• 한국과학교육학회지
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• 제37권1호
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• pp.103-112
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• 2017

본 연구의 목적은 2015 개정 과학과 교육과정의 적용에 대한 초 중학교 교사의 인식과 요구를 조사하는 데에 있다. 이에 초등학교 교사 468명과 중학교 교사 422명을 대상으로 설문조사를 실시하였다. 다수의 초 중학교 교사들은 학교 과학교육에서 2015 개정 교육과정의 주요 변화들이 적용 가능하다고 응답하였다. 그러나 2015 개정 과학과 교육과정의 주요 변화를 적용하는 과정에서 발생할 것 같은 어려움으로 교사들이 가장 많이 선택한 응답은 각각 교수 학습 자료의 부족, 실험 준비 시간의 부족, 과학 교과 역량 함양 방법이나 내용 체계 활용 방법에 대한 이해 부족이었다. 2015 개정 과학과 교육과정을 적용할 때에 교수 학습 자료가 우선적으로 필요하다고 응답하였다. 본 연구에서는 이러한 결과를 바탕으로 교사 연수의 내용, 교사의 역할, 교사 공동체 형성에 대해 제안하였다.

• 수산해양교육연구
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• 제22권1호
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• pp.25-37
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• 2010

This study was attempted to analyze the change process of fisheries track's high school curriculum related with the 5th-7th revised national curriculum. To accomplish this goal, the nature and goals of fisheries track's high school were reviewed. First, it was found that the fisheries track's high school was classified into three groups; high school for special goal, characterization, and industry. And the goal of fisheries track's high school was designated to harmonize the general education and vocational education in high school goal. Second, the legal basis and system of national curriculum in fisheries track's high school were discussed. The legal basis of national curriculum in fisheries track's high school was prescribed to the 'Elementary and Secondary Education Act'. The system of national curriculum was composed the general guideline and subjects. Third, the change process of fisheries track's high school national curriculum was discussed. The system of decision, general guideline, and subjects in fisheries track's high school national curriculum were seemingly to be studied on the basis of the autonomy or diversity. In conclusion, the concrete content of fisheries track's high school national curriculum was not changed compared to the 5th-7th revised curriculum.

• 대한지구과학교육학회지
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• 제4권1호
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• pp.66-73
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• 2011

This study aims to compare and analyze the types of teaching-learning activities, themes and percentage of STS contents in the area of "The Earth and the Universe" in elementary science subject following the 7th Curriculum and 2007 Revised Curriculum, identifying how STS education has changed and their features. First, the number of pages where STS appears in the 2007 revised science textbook has increased over 10% compared to the that of the 7th curriculum. In particular, the number of pages in the 5th and 6th graders increased substantially to 15% and 34%, respectively. Second, as a result of analysis on components of STS, 'applications of science', 'local and community relevance', 'social problem and issues', 'evaluation concerned fir getting and using information' were obtained in the order named for the 7th curriculum; while 'applications of science', 'local and community relevance', 'career awareness' and 'social problem and issues' were obtained in the order named for 2007 revised curriculum. Third, with regard to the analysis on theme areas, the 7th curriculum was found to cover the theme on use of natural resources most frequently, followed by environmental problem, while 2007 revised curriculum to cover environmental problem and effects of technical development most frequently, followed by space development and use of natural resources. Fourth, in the area of STS teaching activities, 'investigation activity' showed highest percentage in 7th curriculum, followed by 'analysis of data', and 'research design', while 'analysis of data' showed highest frequency of appearance, followed by "investigation activity' and 'actual activities' and 'research design' in the order named in 2007 revised curriculum, showing that the area of 'analysis of data' and 'actual activities' increased substantially compared to the 7th curriculum.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제37권3호
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• pp.329-348
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• 2023

