• Korean Journal of Heritage: History & Science
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• v.54 no.3
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• pp.150-167
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• 2021

Since the advent of tertiary curriculum, middle school history education has been focused on political history, but many students perceive history as a simple memorization subject and complain about difficulties in abstract learning. The researcher saw this problem as caused by the history curriculum, and carried out this study for the purpose of proposing a revitalization of cultural property education in the middle school history curriculum. First, through the analysis of prior research, the usefulness of cultural property education, such as nurturing creative talent and realizing interactive history classes, was revealed, and the problems of the current political history-centered middle school history curriculum were pointed out. Afterwards, as a result of conducting an opinion survey on middle school 3rd grade students and social studies teachers, it was found that first, both middle school students and their teachers thought that the current political history-centered history had much room for improvement. Second, all groups agreed on the necessity of cultural property education in history education. However, in reality, it was found that it was not easy to sufficiently educate students about cultural property in a political history-centered curriculum. Third, teachers thought that it was necessary to improve the current history curriculum in order to enhance cultural property education. Based on these findings, the researcher suggested an improvement plan for the 2015 revised history curriculum. First, in the 'nature of the subject' section, cultural properties and historical materials should be included, and in the 'objective' section, politics, economy, society, and culture should be included. Contents related to cultural properties should be added to the sub-themes in the 'content system and achievement standards', and cultural properties-related contents should be further reinforced in the achievement standards, 'teaching, learning and evaluation'. It was suggested that this section should include cultural property learning and historical material learning, and guidance on teaching and learning methods of cultural property education should be added. If these aspects are reflected in the 2022 revised curriculum that is currently being developed, cultural property education will be improved, and more lively history education will be provided to students.

• Korean Medical Education Review
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• v.15 no.3
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• pp.144-150
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• 2013

Before Outcome-based curriculum reform, medical graduate school and medical schools of korea need to understand limit or threshold of outcome-based education's point of view. This article examines the multi-dimensional concept of competence suggested by Stoof and colleagues and discusses about implication for outcomebased education in medical education of Korea. Because Stoof and colleagues's five dimensions of competence reveal various concepts and educational methods of competence. Therefore, It is possible to use to identify the strengths and weaknesses of outcome-based education of Korea as a reference standard. Five dimensions of competence suggested by Stoof and colleagues is consist of 'personal vs. task characteristics,' 'individual vs. distributed competence,' 'specific vs. general competence,' 'levels of competence vs. competence as a level,' and 'teachable vs. non-teachable.' Implication for outcome-based education in medical education of Korea is, first, that It should recognize to outcome-based education as a one of educational models approaching to competence. Second, discussion about competence should be expanded from pre-medical education to graduated medical education and continuing medical education.

• Journal of Engineering Education Research
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• v.14 no.1
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• pp.11-19
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• 2011

The purpose of this study is to reinforce the relationship of high-school, university and industries. In order to achieve the object of this study, we sampled and specified the core competencies. We investigated, analyzed the cognition of high school teacher to the current curriculum of high school related to the core competencies and the cognition of industries to the current curriculum of university related to the core competencies. For the study, the literature researches was conducted about the need to university education of industry, various curriculum of high-school and university. 15 items of the core competencies were sampled. The survey was conducted, based on 15 items of the core competencies.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.37-62
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• 2021

The purpose of this study is to develop a project-based teaching-learning instruction to solve the problems in family life. The developed process can be a practical plan to activate environmental education centered on living environment problems curriculum of Home Economic Education[HEE]. In order to achieve the purpose of this study, the curriculum of HEE and environmental education categories were compared and analyzed. The study selected 10 themes and developed a project-based HEE teaching-learning instruction with 8 sessions. The characteristics of the developed teaching-learning instruction are as follows. First, HEE curriculum included environmental knowledge, values and attitudes, competence, and practice and participation in environmental education and related categories in achievement standards and learning elements. Second, since HEE curriculum has a teaching-learning instruction plan based on project-based learning that allows learners to recognize and solve problems themselves was developed based on the real life-centered learning themes related to environmental education. It was also proposed that the subject of HEE has a high correlation with environmental competence and environmental practice, and thus environmental contents that can raise students' interests in society and environment should be added to the HEE curriculum. The teaching-learning instruction developed in this study can be used for classes such as HEE classes or free semeste. A follow up study would need to test the educational effects of this teaching and learning plan by implementing it to the actual class.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.69-92
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• 2018

In this study, we analyzed whether 2015 revised elementary school mathematics curriculum 's standards statements reflect the direction of 2015 revised curriculum. For the objectivity of analysis, 128 achievement standards statements were analyzed based on content - centered statements, activity - centered statements, and performance - centered statements by Seo Young - jin 's (2013). As a result of the analysis, it can be seen that the 2015 revision elementary mathematics curriculum achievement standards statements do not contain enough information to expand the mathematical competence of students. To complement this, the achievement standards statements should include more elements than 'content + function', and other criteria should be developed to clearly communicate the meaning of the achievement standards statements. And it is necessary to supplement the expression of 'function' in the achievement standards in order to improve the expression of the elementary school mathematics curriculum achievement standards statements.

