• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.386-400
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• 2003

This paper presents an analysis of the Developmental Approaches in Science, Health and Technology (DASH) program, a K-6 curriculum developed by the Curriculum Research & Development Group (CRDG) at the University of Hawaii employing the curriculum analysis framework created by Posner. Using this framework the analyst found that the DASH design is based on the research on learning, teaching, and assessment now driving efforts to reform science education at the elementary level. DASH embraces the constructivist idea that learning is a personal and social process and the recapitulation model that new concepts are built out of theories previously learned. DASH provides an understandable, exciting, and memorable experience in the operations of science, health, and technology, and develops their capacity to use the skills and knowledge of science, health, and technology both in and outside school. A number of studies of DASH have examined its functionality, effectiveness of pedagogy and what students learn. The innovative nature of DASH necessitated a multidimensional assessment that included both quantitative and qualitative research techniques. Ongoing development of the DASH program in the research setting of a university laboratory school permits ever deeper connections with emerging curriculum theory and curriculum practice, and allows new linkages as ideas are tested in research classrooms.

• Journal of The Korean Association For Science Education
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• v.7 no.1
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• pp.41-51
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• 1987

The contents which is related to energy in current science textbooks of high school have been investigated. Based on the analysis of the results, we attempt to develop a model of energy curriculum on high school level.

• School Mathematics
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• v.16 no.1
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• pp.83-110
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• 2014

This study analyzed the mathematics textbooks of middle grades in the first Korean curriculum, based on the modern trends of mathematics education curriculum, comparing with present Korean curriculum's other textbooks and the American textbook, MiC. The mathematics textbooks in the first Korean curriculum are based on various situations in our real life and introduce mathematical concepts throughout a set of mathematics problems. The textbooks present mathematical concepts with connected knowledge and include mathematical activities which make students use mathematical table, graph and formula at the same time. And students are actively required to discuss together during the mathematics problem solving process. As the results of this modern review on Korean 1st curriculum and middle grades mathematics textbooks, it would provide preliminary data and meaningful implications for the next curriculum and concomitant instructional materials.

• Education of Primary School Mathematics
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• v.6 no.1
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• pp.11-28
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• 2002

The purposes of this study were to analyze elementary school mathematics textbooks developed in accordance with the 7th national amended curriculum and to find implications for the development of a new revised curriculum to meet the needs of the knowledge-based society. Elementary school mathematics textbooks and accompanying practice books were analyzed. Teacher's manuals were also studied to examine the intentions of the textbook developers. The two major questions were sought. First, to what degree do elementary school mathematics textbooks and practice books match with the intentions of the national curriculum\ulcorner Second, how do elementary school mathematics textbooks and practice books facilitate student's learning for understanding mathematics\ulcorner The findings were as follows. First textbooks, practice books, and teacher's manuals appeared not to reflect the intentions of the 7th amended curriculum to the full extent. Second, characteristics and roles of textbooks, practice books, and teacher's manuals were not clearly defined and therefore, they were not very feasible for teaming for understanding mathematics. The recommendations for a new revised curriculum were suggested. First, regarding the contents presented in the textbooks, the idea of structure of subject matter need to be considered in order to help students to understand connections of concepts and relationships between concepts and functions in mathematics. Second, more ill defined problems should be presented to develop problem solving ability in real life contexts in students. Third, contents for relearning and enrichment need to be reorganized to reflect students' real ability. Fourth, uses of the concrete and the manipulative need to be more realistically suggested. Fifth, more prototypes of performance assessment tasks, scoring rubrics, and portfolios need to be presented in a more teacher-friendly manner. Sixth, characteristics and roles of textbooks and practice books need to be more discernible.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.43-60
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• 1998

The purpose of this study is to compare and analyse the elementary school science curriculum and textbooks of South and North Korea, then gather the fundamental sources for the establishment of elementary school science curriculum after Unification of Korea by clarifying the difference and the likeness in educational objectives, contents, teaching methods of both Korean elementary school sciences. Based on this comparison and analysis, this study tried to give the concrete suggestions for the elementary school science curriculum and textbook development after Unification. For this, analyses were carried out for the curriculum managing systems, subject organization, education goal, emphasis on each field, teaching-learning and evaluation method. Besides, this study compared and analysed the elementary school science textbook development and distribution system, apparent format, content organization, ratio of content categories, content scope and level and the related terms appeared in both Korean elementary school science textbooks. The result of this study showed a lot of differences in the educational objectives, contents, and educational method of the elementary school science between South and North Korea. The grasping of these differences and the exact understanding about what causes these differences and how the differences are made must be the necessary work for the science curriculum establishment, especially for elementary school science curriculum and textbook development, after Unification.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.75-96
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• 2021