본 연구는 2022년 12월에 고시된 2022 개정 중학교 수학과 교육과정에서 제시한 통계 내용의 안정적인 현장 정착이라는 현실적인 필요성에 의해 수행된 문헌 연구이다. 2022 개정 수학과 교육과정 개정 방향 중의 하나인 통계교육의 변화 요구를 고려하였다. 특별히 본 연구에서는 중국 중학교 수학과 교육과정의 통계 내용을 면밀히 분석하였다. 왜냐하면 10년마다 수학과 교육과정을 개정하는 중국이 우리나라와 동일한 2022년에 새로운 수학과 교육과정을 고시하였기 때문이다. 이에 본 연구는 대한민국의 2022 개정 중학교 수학과 교육과정 통계 내용 및 2022년판 중국 중학교 수학과 교육과정 및 현재 사용 중인 수학교과서 통계 내용에 대한 상호 분석을 통하여, 우리나라의 새로운 교육과정의 방향에 부합된 통계교육 실현을 위한 기초 자료를 제공하는 것을 연구 목적으로 설정하였다. 이러한 목적을 달성하기 위해 다음과 같은 연구를 수행하였다. 첫째, 중국 중학교 수학과 교육과정의 '통계와 확률' 영역 분석을 통해 우리나라 통계교육에 유의미한 시사점을 제공할 수 있는 요소 5가지를 추출하였다. 둘째, 추출된 요소가 반영된 중국의 수학교과서 및 교육과정 부록에 제시된 예시 내용을 분석하였다. 셋째, 분석 결과를 바탕으로 2022 개정 중학과 수학과 교육과정에 따른 통계교육의 이상을 실현하기 위한 교과서 개발, 교실의 교수·학습 방안 및 추후 새로운 수학과 교육과정에 대한 시사점을 도출하였다. 본 연구를 통해 2022 개정 중학교 수학과 교육과정에서 표방하는 방향에 부합된 현장 통계교육의 안착을 기대한다.

• East Asian mathematical journal
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• 제40권2호
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• pp.267-286
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• 2024

This study investigates the perceptions toward prospective elementary teachers regarding the revised 2015 elementary mathematics curriculum. The aim is to understand the importance and implementation of the revised curriculum and provide implications for curriculum improvement in elementary teacher education institutions, using Interpretative Phenomenological Analysis (IPA). The research findings are as follows: Firstly, prospective elementary teachers perceived that the areas of the revised 2015 elementary mathematics curriculum that require particular focus are number and operations and data and probability. Secondly, they identified the specific elements within these areas that demand dedicated attention as follows: numbers up to four digits in number and operations, mixed calculations with natural numbers, shapes of solid figures, spatial sense of solid figures, comparison of quantities in measurement, etc. These findings can inform the improvement of the curriculum in elementary teacher education institutions.

• 예술인문사회 융합 멀티미디어 논문지
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• 제7권5호
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• pp.165-173
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• 2017

본 연구는 CBAM 모형에 근거하여 2015 개정 교육과정 실행을 앞두고 체육교사의 관심도를 측정하고 교사배경 변인별로 관심도의 차이를 분석하는데 연구 목적이 있다. 이를 위해 K지역 중·고등학교 체육교사 200명을 대상으로 설문조사를 실시하고 결과를 분석하였다. 본 연구의 결론을 제시하면 다음과 같다. 첫째, 전반적으로 2015 개정교육과정에 대한 관심도가 매우 높게 나온 걸로 보아 중·고등학교 체육교사들은 2015 개정 교육과정이 체육수업에서 학생들에게 미치는 영향과 결과에 대해 관심이 매우 높으나, 그 방법에 대해서 2015 개정 교육과정을 제대로 실행할 수 있도록 연수와 활용방안에 대해 체계적인 접근이 필요할 것이다. 둘째, 전체학급수별로 2015 개정 교육과정에 대한 관심도가 차이가 나기 때문에 학급수별 맞춤형 2015 개정 교육과정 연수 프로그램을 개발하여 전달해야 한다. 일방적인 집합형태의 전달연수에서 벗어나 학급 수에 따른 연수와 자료의 전달방법이 달라야 할 것이다. 셋째, 2015 개정 교육과정의 안정적인 정착을 위해 체육교사의 관심도 수준에 따른 교육과정 예시 프로그램 개발이 필요할 것이다.

• 한국초등과학교육학회지:초등과학교육
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• 제39권2호
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• pp.219-227
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• 2020

The purpose of this study was to analyze field application of science subject competences of the 2015 revised curriculum for the second year of application. For this purpose, a survey with 133 elementary school teachers, and in-depth interviews with 10 teachers were conducted. According to the results, elementary school teachers had a positive awareness toward the science subject competence, which is a characteristic of the 2015 revised science curriculum, and teachers were applying the science subject competence to their own classes. This tendency was stronger in teachers in science-leading schools than in teachers in regular schools. Teachers wanted support for applying science subject competencies to their classes. To support this, it is necessary to provide the curriculum materials focused on science subject competencies, reinforce teacher training on competence-related curriculum, and activate the professional teacher community.

