• Journal of Korea Entertainment Industry Association
• /
• v.14 no.5
• /
• pp.171-179
• /
• 2020

The study is aimed at finding out the perception of national-level curriculum among elementary school teachers in G Metropolitan City. For the study, the survey results of 124 elementary school teachers in G-city were used. According to the study, the average score of elementary school teachers recognizing national-level curriculum was 3.48 points and the self-assessment of national-level curriculum perception was 3.75, indicating that the self-assessment score was higher than that of national-level curriculum perception. Also, as a result of comparing the perception differences according to the characteristics of elementary school teachers, teachers working in schools under 20 classes had higher national-level curriculum recognition than teachers working in schools over 31 classes. The group with research school experience was higher than the group without research school experience, and the group with both research and innovation school experience was significantly higher than the group without research or innovation school experience. As a result of conducting multiple regression analysis to find out the variables influencing the national-level curriculum, school size variables showed an explanatory power of 13.1%. These results suggest that awareness of the national-level curriculum can be improved when more opportunities for teachers to access curriculum development are provided.

• Journal of Fisheries and Marine Sciences Education
• /
• v.17 no.2
• /
• pp.260-269
• /
• 2005

The purpose of this study was to analyze the teachers' perception of the 7th curriculum implementation. The subjects were 540 elementary school teachers. Investigation was conducted with questionaires which have 40 questions in 4 domains about the 7th curriculum. The results of the study were as follows: First, teachers' perception level of curriculum implementation was mechanical use(level 3). Second, in the comparison of level by implementing domains, the domains of the essential, ideology, educational objectives and evaluation were lower than the domains of educational contents, teaching methods and materials. Third, in the comparison of teachers' personal characterristics, there was no difference between male and female in all domains. But, by teaching career, experienced teachers were higher level in all domains. Also by length of in-service training with the 7th curriculum, when they have longer in-service training, they showed a higher level of curriculum implementation.

• Journal of the Korean earth science society
• /
• v.25 no.8
• /
• pp.697-707
• /
• 2004

The 7th curriculum which was administered to high school science courses from 2002 asked for a revel specific curriculum. But those curriculums were not developed. The purpose of this research was to develop a level specific curriculum for high school science courses, apply it to high school science courses, and then investigate the effects of this curriculum through the change in attitude towards science and perception towards level specific curriculum. The results are as follows. 1) The two types of level specific curriculum for high school science course was developed. In the first type, the level specific curriculum instruction was conducted in the same class whereas, instruction was divided in the second one, according to the students' intellectual levels. 2) Result on the perception of the test showed that developed level specific curriculum was ineffective in changing the students' attitude towards science, even though they recognized the importance of the curriculum. This was because the students perceive science as a difficult and uninteresting subject.

• Journal of Korean Elementary Science Education
• /
• v.28 no.4
• /
• pp.373-381
• /
• 2009

This study investigated pre-service elementary school teacher's perception of science curriculum use in Korea and Japan. Ninety four pre-service elementary teachers in Korea and fifty three pre-service elementary teachers in Japan are participated in this study. As the result, four patterns were revealed. First, science isn't perceived as an important or interesting subject by the pre-service elementary teachers in both countries. Second, the perception of Korean pre-service teachers about the objectives of science subject is relatively negative. Third, in the case of Korea, the perception about the effectiveness of science subject content and level, and the amount of learning is shown to be more negative than those of Japan. Finally, in both countries, the science majors and the non-science majors have negative perceptions about the inclusion of the perspectives and methods of assessment and the preparation of teaching and learning plan in curriculum.