• Education of Primary School Mathematics
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• v.24 no.3
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• pp.115-134
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• 2021

This study implemented a comparative analysis of the international mathematics curriculum on time learning. It aimed the improvement of challenges students facing when they learn time. As a preliminary step, I reviewed the previous literature on teaching and learning of time, and based on this, I drew five issues that require to be considered for better time learning. The coverage of time contents and the learning periods of respective time contents were compared across the mathematics curriculum of Korea, Japan, Australia, the United States, and Finland. The textbook cases of those countries were analyzed with a special focus on the five issues. The results showed that the Korean curriculum assigned time learning contents compressively during short periods compared to other countries. responded to the issues on teaching and learning of time, several improvement ideas were deduced from textbook cases of other countries. Implications for the curriculum reform were discussed underlying the results.

• Korean System Dynamics Review
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• v.15 no.1
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• pp.5-27
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• 2014

The purpose of this study is to analyze the school autonomy policy based on the system thinking perspective using causal loop diagrams. School autonomy was the main educational policy concerning school domain during the last government and was the instrument for school-based management, but it was not implemented effectively in site. The school autonomy policy practically disappeared as an explicit policy agenda in the current government. This study displays causal loop diagrams about the policy's logic and contents of school autonomy, in terms of curriculum, human resource management, and a supportive system. The causal loop diagrams depicting the implementation of the school autonomy policy are suggested concerning excessive enforcement and the confirmative mechanism for policy implementation. The conclusion provides some research implications and future directions.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.607-633
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• 2016

Teachers and students tend to perceive mathematics irrelevant with character education. Since there has been no teaching of cross-curriculum characters education in mathematics classrooms, this research was to look for the possibility of teaching the character education in mathematics. Through the pilot study, trying to rebuild character factors based on Moon, et al,(2011), the researcher applied them to developing 8 lesson plans and carried them to 12th graders of the high school in March and April, 2014 using pre and post tests. Based on statistically significant difference with the level of p<.05, in "relation with me", for 'appointment' in the pretest, the students of natural science(SNS) exceeded, but in the posttest the students of humanities(SH) exceeded. In "relation with the other", in the posttest, for 'forgiveness' and 'responsibility' SNS, but for 'ownership' SH exceeded. In 'relation with a group' in the pretest for 'community spirit' SNS, and in the posttest SH exceeded. In the pretest in this study SNS naturally perceived the value of character education in math classes since they were closer to mathematics but after the experience through character education with cross-curriculum factors, SH perceived its importance expecially 'appointment', 'ownership', and 'community spirit' more than SNS so that we could predict the possibility of teaching cross-curriculum character factors in mathematics even after they had preconception as a high school student.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.403-420
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• 2016

Some of the critical changes in the revised 2015 Korean Mathematics curriculum were that direct proportion and inverse proportion were moved from elementary school to middle school and that supplementary content related to correlation was included. These decisions were based on comparative studies of international curriculum. Therefore in this study, we selected countries for comparison; United States, England, France, Finland, Australia, Japan, Singapore, China and Taiwan. We looked into the timing and scope for direct/inverse proportion and correlation in curricula of these countries. Along with this, we established four criteria; vertical sequence, horizontal sequence, external connection, and internal connection for an analysis framework. Then we compared and analysed the direct/inverse proportion and correlation in each curriculum. As a result, in most of these curricula, the direct/inverse proportions are introduced at middle school or are introduced at elementary school and then developed further at middle school. Most of curriculums on direct/inverse proportion and correlation match the four criteria. Correlation is introduced in high school mathematics in all counties except Finland and it is dealt in diverse context introducing related concepts, for example, correlation coefficient, regression straight line, and least square. We suggested that it is necessary to refer these international trends for the next revision of curriculum.

• 대한공업교육학회지
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• v.43 no.2
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• pp.1-23
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• 2018

This study analyzes the status of the NCS (National Competency Standards) based curriculum in which the apprenticeship program of vocational education and training high schools (VET high schools) participating in the apprenticeship system is included to present suggestions for organizing and evaluating the apprenticeship curriculum. For this, data on the status of curricula of 141 courses (75.8%) in 116 VET high schools participating in the apprenticeship system were analyzed. The results of the study are as follows. First, the average time assigned for the apprenticeship program was 1,054.2 hours and the apprenticeship program was organized in 12.4 courses in the school curriculum. The degree of evaluation per NCS competency unit of courses was found to be 95.4% for evaluation per competency unit and 5.6% for evaluation regardless of competency unit. Second, the average number of courses including apprenticeship programs in time assigned for the courses in school curriculum (when appropriate) was 11.5 (93.1%) and the average number of courses including apprenticeship programs in the contents of the school curriculum courses (when appropriate) was 10.6 (85.5%). Third, it was found that courses organized only for 'common competency units' were 8.5 (68.5%) and the number of courses in which 'student option competency units' were included was found to be 3.9 (31.5%). In addition to these study results, policy suggestions such as applying suspension on the approval period for change of curriculum by metropolitan and provincial offices of education, inspection on curriculum and enhanced consulting by metropolitan and provincial offices of education, providing plans to evaluate 'student option competency units', newly establishing 'subjects specialized for companies' or 'student option subjects' in national level curriculum are proposed.