• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.867-892
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• 2001

In both Korea and the U.S., science education leaders and specialists insist that there is a shortage of curricula to address the new national science education guidelines in support of reform. This paper addresses development of new curricula for science education reform in the hopes of facilitating further development of guideline-based curricula. We examine Korean and U.S. thematic-based (Korean Science Field Trip at Cultural Sites Program and U.S. Graduate Teaching Fellows in K-12 Education) and project-centered (Korean Teachers for Exciting Science and U.S. Foundational Approaches in Science Teaching Program) programs. Using the criteria of rationale for curriculum, content and scope, processes of implementation, and assessment strategies, we identify the curricular components that are common across four successful secondary science programs and determine which of these components address the national guidelines. Our findings indicate that common components of these four programs meet the expectations of the science guidelines being used to revamp science education in both countries. Therefore, these programs not only engage secondary students and teachers in practicing successful science education, but also lead to successful science education practices that can be incorporated in the future development of curriculum to support secondary science reform.

• 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 Association of Information Education
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• v.20 no.4
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• pp.421-432
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• 2016

The 21st century computer education is very important for the future generations in the knowledge and information society. Therefore, developed countries that are the US, UK, and Germany, it is very important to find out how the computer education. In the US, the NETS and ACM K12 curriculum are investigated, In the UK and Germany national level computer curriculums are looked out. USA, UK, and Germany's curriculum includes computer science, information technology, digital literacy, and computer curriculum is independent, at least in the elementary schools computer education can be seen that more than 17 hours. After the revised national curriculum at 2015 is amended in korea. compared to the developed countries to derive the problems of the Korean revised national curriculum 2015. The revised 2015 Korean elementary school computer education, has no identity because it is not operated as an independent subject. Software will include education only. A very limited time of 17 hours may be a problem.

• Journal of the Korean earth science society
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• v.26 no.4
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• pp.336-346
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• 2005

This study identifies and compares science content standards that are approved by departments of education in six states: California, Connecticut, Michigan, New Jersey, Texas, and Virginia. Specifically, the study examines the goals/visions, the organizing/progression principles, the strands of science content, and earth science content found in the states curriculum standards compared to National Science Education Standards. Although many states followed the recommendations of NSES or Project 2061, the format and content of the state science standards reviewed are very diverse. The diversity seems to reflect the diverse perspectives and needs of the states. The results of this study provide Korean educators and teachers with useful models or examples to incorporate Korean national science curriculum guides into the science curriculum frameworks of their regions or schools.

• Journal of Korean Home Economics Education Association
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• v.25 no.4
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• pp.29-46
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• 2013

The concepts of core competencies and achievement standards were newly introduced within national curriculum documents since the 2009 Revised National Curriculum. The purpose of this introduction was to develop a curriculum that reflects unique characteristics of each subject and for the effectiveness of student evaluation. The purpose of this study was to suggest a direction for the future national curriculum and achievement standards development through comparing the national curriculum and standards between South Korea and the U.S. In particular, this study focused on two aspects: 1) the hierarchical relationships and the structural system of achievement standards in the curricula of two countries, and 2) the details of differences in two countries' achievement standards of a specific content area, 'family'. The results are as follows: the Korean national curriculum includes core competencies was included in the objective statement, and standards were provided as a lower-level system, while the U.S. national standards was composed of hierarchical system of comprehensive standards(higher-level), contents standards(middle-level), and competencies(lower-level). This may be attributable to the difference in the definition of competencies. The analysis results of detailed contents of the curriculum was related to the terminologies used in curriculum documents of the two countries. For example, work and family balance was frequently mentioned in Korean document, while the U.S. national curriculum just displayed multiple roles of individuals rather than using the term explicitly. Also, terms such as happiness and welfare were frequently mentioned in Korean curriculum, while 'well-being' was more frequently used in the U.S. curriculum. These differences in usage of terms reflects the differences in cultural values and perspectives of the two countries.

• Journal for History of Mathematics
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• v.23 no.2
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• pp.123-140
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• 2010

In general, early childhood mathematics education is conducted and operated in early childhood education curriculum. Moreover, Korean early childhood education is approached and conducted by an U.S. NCTM. So, it is meaningful to compare American and Korean early childhood mathematics education curriculum. Therefore, I has studied how those points of views of the mathematics education are instituted in the curriculums respectively. The main purpose of this study is to investigate principles of NCTM(National Council of Teacher of Mathematics): content standards and process standards. I hope the finding of this study would reflect to the 7th Korean early childhood mathematics education including learning and curriculum constitution.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.194-206
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• 2002