• Journal of the Korean Society of Earth Science Education
• /
• v.7 no.2
• /
• pp.203-213
• /
• 2014

This study investigates the implementation of the Converged Science, and what teachers and students think of it in order to understand how it is taking root in schools. The results identify ways in which the new curriculum can establish itself in schools. One hundred and two science teachers, who had participated in the mandatory workshop for the 2009 Amended Course of Science, were given the first survey regarding their general perception of the converged science curriculum. A year after the first implementation of the new curriculum, one hundred and seventy one science teachers were given the second survey in order to determine their general perception and actual results in the classrooms. A similar survey was given to one hundred and forty nine tenth grade students. In addition, one hundred and forty eight tenth grade students, who had experienced the new science curriculum, took part in another survey revealing their general thoughts the course. The results show that the teachers' responses are rarely positive. The teachers claimed that the contents were too extensive while the level of fundamental concepts were too rigorous for tenth graders. They also asserted that the contents contained too much of a particular subject, and that it is necessary to lower the level of rigor. With regard to the level of unification of converged science textbooks, the teachers expressed that they are still slightly inadequate. The subject of science in the seventh curricula was criticized due to its lack of convergence: over 90% of the respondents answered negatively. On the other hand, the students responded more positively: they said that the new converged science was difficult to learn, but was interesting. In Busan, most high schools adopted the new curriculum in the first year when it was introduced for the first time. In most cases (over 80%), several teachers divided and taught the contents either according to their majors or regardless of their majors.

• 대한공업교육학회지
• /
• v.42 no.1
• /
• pp.68-86
• /
• 2017

The study aims to find the strategies to support the successful settlement of "Introduction to Intellectual Property" which was established as a new subject based on the 2015 Revised National Curriculum in order to assist high school students to explore career choices. For the research purpose accomplished, the study was performed to compare high school administrators' perception with teachers' regarding how they differently perceive the introduction and utilization of "Introduction to Intellectual Property" in the educational environment of high schools. The survey tool was developed through the content investigation of two experts in the field of invention education. Questionnaires were administered to 115 participants in a training course run by KIPA(Korea Invention Promotion Association) for high school administrators and teachers, which lasted for one month, December in the year of 2016. However, 95 questionnaires were analyzed for the research. SPSS 22.K was utilized for data analysis with the 5% significance level. The study findings are as follow: First, both administrators' group and teachers' showed the moderate level of perception according to the necessity of the subject as well as the curriculum content of "Introduction to Intellectual Property". Second, the two groups presented the above-average of preception according to the utilization of the subject, and the high level of perception regarding the necessity of strategies for the successful settlement in high schools. Third, teachers' perception on the curriculum of "Introduction to Intellectual Property" was higher than administrators' within the statistically significant level. Moreover, the two groups showed the significant difference only in the effort to facilitate intramural activities based on the subject regarding perceiving the necessity of the subject.

• The Journal of the Korea Contents Association
• /
• v.16 no.5
• /
• pp.318-326
• /
• 2016

The purpose of this study was to analyze differences in toddler teachers' perception and application of the contents of the Standard Educare Curriculum. The participants of this study were 205 toddler teachers in charge of two-year-old children at childcare centers in Jollanamdo. For the survey, a questionnaire was prepared for the purposes of this study based on the contents of the $3^{rd}$ Standard Educare Curriculum. Collected data were analyzed using SPSS 18.0 through frequency analysis, descriptive statistics, paired sample t test, independent sample t test, F test, and Duncan's post hoc test. The results are as follows. First, toddler teachers' perception of the contents of the National Standard Educare Curriculum was high, and the level of understanding was higher than when their academic degree was high. Second, toddler teachers' application of the contents of the Standard Educare Curriculum was relatively high. Third, there was a significant difference between toddler teachers' perception of the contents of the Standard Educare Curriculum and their actual application of the contents.

