• English Language & Literature Teaching
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• v.18 no.3
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• pp.121-134
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• 2012

The purpose of this study is to investigate the optimal conditions for designing tasks appropriate to the elementary classroom based on the correspondence with the national curriculum, integration among four skills (listening, speaking, reading, and writing), authenticity, and interactivity. For this study, two primary English teachers volunteered to participate in the case study conducted in the spring semester of the 2012 school year. Each class observed was composed of 29 and 30 sixth graders (12-year-old learners). Data were collected through classroom observation and lesson plans. Optimality theory was used to analyze data from the lessons. From the findings, the overall ranking of constraints is Curriculum ${\gg}$ Integration ${\gg}$ Authenticity ${\gg}$ Interactivity. It is also shown that for teacher 'L', the tasks such as 'guessing game', 'photo of me', and 'role play' were appropriate to help students ask questions and give reasons for their choices. As for teacher 'C', the tasks such as 'hand spans', 'transport survey', and 'picture telling' needed to be considered in order to help students understand and write comparative sentences.

• 중국학논총
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• no.62
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• pp.85-100
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• 2019

The article purpose is 'Reading Chinese translation text as a Korean integrated education for Chinese students'. Although number of foreign students has increased rapidly to the economic growth of Korea, the influence of Korean Wave, and the popularity of Korean popular culture like K-pop at domestic universities but the problems of their curriculum have been found in many places. Korean literary education through novel text has an important place in Korean studies, but literary education is often excluded in Korean language education as a foreign language education. Chinese students already have background knowledge of Korean translation novels through Chinese novels. They can get the learning effect as the Korean language study. Second, they can compared with Korean national violence and Chinese national violence through 'Red Revolution' and understand about Korean-Chinese understanding of the times, social and cultural phenomena, Third, they are able to study the theory of literature itself. also It was the educational purpose pursued by the humanities. Chinese students develop their Korean language skills by studying the Brothers which are translated into Korean, and we can see the similarities and differences of national violence by comparing Korea's '4.19' with China's 'Cultural Revolution' After comparing people, background, dynamics of the space where they are located, we can raise awareness of the historical and social problems of both countries. It is possible to study subjects' memories of space, change of local meaning, the formation of urban space or individual space in the text in the specific space where national violence occurs. In this way, the method of learning Korean integrated education through Brothers of the Chinese translation novels makes an opportunity to look at national violence in the Korean-Chinese space of the 1960s and 1970s. It has a subjective perspective from subordination to the nationality of the modern nation-state. This is an educational effect that can be obtained through reading a Chinese translation novel as a Korean language integrated education.

• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.85-98
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• 2008

Though the investigation of the suggested references proverbs related weather were collected and considered the probability of the usage on science instruction. The results are as follows. 130 proverbs related to weather were collected through the investigation of the suggested references. Most of weather proverbs are based on the states of sky, clouds, wind, precipitation, actions of animal, states of plants and the condition of people in daily life. they were classified according to weather types, natural phenomena and seasons. According to the results of analysing the students' recognition and interests on weather proverbs, most of students heard weather proverbs in their elementary school years firstly through their parents, books, and teachers. However they have only heard a few. Also many students also tend to think weather proverbs have a scientific base because weather proverbs have been told by many people through the ancient time and correspond to their personal experiences. Students responded that weather proverbs are useful for science learning on weather and can teach heritage and wisdom. After reading the suggested weather proverbs, their interests on weather proverbs were increased more than before reading. This is one of reasons why weather proverbs can be introduced to science classes. Weather proverbs were considered related to science curriculum. The third grade has a Unit "Fine days and Cloudy days", the fifth grade, "Unit of Weather Change", the Sixth grade, "Unit of Weather Forecast" , the Ninth grade, "Unit of Water cycle and Weather Change" and the tenth grade has "Unit of Earth". So the author consider that weather proverb materials can be used so effectively to bring about interest and motive in science learning.

• Journal of The Korean Association of Information Education
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• v.26 no.6
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• pp.567-577
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• 2022

Interest in AI and SW education is growing as digital literacy is emphasized in the revised elementary school curriculum for 2022. There are numerous restrictions on how pupils can enhance their digital literacy because there are only 34 class hours available for information education in elementary schools. Therefore, other subjects and information education must be blended in order to ensure class hours for AI and SW instruction. In this study, we investigated the impact of S-PUMA reading instruction on the literary imagination and computational thinking of elementary school pupils. To conduct this study, two classes of sixth graders in an elementary school were chosen and split into an experimental group and a control group. Over the course of five sessions, only the experimental group received reading instruction using the S-PUMA teaching approach. It was discovered that reading instruction with the S-PUMA teaching methodology enhanced literary imagination and computational thinking. Further study is required to identify whether the improvement in creative imagination, a component of literary imagination, is a result of the S-PUMA teaching approach or a natural result of the subject matter of the lesson.

• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.525-542
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• 2022

The purpose of this study is to comparatively analyze the internal and external frameworks of elementary science textbooks, which first appeared as the authorization system of elementary science textbooks changed from the national government system. In order to confirm the purpose of the authorization system to support the development of diverse and creative textbooks, this study compared 7 authorized textbooks with the national textbook developed as the 'Use of Magnets' unit of the 2015 revised science curriculum. In this study, the textbook's framework was largely divided into an external framework and an internal framework for the 'Use of Magnets' unit of elementary science textbooks, and quantitative and qualitative analyses were conducted in parallel according to each subcategory. According to the research results, in the external framework of textbook units, all textbooks had the same structure: unit introduction, scientific inquiry, creative convergence, unit arrangement, and scientific reading materials. The framework in the 'Use of Magnets' unit of the 7 types of authorized textbooks was found to have some differences according to the textbook development team's interpretation of the curriculum achievement standards and many commonalities that maintained the framework in the national textbooks. In addition, the characteristics of each textbook were clearly revealed in some areas not specified in curriculum such as unit introduction activities and science reading materials, a meaningful change was also found in that the level of inquiry activity was classified and operated in response to the uniform inquiry activity operation of the existing government textbooks.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.580-595
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• 2007

To respond to the announcement of the revised version of science curriculum early this year, it has been necessary to develop new science textbooks which can be appropriate and effective to achieve the goals of the revised curriculum. The system of new textbooks needs to embrace the concerns of cognitive development in scientific knowledge, skills, and attitudes as well as social and cultural demands in the rapidly changing society. To develop an innovative framework of science textbooks, we examined previous studies on textbook analysis in Korea and analyzed science textbooks in the United States, Singapore, and Japan. We analyzed various ways of introducing and developing conceptual knowledge, leading scientific inquiry skills and process, enhancing scientific attitudes toward science, technology, society and the environment in those science textbooks. In the process of framing the structures of textbooks, we focused on ways of increasing educational effects of visualized texts, leaners' interest, user-friendly procedure, scientific inquiry, effectiveness of hands-on activities, scientific reading and writing skills, and usage of workbook. Based on those aspects and analyses of textbooks, we attempted to propose a feasible framework of Grade $3{\sim}4$ Science textbook which can effectively respond to the educational changes and demands in the local and global society.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.97-115
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• 2010

The purpose of this study was to analyze the frequency, level, and location of Bloom's cognitive domain questions in the middle school home economics(HE) text books applied to the 7th curriculum. Analyzed textbooks were selected 15 textbooks per a grade produced from 5 publishing firms. The result of this study followed: First, the biggest number of questions belonged to Bloom's cognitive domain in HE: text was in 1st grade (36.9%), following 2nd(33.6%) and 3th(29.5%). Most questions the HE textbooks according to Bloom's cognitive domain consisted of those about the understanding(28.9%), application(28.3%) and knowledge(21.8%). Second, in case of the location of questions, the subcategory of Questions after Reading occupied 49.2% of all in Bloom's cognitive questions, the case of Questions During Reading was 36.7%, and the subcategory of Questions Before Reading was 14.1%. The rate of understanding questions was the highest as 43.2% in the Bloom's cognitive domain, and the application questions' rate were 28.4%. Analyzed the questions located in questions, the result showed that application-level questions in textbooks were the highest with 36.7%, Regarding to the questions located after Reading, the knowledge question occupied the highest with 33.4%, and next was the understanding questions(26.8%), following the application questions(21,7%).

