• Journal of Environmental Science International
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• v.22 no.7
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• pp.811-821
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• 2013

A purpose of this study was to provide the helpful information about operation of revised science curriculum by analyzing many contents about acid rain with various aspects, which was written in science textbook of 10 year according to the 7th national curriculum. The results show that there was the lack of educational systemicity among elementary school, middle school, and high school science curriculum and the lack of explanation for occurrence and standard level of acid rain, pH 5.6. And It could be categorized the effect of acid rain into four groups and experiment or experiment activities into three groups.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.3
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• pp.361-372
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• 2009

The purpose of this study was to examine the cause of new curriculum which has always problems even though it is revised repeatedly and to propose an fundamental alternatives to solve these problems. In this study, the cause of these problems considered the wrong point grasping the knowledge of curriculum contents. In other words, the knowledge of curriculum contents is understood as the point of utility rather than the curriculum are constructed as the form reflecting nature of knowledge. According to do this, Bruner's structure of knowledge is of help. The structure of knowledge which is well known existing is understood as manifest aspect but from now on, we have to be concerned about tacit aspect. In this case, the structure of knowledge has characteristics as an integrated knowledge.

• Journal of The Korean Association For Science Education
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• v.7 no.1
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• pp.53-68
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• 1987

To figure out the present status of Korean middle school science curriculum in the national level is not an easy job. especially in the restricted condition such as this research project. Therefore, to achieve a meaningful result, the case study type of research was adopted In the study five middle schools (2boy's and 3girl's)were selected and examined intensively. In this study, two major works were done. One was the analysis of the present middle school science curriculum and the other was to examine the current status of the administration of the curriculum in schools. This first study focused on the evaluation of the current Curriculum. Acording to the result, the objectives stated in the teachers guide and implied by the testbook were heavily concentrated on the knowledge level in Boom's taxonomy. Achievement on the objectives which were selected as important were very low. The average pass rate for the selected objectives was less than 50% of the students. This means the content level of the present science curriculum is not appropriate. The study suggested that the present middle school science curriculum should be revised and the content should be replaced with easier topics to match the students cognitive level. The study also suggested further studies to measure the cognitive level of Korean students in national scale.

• School Mathematics
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• v.19 no.2
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• pp.385-403
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• 2017

This paper analyzed the units of capacity and weight in the mathematics textbooks in terms of units, relationship between the units, and the need of standard units. The results of this study showed that there were differences in the representation of the units, the notation of units, the types of units, and the representation of basic amount of units in the mathematics textbooks developed by the 5th, 6th, 7th, 2007 revised, and 2009 revised national mathematics curriculum respectively. The mathematics textbook developed by the 2009 revised mathematics curriculum was found to be generally consistent with the International System of Units (SI). However, the way of defining 1kg through the weight of water was found to be different from the SI. The relationship between the units was consistently described only with a written sentence in the previous mathematics textbooks, but the 2009 revised mathematics textbook presents questions and pictures to foster students' understanding of the relationship. Finally, activities and questions are required for students to recognize the universality and convenience of the standard units through the inconvenience of arbitrary units. Based on these results, this paper provides implications for the development of mathematics textbooks in the units of capacity and weight.

• Korean Medical Education Review
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• v.15 no.1
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• pp.31-38
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• 2013

This paper focuses on the outcome-based curriculum of Inje University College of Medicine to describe our curriculum development process and results. Starting in 2006, we have revised the curriculum based on the competency-based clinical presentation curriculum. We stated clearly the learning outcomes from the social needs and educational goal of our university. We defined 8 exit outcomes and specified phase outcomes, course outcomes, lesson outcomes, and outcome objectives. By 2012, we identified 128 clinical presentations and 149 basic scientific concepts. Various evaluation and assessment methods and teaching-learning strategies were assigned to each outcome. Problem-based learning, standardized patient practice, and learning portfolios are the main strategies of our curriculum. We have performed a progress test to assess the level of achievement of students' outcomes. We have also collected feedback from students and faculty members about the curriculum, including every lesson, course, and the overall curriculum. To maintain this change of the curriculum, we reorganized the curriculum committee, educational faculty and teams, and administrative support system. To fine tune this curriculum, we have held three 3-day workshops on curriculum development and weekly meetings. We believe this is just the beginning of developing the curriculum of Inje University. Further upgrades will be necessary to continue to improve medical education.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.217-235
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• 2022

This study aimed to analyze the changes in the physics curriculum of elementary schools over the past years and to discuss the issues faced by the science curriculum for elementary education prior to the next curriculum revision. We analyzed changes in the elements of the contents from the 7th curriculum to the 2015 revised curriculum and reviewed studies conducted after the revision in 2015. Additionally, three professors majoring in physics education discussed the results of the curriculum analysis. The result indicates that content of the physics curriculum for elementary education was generally reduced after the 7th curriculum. Specifically, difficult concepts were omitted or designated to a higher school level. Concerns related to the science curriculum pertain to the content adequacy and difficulty of the current curriculum, its relationship with mathematics, connection between the Nuri curriculum and the integrated curriculum for the 1st and 2nd grades, and the achievement standard predicate problem.