This article describes the major themes to change in historical and philosophical perspectives of science education that lead the US and Korean science curriculum reform movements since 1957. Inquiry teaching and criticism of teaching science as inquiry in the late 1950s and the 1960s, Science-Technology-Society (STS) Curricula, and Science Literacy and the 1980s science literacy crisis are discussed. In the US, three major curricular projects as responses to the scientific literacy crisis are exemplary such as the Project 2061 sponsored by the American Association for the Advancement of Science, the Project on Scope, Sequence, and Coordination (SS&C) initiated by the National Science Teachers Association (NSTA), and the National Science Education Standards (NSES) published by the National Research Council. To identify how each set of national content standards differ, we compared specific content standards related to the theory of plate tectonics in Earth and Space science in grades 9-12 over the three national standards: Benchmarks of AAAS, NSES of the NRC, and SS&C of the NSTA. Against this historical background of the US science education reform movements, the curriculum reform movements in Korea is briefly discussed. In general, Korean science curriculum reform movements have reflected and resembled the recommendations of the US reform movements. In addition, it is important to note that throughout the history of curriculum revision in Korea, there have been continuing pendulum swings between a theoretical, discipline-centered curriculum and a liberal, humanistic, and student-centered curriculum, which pays more attention to students in terms of their interest and psychological preparedness. In conclusion, the sixth and seventh national science curriculum revisions reflect rather a student-centered movement by reducing technical and sophisticated topics, taking constructivism learning theory into consideration, and adding more STS related topics.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.295-317
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• 2019

Angle concept is widely used in all mathematics curriculums and is a basic concept in geometric domain. Since angle have a multifaceted and affect subsequent learning, it is necessary for students to understand various angle concepts. In this study, Singapore, U.K., Australia, and U.S. are selected as comparable countries to examine the angle-related contents and learning process that appear in the curriculum as a whole, and then look at the perspectives and the size aspects of angle in detail and give implications to the Korean curriculum based on them. According to the analysis, the four countries except Korea, supplement angle, complement angle, angles on a straight line, angles at a point, and finding angle were explicitly covered in the curriculum. And most countries gradually covered angle-related contents over several years, compared to Korea which intensively studied in a particular school year. In common, definition of angle was described as static, measurement of angle was described as dynamic. But in Korean curriculum, dynamic views on angles are described later and less compared to other countries, and range of angle size was narrower than in other countries'. From this comparison, this study suggest to discuss how to place and develop various contents of characteristics of angle in curriculum, address the angle using both static and dynamic perspectives, and introduce the angle size as the amount of rotation to learn the reflex angle, $180^{\circ}$, $360^{\circ}$ angle.

• Journal of the Korean earth science society
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• v.28 no.5
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• pp.620-634
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• 2007

The purpose of this study was to investigate the effectiveness of EarthComm implementation in the U.S. high schools in terms of demographic background including school size, urban/rural area, and teachers' teaching experiences. In addition, this study examined impact of students' higher-order thinking skills by using the visions of National Science Education Standards. Two modular of the EarthComm curriculum were used for this purpose with thirty one teachers and around thousand students involved across four states. Findings were that EarthComm did not significantly impact student achievement differentially in schools of varying sizes and school location, i.e., urban and rural areas. The years of teaching experiences did not impact student achievement scores for Module I but did significantly impact for Module II. It is noted that the two results seemingly conflict with each other similar to other research findings (Ferguson, 1998; Yager et al., 1988). Student higher-order thinking skills, on the other hand, were significantly improved as a result of studying with EarthComm. Implications were discussed at the end of the paper.

• The Mathematical Education
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• v.54 no.1
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• pp.65-81
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• 2015

The purpose of this study is to investigate the international trends of how the core competencies are reflected in mathematics curriculum, and to find the implications for the revision of Korean mathematics curriculum. For this purpose, the curriculum of the 9 countries including the U.S., Canada(Ontario), England, Australia, Poland, Singapore, China, Taiwan, and Hong Kong were thoroughly reviewed. It was found that a variety of core competencies were reflected in mathematics curricula in the 9 countries such as problem solving, reasoning, communication, mathematical knowledge and skills, selection and use of tools, critical thinking, connection, modelling, application of strategies, mathematical thinking, representation, creativity, utilization of information, and reflection etc. Especially the four most common core competencies (problem solving, reasoning, communication, and creativity) were further analyzed to identify their sub components. Consequently, it was recommended that new mathematics curriculum should consider reflecting various core competencies beyond problem solving, reasoning, and communication, and these core competencies are supposed to combine with mathematics contents to increase their feasibility. Finally considering the fact that software education is getting greater attention in the new curriculum, it is necessary to incorporate computational thinking into mathematics curriculum.