• Journal of the Health Care and Life Science
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• v.10 no.2
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• pp.329-339
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• 2022

The purpose of this study is to examine the experiences of new teachers in the process of preparing and implementing the 2019 revised Nuri curriculum, and to find ways to support novice teachers. For these, Data were collected through telephone interviews with 12 first-time teachers with less than 2 years of experience at private kindergartens and daycare centers in Chungnam and Daejeon, and the collected data was analyzed through text network analysis. The results are as follows. First, teachers were worried that they did not know the details of the curriculum while preparing for the 2019 revised Nuri curriculum. To supplement this, they were preparing to observe infants, share information with fellow teachers, and refer to the Nuri curriculum commentary. Also, teachers thought that they were getting help in terms of indirectly experiencing actual play cases through training. Second, the first-time teachers were providing various support by focusing on children's play while implementing the Nuri curriculum. The teachers emphasized that the good point of implementing the Nuri curriculum is that children's interests and thoughts are taken into consideration, and that children-centered play can be carried out, and that the teachers can support children's play while thinking about it. And teachers mentioned the difficulties of reading children's thoughts in children's play, grasping the topic and proceeding with the play, and the lack of time to play. In addition, starting teachers were referring to internet resources and sharing opinions with fellow teachers, and mentioned that direct experience helped them to implement the play. Lastly, teachers' interest in and observation of play, creative thinking, quickness, and willingness to support play were considered important as the competency required for teachers.

• Hwankyungkyoyuk
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• v.5 no.1
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• pp.34-46
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• 1993

The international environmental activity and environmental education began in 1970's. Environmental education in Korea was emphasized since the Forth National Curriculum. The Environmental Curriculum was regarded as one of the most important part in the Sixth National Curriculum in Korea. Environment-related reference texts of Elementary school were already developed. Soon, 'Environment' of middle school and 'Environmental Science' of high school will be developed. The purpose of this study were to analyse environment-related texts in the Fifth National Curriculum and to measure how much environmental education has achieved. As a environmental text for regular class, selected the environmental part in 'Science Part 1' and as environment-related reference text, 'Survival and Environment'. The environmental part of 'Science Part 1' was unit [Life and Environment]. According to the analysis of objectives, most of unit objectives were not stated in a detailed and precise manner. When the goals of environmental education were divided into four fields as follows, knowledge and information, skill, thinking and attitude, behavior and participation, unit objectives were mostly emphasized on knowledge and information of environment, exactly 44.5% of unit objectives and 89.6% of subunit objectives. The degree of relationship between unit objectives and contents was low. All the Check up-problems were about knowledge and information of environment. Environment-related reference text, 'Survival and Environment' was the only reference text for high school students in Korea and was organized in the form of the regular curriculum text. It was developed in Korean Education Development, Center with support of Korean Environmental Ministry in 1990. According to the analysis of 'Survival and Environment', the objectives of units and subunits were less stressed on knowledge and information than those of unit [Life and Environment] in the environmental part of 'Science Part 1' On the other hand, they were a little more stressed on skill, thinking and attitude, behavior and participation. And fifteen of all the seventy subunit objectives were not related with contents. In organization, this text included Thinking problems, Experiments and Inquiries, Reading, Developed studies and Check up-problem etc. It was remarkable that Inquiries leaded to individual activities and Developed studies to group discussions or individual inquiries. And as Check-up problems were presented as a form of activities, students could achieve many various objectives at the same time by solving one problem. To measure the achievement of environmental education by questionnaire, 497 high school students in total were selected from five different schools. Scores in subtest 'behavior and participation' and subtest 'thinking and attitudes' were 13.19 and 18.18, respectively. Actually, most students had a positive thinkings and attitudes in their hearts about environmental problems, but many of them actually did not take actions to solve environmental problems and to protect environment. Scores in subtest 'knowledge and information' and subtest 'skill' were 10.76 and 10.81, respectively. The higher the score students got in 'knowledge and information', the higher the score in 'skill'. It implies that learning of skills is based on learning of knowledges and informations about environment has not always ensured positive thinkings and attitudes or active behaviors and participations to solve environmental problem.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.343-362
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• 2011

The purpose of this research was to derive a expansive curriculum management measure by analyzing the curriculum on the field of library and information service. To fulfill this goal, five major South Korean universities and four major US graduate schools were selected for comparison of the curriculum on information service. In addition, the research analyzed the required examination subjects for the employment of librarians of public library. The comparison was conducted to comprehend the curricular contents of an academic information service; the latter was to identify the curricular contents of information service required by the libraries. the analysis showed that the field of academic information service included the knowledge on the information source of each area(collection development, subject bibliography, etc.) and the knowledge on user analysis(information service, user-study, reading guidance, etc.) Moreover, the employment requirement of the manager-level national examination demanded a comprehensive knowledge on information service theories, subject sources and users. The findings confirmed the need to strengthen the special subject service education in the information service curriculum.