This study aims to drive the implications for the structure of mathematics curriculum documents in Korea, exploring the coherence in the documental structure of the IB DP mathematics curriculum, which is gaining international attention. The documents of the IB DP mathematics curriculum were analyzed based on the coherence of external and internal structures. First, the curriculum was consistently described by subject and topic, presenting the table of contents and structure of the documents in the same format. Second, the descriptions of the curriculum between subjects and within the subjects were consistent through the same composition of the subject and assessment methods, the presentation of big ideas, and 'Guidance, clarification and syllabus links'. Third, in 'Connections', the curriculum documents were described with coherence through linking with other subjects by describing the connection plan with the real-world contexts, other subjects, and the 'Theory of Knowledge' in the IB curriculum. Based on these findings and implications for the concreteness and consistency of the components in mathematics curriculum documents, we propose the coherence between the presentation of subject areas and assessment methods of the revised curriculum, and the implementation of coherence in documental structure through links with other subjects.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.61-72
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• 2017

The purpose of this study was to analyze elementary school teachers' implementation for the emphasis on the revision, major contents, teaching and learning method, and evaluation in the 2009 revised national science curriculum. To fulfill the purpose of this study we carried out a survey with 222 elementary school teachers. Main findings of this research were as follows: First, they highly agreed to the increase in class hours and the application of subject classroom, but they had a lower recognition for setting the subject groups. Second, the degree of necessity in discussion and STS was relatively high, but the degree of implementation in science writing, discussion and STEAM was low. Third, in teaching and learning method, they showed a high performance for mutual cooperation, student-led activities and communication, but, a low implementation for open inquiry and instruction considering individual differences. Fourth, in the evaluation of science learning, they showed a high implementation for evaluation based on achievement standards and one based on the understanding and application of basic concepts, but, a low implementation for the development of common evaluation tools. Fifth, it seemed that their recognition for amount, level and interest of science contents and inquiry activities was appropriate and positive.

• Journal of The Korean Association of Information Education
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• v.5 no.2
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• pp.170-184
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• 2001

At the Information Age, the significant influence of computer education taking role of computer literacy education as well a information literacy education has been magnified. Since 2000, the 7th curriculum reform has been influenced on Korean education system. Therefore, this paper suggests to implement in textbook duvelopment of cumputer education based on the 7th curriculum reform focused on middle school education. It includes the design of textbook, its contents and organization, various teaching-learning situation method, and evaluation including real situational problems fashioned to the educational paradigm shift.

• Journal of KIBIM
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• v.7 no.3
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• pp.21-30
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• 2017

In order to meet current AEC(Architecture, Engineering, Construction) industrial demand, BIM related NCS(National Competency Standards)'s study module in architectural design and construction has been created and it has been applied into the NCS-based curriculum of Specialized High Schools and Meister High Schools from March 2016. Therefore, the goal of this study is to identify the limitations BIM education in the Specialized High School and to find out the improvement plan for activation. Analysis of previous research literature and current education curriculums in the Specialized High School, and questionnaire survey of related teachers have been conducted. Finally, this paper investigated the case of BIM education in 'S' Technical High School where BIM education is carried out. This paper suggests the following three points in conclusion: 1) Updated curriculum reflecting NCS and industrial demand is necessary, 2) Continuing BIM education for teachers and financial support is necessary to get the qualified teaching capacity, 3) Curriculum reflecting BIM's possibilities needs to be developed across the interdisciplinary subjects to maximize its effect.

• The Journal of Korean Society for School & Community Health Education
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• v.4
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• pp.157-169
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• 2003

This research was intended to have a grasp of the problems in physical education curriculum, After making an alternative plans of effective management. those were integrated and analyzed their own relations on the purpose of suggesting alternative plans to foster professionality of physical education teacher in order to improve real class of physical education. For this purpose, I referred to sundry records related with instruction of physical education teacher and also conducted a survey with 10 interviews such as researchers of central government education administration, and school commissioners in the ministry's provincial offices of education, professors in the university of pre-teacher training, and teachers involved in physical education. The conclusions were as follows; Physical education curriculum should be organized to reduce and diversify of the sport contents in various levels. Also, it should instruct students based on physical educational knowledge, and it is made up to know the achievement of goals through evaluation tools and development of rules having propriety and reliability. Such a physical educational curriculum developed from real class should inform continuously throughout the Ministry of Education & Human Resources Development and educational organization of physical education teachers and network of the school and mass media. So, it makes most people's recognition raise up, and we need discretionary authority of physical education teacher about time allocation of 45 minutes or 50 minutes for variety of lessons. And we need systematic installation such as reorganization of completion field in level of school.