• Journal of The Korean Association For Science Education
• /
• v.41 no.6
• /
• pp.483-499
• /
• 2021

The curriculum localization policy is closely related to the decentralization and autonomy policy, which is a direction of the 2022 revised curriculum. In particular, considering the continuously expanding and changing environment and contents in science education, the localization of the science curriculum has the advantage of advancing to expertise through diversity. In this paper, through experts' perception of the science curriculum localization policy, the implications of the curriculum revision were confirmed, focusing on 'MPOE(Metropolitan and Provincial Offices of Education) curriculum arrangement and implementation guidelines(hereinafter referred to as 'guidelines')' and the achievement standards revision of science curriculum. In conclusion, study participants considered that the possibility of expanding the localization of the curriculum was high due to the unique characteristics of science practices. And they recognized the level of localization at the 'district office of education or village'-level between MPOE-level and school-level. When localization reaches the school-level in the future, it was considered necessary to discuss linkage with teacher policies such as teacher's competency, noting that the level of teachers could become the level of localization. In addition, there was a common perception that in order for the science 'guidelines' to be localized, 17 MPOE must be given the authority to autonomously organize some achievement standards in parallel. It was considered that 'restructuring or slimming of achievement standards' should precede localization of achievement standards in connection with this. On the other hand, it was predicted that the curriculum localization policy would enhance the aspect of diversification and autonomy of the science curriculum, and the establishment of achievement standards was directly related to evaluation, so it recognized the need to refine policies such as new description for evaluation clause in future science 'guidelines'. Finally, considering science and characteristics, it was mentioned that it is necessary to specify regional intensive science education policies in the 'guidelines' themselves beyond the localization of teaching materials.

• Journal of Korean Elementary Science Education
• /
• v.39 no.4
• /
• pp.475-493
• /
• 2020

In Korea, the lower elementary grades are applying a topic-oriented integrated curriculum. It causes a lack of science content and inquiry experience for young children. The purpose of this study is to understand the scientific experiences and perceptions of the lower elementary graders and to inquire about the meaning of those experiences in their science learning. Four students (male 2, female 2), their parents, and their first-year homeroom teachers participated in the study. The data collection was mainly conducted through in-depth interview of them. Results showed that the 'experiments' were the student's the main perception of science, and the epistemic emotion that students mainly feel about science was 'curiousness'. Since most experiences were dependent on non-formal educational experience, the parents were an important factor to determine their experiences about science. Various factors, such as students' scientific experiences, their epistemic emotions, and the parents, interacted to form children's perception of science. The positive perception of science affected the level of motivation and expectation for science learning as the third grade. It is suggested that improvement of curriculum and textbooks should emphasize scientific exploration for the lower graders of elementary school, which provides them meaningful scientific experience in school.

• Journal of The Korean Association For Science Education
• /
• v.43 no.6
• /
• pp.549-562
• /
• 2023

The current society is in the VUCA era, where various risks produced by humans are spread along with the development of science and technology. There is a need to increase the level of risk literacy of citizens to strengthen their daily preparedness to respond to these risks. For this on, it is necessary to reconsider the role of science education so that risks can be perceived and responded to scientifically and objectively. Accordingly, in order to investigate the role of science education in a risk society, this study reviewed the history of risk perception and response related to science and analyzed its characteristics. In this process, perception and response to risks arising from blood pressure were analyzed in three contexts (historical context, curriculum context, textbook context). For historical context, journals registered in SCIE were selected as research subjects among journals where research related to the history of knowledge of the heart and cardiovascular system was conducted. Papers with the keywords 'hypertension' and 'history' were selected from the journals, and changes in perception and responses related to blood pressure were compared and analyzed by period. The curriculum context is analyzed from the 1st national curriculum to the 2022 revised curriculum, and content elements and achievement standard related to blood pressure were compared and analyzed. It was confirmed that risks arising from blood pressure were not included from the 1st to the 6th national curriculum, and that risks arising from blood pressure were included from the 7th national curriculum (excluding the 2009 revised curriculum). For the textbook context, the 7th national curriculum BiologyⅠ, the 2015 revised curriculum Life ScienceⅠ, and Health were selected, and through text mining, keywords that representing curriculums and textbooks were selected, and the presentation of risk perception and response was analyzed based on the keywords. And by analyzing the figures and tables presented in the textbook, the characteristics of risk perception and risk response were derived. This study is meaningful in that it was able to confirm the role of risk perception and response in science education.