• School Mathematics
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• v.17 no.2
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• pp.257-272
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• 2015

This study is related to reinforcement of the continuity between Nuri curriculum and elementary mathematics curriculum emphasized by 2015 revised national curriculum. Considering that teachers tend to rely much more on textbooks than on curriculum, we analyzed the continuity between math-related activities of Nuri manuals for teachers and the elementary mathematics textbooks and aimed to suggest several ways for securing the continuity based on the result of analyses. To do this, we compared and analyzed Nuri manuals (for ages three to five) for teachers and the first and second grade mathematics textbooks in three aspects: mathematical contents, mathematical terms and symbols, and mathematical processes. We adopted the same analysis framework including continuity, discontinuity and reverse continuity as the study on the continuity between Nuri curriculum and elementary mathematics curriculum. As a result, the results of analyses were revealed in three aspects, respectively. We also discussed the results and suggested some implications for securing the continuity of Nuri manuals for teachers and the elementary mathematics textbooks and for revising curriculum and its materials such as textbooks, workbooks or manuals for teachers.

• School Mathematics
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• v.15 no.4
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• pp.759-783
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• 2013

Both curriculum and textbooks play an important role in the process of didactical transposition from mathematics as a science to school mathematics. The 2009 revised national curriculum for mathematics introduced the system of grade-band, so its achievement criteria for mathematical contents tend to be addressed more and less generally in the curriculum. We need to investigate whether the achievement criteria were applied meaningfully in elementary textbooks for mathematics. This study aims to recognize the connection between the curriculum and the textbooks and make a suggestion for composing the following curriculum and its textbooks. To do this, we analyzed the mathematics textbooks for 1~2 grades in relation to the mathematical contents as per reconstructed one of curriculum achievement criteria, the mathematical terms and symbols, and the mathematical processes -mathematical problem solving, mathematical reasoning, mathematical communication. Based this analysis, futhermore, this study includes some didactical discussions and implications for development of mathematics textbooks in 3~4 and 5~6 grade-bands.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.49-75
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• 2017

The purpose of this study is to provide the justification of the subject through review and alternatives example on the internal consistency of Home Economics curriculum components focused to the clothing & textiles area based on the beliefs and values inherent in the Home Economics curriculum. For this purpose, we examined the perspective of the assumptions about the five components of the curriculum - family, society, objective, subject matter, method in education - from the revised curriculum in 2007 to in 2015, and suggests an example of subject matter based on the result. The results of this study are summarized as follows. First, the clothing & textiles area of the revised curriculum from in 2007 to in 2015, family, society, objective, subject matter and method in education, excluding subject matter, were taken from a critical science perspective. In order for Home Economics curriculum components to be internally consistent, assumptions about the subject matter should be transformed to deal with the clothing & textiles as a family work. And needed to complement assumptions about family, objective and method in education. Second, based on the discussion, suggested an alternative example to the clothing & textiles area based on the internal consistency of Home Economics curriculum components.

• Journal of the Korean Chemical Society
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• v.56 no.4
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• pp.509-517
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• 2012

In this study, the illustrations of 27 middle school science textbooks developed under the 2007 Revised National Curriculum were analyzed in the aspect of gender-role stereotyping, and the results were compared with those of the 7th National Curriculum. The types of the illustrations were classified, and the frequencies of pupils and adults who appeared on the illustrations were counted by gender, and the types of activities and the character of them were also analyzed by gender. In all results of the analyses, the differences between male and female decreased in comparison with those of the 7th National Curriculum. More male pupils appeared in the illustrations than female pupils. The frequencies of learning activities were balanced by gender, but other activities were described as focusing on male pupils. The frequencies of male adults outnumbered female adults. While the ratio of female adults was high in houseworks, that of male adults was high in outdoor activities. The jobs of adults were also illustrated as male-centered. Most pupils and adults were found to be active. Both ratios of pupils and adults for each gender were relatively similar.