• Title/Summary/Keyword: National Curriculum in England

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Changes in England society's perception of mathematics in the 19th century through the satirical magazine Punch: Focusing on the expansion of mathematics tests and changes in demand for mathematics education (풍자 잡지 「펀치」를 통해 본 19세기 영국 사회의 수학에 대한 인식 변화 : 수학 시험의 확대와 수학 교육의 수요 변화를 중심으로)

  • Cho, Sunam
    • Journal for History of Mathematics
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    • v.35 no.1
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    • pp.19-39
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    • 2022
  • This paper aims to examine how the public perception of mathematics changed in England in the 19th century. As rapid industrial and social developments took place in the 19th century, the educational environment underwent great changes, and the value and public perception of mathematics also changed. Mathematics took a new position in the terrain of educational reform in the late 19th century. In this study, I analyzed the actual condition of mathematics education in elementary and secondary schools, popular educational institutions, and universities in England in the first half, middle, and second half of the 19th century, and compared what values and usefulness of mathematics education were justified in each institution. I also examined how satirical magazine Punch satirized the public understanding or view on mathematics at each period. It is to be hoped that this study will have significant implications for raising the public's positive perception of mathematics in modern society.

An Analysis of the Teaching & Learning Objectives of the Environment Textbooks for the Middle School (중학교 "환경" 교과서의 교수-학습 목표 분석)

  • 구수정;김남례;김미화;권현진
    • Hwankyungkyoyuk
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    • v.14 no.2
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    • pp.28-39
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    • 2001
  • The purpose of this study is to understand the characteristics and the differences regarding the teaching & learning objectives of Environment textbooks for middle school students with the consideration of the 7th Korean National Curriculum. For this the teaching & teaming objectives of three Environment textbooks currently used categorized according to the domain frame of environmental education in the Report of UNESCO(1980). three Environment textbooks and their teacher's guide books are those printed by three companies(A, B, and C) and Joongahng co.. The five objective categories recommended by UNESCO are awareness, knowledge, attitude, skills and participation and six types of skills by National Curriculum Council of England are communication skills, numeracy skills, study skills, problem-solving skills, personal and social skills and information technology skills. It is showed that'Human and Environment'domain is emphasized roughly in the awareness and the knowledge section without any statement of the participation section, 'Environmental Problems and its Counter-plan'domain in the knowledge and the skills section, 'Environmental Conservation'domain in the skills and the participation section of objectives. It is revealed that the skills section of the teaching 8t learning objectives is mainly involved in 'Environmental Problems and its Counter-plan'domain and'Environmental Conservation' domain. According to the result of the analysis of the connectivity between the Environment Curriculum of the 7th Korean National Curriculum and the Environment textbooks regarding objectives stated in the sub-domain level, it says those are generally appropriate ones. But some objectives are emphasized weakly or not at all in several sub-domains such as'The living environment to keep','The environmental problems of the earth','Making environment pleasant'. It is proposed that the efforts to state objectives in the Environment textbooks evenly are needed to be paid (or the well-balanced teaching & teaming of the Environment subject.

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Case Study on Global Software Education in Schools

  • Kil, Hyun-Young
    • Journal of the Korea Society of Computer and Information
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    • v.24 no.9
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    • pp.151-160
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    • 2019
  • With the advent of the Fourth Industrial Revolution, software(SW) education has become a necessity, not a choice of those who live in the digital age. Recently, many countries around the world have been actively promoting software education based on Computational Thinking(CT) for K-12 students, so software education in schools has bigger meaning as basic literacy education of future digital generation rather than coding skills. However, the integration of software education as a formal curriculum in schools is still ongoing in even other countries. Korea is also pursuing software education, but it is in the beginning stage. Therefore, we need to study the cases of other countries that have already started software education at the national level. In this paper, we first investigate the software education cases of three countries, e.g., UK, France and China with a respect of background & educational objective, development stage, and curriculum and we suggest education policies that software education can settle in Korea schools to foster a creative talented people.

