or applied) questions decreased. Third, question types were applied based on the characteristics of each unit rather than on children's developmental characteristics. Educational implications were discussed based on the results.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.91-105
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• 2001

This study was to analyze science process skills related to 'state of matter' and 'state change of matter' in the kindergarten, elementary and middle school science textbooks. On the base of articulation, we analyzed science textbooks of the 5th kindergarten curriculum, the 6th elementary school science curriculum and the 6th middle school science curriculum. The findings indicated that the scientific inquiry abilities of predicting, classifying, hypothesizing and designing investigations are not enough in all grade science textbooks. Also, while young children have measuring ability theoretically, it was represented only in high grade textbooks. We concluded that these were inappropriate from the viewpoint of articulation which is related to scientific inquiry ability.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.186-198
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• 2022

With the science curriculum about to be revised in 2022, this study aimed to guide curriculum revision by addressing suggested approaches to the electromagnetism education in elementary school science curriculum. The core concepts of electromagnetism are "electric field" and "magnetic field" as a medium of force, but the current curriculum does not properly describe the core concepts of electromagnetism. Mechanics and electromagnetism should be linked in elementary schools to form science curriculum based on core concepts to solve this problem. Additionally, the nine aspects of technology extracted in this study offer various educational contexts to match the development of engineering technology based on electromagnetism. However, the current curriculum does not comprise these various contexts and focuses on the limited content of electric circuits using light bulbs. Therefore, it is necessary to expand the scope of the curriculum to better mirror real-life technology. Through the use of more diverse materials and contexts, the scope and level of STS education as well as conceptual learning could be expanded. Finally, in the case of electric circuit learning, various issues such as difficulty in connecting electric circuits and electric field concepts, representativeness of electric circuit, students' learning difficulty, and phenomena-oriented learning should be considered.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.307-328
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• 2000

The purpose of this study is to develop and implement an alternative elementary science curriculum to enhance creative problem solving abilities. The curriculum consisting of three main elements was developed. The three elements are content knowledge, process knowledge and creative thinking skills. The curriculum was validated by more than 10 science educators, scientists, and curriculum specialists. In order to implement the curriculum, three lessons for 5th grade were developed and taught by a problem-based-learning(PBL) method in an experimental group during the second semester. For the comparison group the ordinary lesson based on the 6th national science curriculum was taught by the same science teacher during the same period. Performance assessment was developed and used for the pre and post test. Two-way ANOVA, and T-test were used to check whether there are any significant differences between the gains of scores(pre-post test) of the two groups. The results of the test showed that the experimental group increased significantly in the total creative thinking problem solving skills, but the comparision group did not.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.37-50
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• 2003

The purpose of this study was to develop the quality of the textbook and to find out reasonable selection and structure by examining and analyzing the cognition of teacher and students on the structure and contents of elementary science textbook in the 7th curriculum. The findings of this study were as follows: First, as a result of the students’ cognition, their interest level of the learning contents was high and the degree of the difficulty of the learning contents was low on the whole. Second, as a result of the teachers’ cognition of contents of the textbook, teachers who taught third graders understood that the third graders have relatively much contents to be studied and the level of the contents of the textbook was high. On the other hand, fourth graders’ teachers recognized that contents to be studied and the level of the contents were appropriate. And they understood that there were much work to be studied in the units which were difficult and there were difference between contents to be studied and the degree of the difficulty in some units such as life or the earth fold. Third, as a result of the teachers' cognition of structure of the textbook. teachers were very affirmative to reduce school hours. They understood that current numbers and scale of the unit were appropriate. Teachers were satisfied with the structure of elementary science textbook in the 7th curriculum on the whole.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.486-501
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• 2015

In the elementary school science curriculum, wind is one of the most important concept. In particular, land and sea breeze has been a key example to deliver how wind is driven, and thus its model experiments have been used to help students understand causes of wind. Here we compare causes and explanations for wind and land and sea breeze between textbooks in colleges and elementary schools to examine any potential improvement for the contents. In addition, we conducted survey to examine how pre-service teachers understand land and sea breeze, and convection box experiment used in elementary school textbooks is useful to understand land and sea breeze. Based on the comparison, we find that college level textbook explains the cause of wind as atmospheric pressure difference while elementary school textbooks explain them differently according to curriculums. In the textbooks, there are a difference in the way described for land and sea breeze. Analysis of questionnaire indicate that pre-service teachers understood land and sea breeze correctly, and they selected the convection box experiment in 2009 curriculum textbooks as the most suitable one. Explanations and experiments for land and sea breeze in the textbooks have been revised as the modification of elementary school curriculums. We expect this study helps to deliver more solid contents for wind and land and sea breeze in the upcoming new curriculum.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.535-550
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• 2007

The purpose of this study was the identifying differences between physicists' expectations and teachers' representations about the primary physics concepts in elementary schools. For this, the material subjects analyzed were the 7th curriculum, the textbooks of elementary school and the texts using at the department of physics in many universities. The primary physics concepts extracted from the texts were to be fundamental and basic. Also, they were restricted to the domain of dynamics. And besides, the human subjects were physicists, professors and students majoring physics of the graduate school, researchers of institutes or laboratories and elementary school teachers. At the result of this study showed the scholars and teachers have the different opinions.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.85-91
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• 2004

The illustrations in elementary science textbooks and experimental workbooks based on the 7th national curriculum were analyzed for gender-role stereotyping, and compared with those of the 6th curriculum. The frequencies of men and women who appeared on text illustrations were counted and the types of roles assigned to males and females were investigated. The results were as follows. 1) The 7th national curriculum textbooks contained double the numer of illustrations in the textbooks based on the 6th curriculum. 2) Boys and girls were illustrated in 'learning activities' with equal frequency, but boys were more frequently represented than girls in illustrations of 'other' activities. 3) Both boys and girls were generally depicted in 'active' processes and the ratio of 'passive girl' illustrations decreased as compared with the 6th national curriculum. 4) Male adults were more frequently represented than female adults in both textbooks and experimental workbooks. 5) 40% of female adults were illustrated doing housework, while male adults were rarely illustrated in such a role.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.66-73
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• 2011

This study aims to compare and analyze the types of teaching-learning activities, themes and percentage of STS contents in the area of "The Earth and the Universe" in elementary science subject following the 7th Curriculum and 2007 Revised Curriculum, identifying how STS education has changed and their features. First, the number of pages where STS appears in the 2007 revised science textbook has increased over 10% compared to the that of the 7th curriculum. In particular, the number of pages in the 5th and 6th graders increased substantially to 15% and 34%, respectively. Second, as a result of analysis on components of STS, 'applications of science', 'local and community relevance', 'social problem and issues', 'evaluation concerned fir getting and using information' were obtained in the order named for the 7th curriculum; while 'applications of science', 'local and community relevance', 'career awareness' and 'social problem and issues' were obtained in the order named for 2007 revised curriculum. Third, with regard to the analysis on theme areas, the 7th curriculum was found to cover the theme on use of natural resources most frequently, followed by environmental problem, while 2007 revised curriculum to cover environmental problem and effects of technical development most frequently, followed by space development and use of natural resources. Fourth, in the area of STS teaching activities, 'investigation activity' showed highest percentage in 7th curriculum, followed by 'analysis of data', and 'research design', while 'analysis of data' showed highest frequency of appearance, followed by "investigation activity' and 'actual activities' and 'research design' in the order named in 2007 revised curriculum, showing that the area of 'analysis of data' and 'actual activities' increased substantially compared to the 7th curriculum.