• 한국환경교육학회지:환경교육
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• 제25권1호
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• pp.89-104
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• 2012

This study analyzed content on education for sustainable development in middle school science curriculum of $6^{th}$, $7^{th}$, 2007-revised and 2009-revised. Analyses criteria were developed based on literature reviews. This study developed 8 criteria such as health, climate change, urbanization and rural development, water, biodiversity and ecosystem, energy, disaster reduction and management. The results showed that 6th middle school science curriculum has 4 criteria, $7^{th}$ has 2 criteria, 2007-revised has 8 criteria, and 2009-revised has 7 criteria. This study suggests the need for developing systemized teaching material on education for sustainable development that can be integrated in the science curriculum by pursuing the following tasks: First, the goal of education for sustainable development and its need should be stated in the science curriculum. Second, the class content, themes, objectives, teaching-learning programs on education for sustainable development should be produced. Third, within science curriculum, the content should deal with perspectives and topics, and learning goal must pursue value education.

• 한국초등과학교육학회지:초등과학교육
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• 제36권2호
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• pp.113-128
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• 2017

This study aims to investigate the research trend of elementary environmental education. Thus, author keywords were extracted from a total of 197 academic these related to elementary environmental education during two different periods when detailed goals were applied to the 2007 and 2009 revised curriculums respectively, and then this study analyzed the network of author keywords. The results of this study can be summarized as below. Firstly, as a result of analyzing the frequency of author keywords from academic theses related to elementary environmental education, this study discovered 369 author keywords from the period when detailed goals were applied to 2009 revised curriculum. Out of them, it was found that the keyword, 'climate change education', showed the highest frequency, followed by 'environmental literacy' and 'environmental perception', except such central keywords as 'environmental education' and 'elementary school student'. From the period when detailed goals were applied to the 2007 revised curriculum, a total of 394 author keywords were discovered, and the keyword, 'environmental literacy', showed the highest frequency, followed by 'environmental perception' and 'ESD (education for sustainable development)'. Secondly, as a result of analyzing the network of author keywords, this study found out that in the total number of network connections, average connection degree, density and clique, the period when detailed goals were applied to the 2007 revised curriculum was somewhat higher than the period when detailed goals were applied to the 2009 revised curriculum. As a result of analyzing the centrality of author keywords, this study found out that during both the periods, 'environmental perception' and 'environmental literacy' were high in degree centrality and betweenness centrality, except such central keywords as 'environmental education' and 'elementary school student'. As a result of analyzing the components of author keywords as sub-networks, this study discovered 9 components from the period when detailed goals were applied to the 2009 revised curriculum and 6 components from the period when detailed goals were applied to the 2007 revised curriculum. During both the periods, the largest component was composed of keywords high in degree centrality and betweenness centrality.

• 한국초등과학교육학회지:초등과학교육
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• 제34권2호
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• pp.183-193
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• 2015

Teacher guidebooks are practical and commonly used resources for teachers to deliver the goals and contents of science curriculum in classroom teaching. Thus, the alignment of teacher guidebooks and science curriculum could be critical to undertake the effectiveness of curriculum implication in science classrooms. This study is to investigate how the learning objectives of science curriculum are implicated in teacher guidebooks by analyzing the dimensions of knowledge and cognitive process in learning objectives in both documents. Grade 3~4 learning objectives (82 objectives in the curriculum, 459 in the teacher guidebook, 541 in total) in 2009 Revised science curriculum and teacher guidebooks were coded and analyzed based on the Revised Bloom's Taxonomy. The analysis focused on how the knowledge dimensions and cognitive processes of the curriculum were emphasized and restructured in the teacher guidebooks to examine the coalition between the two important documents. The study found: 1) the learning objectives in Grade 3~4 in both documents were skewed to certain knowledge dimension (conceptual) and cognitive process (understand); 2) there was a high coalition between unit objectives and lesson objectives in the teacher guidebooks, however, relatively low coalition between the curriculum and the teacher guidebooks; and 3) learning objectives in the curriculum were delivered in teacher guidebooks in various patterns (similar, detailed, additional, in portion, and the same), and 'detailed' and 'additional' were frequently shown. There also appeared new objectives in the teacher guidebooks, which were not present in the curriculum. The findings in this study could provide some suggestions to the current project of developing 2015 Science Curriculum in regard to understanding the dimensions of knowledge and cognitive process of learning objectives and their alignments with textbooks and teacher guidebooks.