Analysis of Appropriateness in Information Curriculum for Algorithm and Programming Education (알고리즘과 프로그래밍 교육을 위한 정보과 교육내용체계에 대한 적절성 분석)

  • Jeong, Young-Sik;Shin, Soo-Bum;Sung, Young-Hoon
    • Journal of The Korean Association of Information Education
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    • v.20 no.6
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    • pp.575-584
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    • 2016
  • We compared domestic computer science curriculum with foreign curriculums in order to develop content for algorithm and programming education in elementary and secondary schools. The results show that the levels and ranges of information included in the practical arts and information subjects of the 2015 Revised Curriculum are insufficient when compared with those of England, India, and America. In this paper, we surveyed experts about the importance of content and the age-appropriate time to begin teaching algorithm and programming in schools. The surveys were conducted using questionnaires used in KAIE's software standard model. Except for algorithm evaluation, the experts largely believe all content areas of algorithm education are important. However, they had differing opinions about the best time to begin teaching this subject matter.

Analysis and Evaluation of the Earth Science Content Relevance in the 7th National Science Curriculum (제7차 과학과 교육과정 지구과학 내용의 적정성 분석 및 평가)

  • Lee, Yang-Rak;Kwak, Young-Sun;Kim, Dong-Young
    • Journal of the Korean earth science society
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    • v.26 no.8
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    • pp.759-770
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    • 2005
  • The purpose of this study is to examine the Earth science content relevance of the 7th national science curriculum. For this purpose, we (1) analyzed science curriculum or content standards of Korea, California, England and Japan, (2) compared science textbooks of Korea and Japan, (3) conducted a nationwide survey to gather opinions from students, teachers, professors and textbook authors about the relevance of the science curriculum and textbooks. According to the results, the Earth science contents of the 7th national science curriculum were not appropriate in terms of the objectives of science curriculum and the needs of students and society. The main reasons include the equal division among physics, chemistry, biology and earth science, iack of connection due to fractionation of units, overly strict application of spiral curriculum, and redundant amount of activities and concepts to cover in the textbook. Major suggestions fir securing the relevance of Earth science contents are as follows: First, the science contents and the size of units at each grade level should be determined according to the students' characteristics, not by equal portion rule. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoided. In addition, the number of activities should be reduced and the quality of required science activities should be improved. Third, to raise students' interest in Earth science, real-life applications and real-world Earth science contents should be emphasized including natural disasters, safety, universe and space exploration, and natural resources. Lastly, considering one of the relevance criteria is feasibility, supports for schools and science teachers are needed to realize the goal of the intended science curriculum.

Analysis of the Content Relevance of the 7th National Science Curriculum in Secondary Schools (제7차 중등학교 과학과 교육과정 내용의 적정성 분석)

  • Lee, Yang-Rak;Park, Jae-Keun;Lee, Bong-Woo
    • Journal of The Korean Association For Science Education
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    • v.26 no.7
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    • pp.775-789
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    • 2006
  • The purpose of this study was to analyze the relevance of the school science contents that have been implemented for the 7-10th grade students in Korea since 2001. To fulfill the purpose of the study, we 1) analyzed the 7th national science curriculum of Korea, California science standards, the national science curriculum of England, Japanese national science curriculum, and current Korean and Japanese science textbooks, 2) conducted a nationwide survey in order to gather opinions from students, teachers, and science specialists. The main findings of this research were as follows: First, the number of topics presented at each grade level should be reduced and similar topics and themes should be integrated for students' deeper understanding. Second, science contents were excessive compared to the allotted teaching time and to foreign countries. Thus, the excessive overlapping and repetition of science contents should be avoided among the primary, middle and high school level, and the number of science concepts and activities should be reduced to an appropriate level considering time allotment for science classes, teachers' workload, laboratory conditions, etc. Third, to cope with the decreasing students' understanding and interests in science as school level and school year goes up, the science curriculum and textbooks should be developed to allow for student to learn science concepts by solving problems confronted in their daily lives. Fourth, a differentiated curriculum such as in-depth and supplementary course should be described not in science contents, but in teaching and learning strategy.

The Analysis of Gap Year Cases of England, America, and Japan and their Implications (영·미·일 대학 갭이어 사례 및 시사점 분석)

  • Kim, Jung-Hee;Ju, Dong-Beom;Chung, Il-Hwan;Jeong, Jin-Chul;Kwon, Dong-Taek;Choi, Chang-Beom;Lee, Hyun-Min
    • Korean Journal of Comparative Education
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    • v.27 no.4
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    • pp.155-186
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    • 2017
  • The purpose of the study is to analyze the operational case of gap year which can explore about guidance in some times before college entrance or during college life in the universities of main nations(England, American, and Japan) and draw from some implications for possibility of it's introduction in Korean university. It means that before students enter the college after finishing high school, they have various guidance activity and voluntary service activity for experiencing self-understanding out of regular curriculum. The study analyzed four universities in America, two universities in England, and one university in Japan. The main results indicate that the gap year can divide into system and university assisting finance. Based on the results and their implications of gap year case analysis in universities of England, America, and Japan, the study suggests that it needs to consolidate the related system of university and assist some finances, and systematic steps such as career exploration, career decision-making, career plan, and career preparation should be constructed.

The Introduction and Development of GIS Curriculum in the UK Geography Education (영국의 지리교육과정에서 GIS 커리큘럼의 도입과 개발에 관한 연구)

  • Kom, Young-Hoon
    • Journal of the Korean association of regional geographers
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    • v.8 no.3
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    • pp.380-395
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    • 2002
  • Since the mid 1990s, in response to rapid changes in Geography subject. Geographic Information Systems (GIS) has been in central position in the UK geography curriculum. This paper discusses the roles of GIS for Geography subject curriculum and addresses main development within UK Geography curriculum since the 1990s, and investigates appropriate GIS curriculum that encourages teaching and learning of geography subject within the curriculum. To obtain these research purposes. this paper starts with the brief description of the Geography subject in the National Curriculum for England (1998) with the recent changes of Geography subject in the national exams (GSCE and A level) in the UK. This result represents a clear situation of Geography subject in the UK school education and also provides a new motivation that brings new challenges of information technology driven curriculum within the Geography subject. In turn, the interactive relationship of Geography and GIS within the current Geography curriculum is described by which the discussion of relevant GIS skills within Geography curriculum is followed. To propose the case studies that show the use of GIS for Geography education at school, Key Stages 2, 3, and 4 examples are discussed. Finally, this paper concludes with the issues that GIS benefits encourage geography teaching and learning and that potential applications can support not only the development of new teaching tools and learning strategies in geography education at schools, but also contribute to extend geographical skills and capabilities to collaborate with other subjects in school education in Korea.

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A Study on the Teaching Sample: An Analysis of Foreign Curriculum (표본 지도에 대한 고찰: 국외 교육과정 분석을 중심으로)

  • Ku, Na-Young;Tak, Byungjoo;Kang, Hyun-Young;Lee, Kyeong-Hwa
    • School Mathematics
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    • v.17 no.3
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    • pp.515-530
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    • 2015
  • The concepts of sample and sampling are central to make a statistically correct decision, so we need to be emphasized their importance in the statistics education. Nevertheless, there were not enough studies which discuss how to teach the concepts of sample and sampling. In this study, teaching sample and sampling is addressed by foreign curricula and cases of instruction in order to obtain suggestions for teaching sample and sampling. In particular, the curricular of Australia, New Zealand, England and the United States are analyzed, considering the sample representativeness and the sampling variability; the two elements in the concept of sample. Also foreign textbooks and cases of instruction when it comes to teach sample are analyzed. The results say that with respect to teach sample can be divided into four suggestions: first, sample was taught in the process of statistical inquiry such as data collection, analysis, and results. Second, sample was introduced earlier than Korea curriculum. Third, when it comes to teach sample, sample variability, as well as sample representativeness was considered. Fourth, technological tools were used to enhance understanding sample.

A Comparative Study on the Safety and Health Education System between Korea and other Countries (한국과 주요 외국의 안전보건교육제도에 관한 비교 연구)

  • Jung, Seung Rae;Park, Hyun Jin;Chang, Seong Rok
    • Journal of the Korean Society of Safety
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    • v.31 no.5
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    • pp.117-123
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    • 2016
  • After the Se-wol ferry disaster in Korea, the safety issue was highly spotlighted in a number of media, and consequently the ministry of public safety and security was newly established under the public attention. In addition to this, a recent earthquake in Gyeonju suggested the training issues for public such as evacuation and public safety. Regarding the industry, one of significant reasons causing the accidents were inadequate training, in execution of safety manual or inexperienced first response. Although the engineering or scientific study provided a basis of the industry safety and health in Korea a study focusing on the safety and health education system should be highlighted in that the law is the only way to execute the policy. In this manner, the goal of current study was to compare the safety and health education system in Korea to other countries including America, England and Germany. Especially, the law for training method, contents, supervision and punishment was analyzed. Result showed (1) lack of a structured training course for educating safety and health education trainer, (2) no training system of safety and health education to public or workers, and (3) less specific law for supervision and punishment as compared to the America, England and Germany.