• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.625-636
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• 2017

The purpose of this study is to compare the differences in the operation form of science academy, science high school, and ordinary high school. We tried to find what kinds of variables differ in operation form based on the perception of the beneficiaries. For this purpose, 288 beneficiaries were surveyed. The groups were divided into three groups according to the high school they graduated from and then the differences among the groups were compared. The results are as follows. First, as a result of comparing the operation form according to high school using the most similar system design, it was confirmed that there are differences in curriculum and teacher variables. Second, as the result of analyzing the perception of curriculum and teacher professionalism based on the education experience of the beneficiary, the satisfaction for science academy was higher, but the satisfaction for science in ordinary high school was lower. Third, the key variables showing the differences in the operation forms between science academy and science high school were the learning contents, learning process and learning environment. The results of this study are expected to be used as basic data for future improvement of gifted education curriculum.

• Journal of Internet of Things and Convergence
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• v.8 no.6
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• pp.49-54
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• 2022

Rapid changes in modern society after the COVID-19 have highlighted artificial intelligence talent as a major influencing factor in determining national competitiveness. Accordingly, the Ministry of Education planned a large-scale SW·AI camp education project to develop the digital capabilities of 4th to 6th grade elementary school students and middle and high school students who are in a vacuum in artificial intelligence education. Therefore, this study aims to develop a camp-type SW·AI education program for students in grades 4-6 of elementary school so that students in grades 4-6 of elementary school can acquire basic knowledge in artificial intelligence. For this, the meaning of SW·AI education in elementary school is defined and SW·AI contents to be dealt with in elementary school are: understanding of SW AI, 'principle and application of SW AI', and 'social impact of SW AI' was set. In addition, an attempt was made to link the set elements of elementary school SW AI education and learning with related subjects and units of textbooks currently used in elementary schools. As for the program used for education, entry, a software coding learning tool based on block coding, is designed to strengthen software programming basic competency, and all programs are designed to be operated centered on experience and experience-oriented participants in consideration of the developmental characteristics of elementary school students. In order for SW·AI education to be organized and operated as a member of the regular curriculum, it is suggested that research based on the analysis of regular curriculum contents and in-depth analysis of SW·AI education contents is necessary.

• Journal of Korean language education
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• v.29 no.3
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• pp.117-144
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• 2018

The purpose of this study is to explore the linguistic elements that can promote academic literacy in terms of content-based instructions for KSL learners. In order to study the characteristics of learning languages for subjects, focus was given to the framework of systematic functional linguistics that has been extensively used in ELL teaching and learning research in the United States and Australia. History, which is taught in all classes and classified as a required course, was the subject of analysis. From the history curriculum, the elementary school level texts "Social Studies 5-2" and "Social Studies 6-1" were chosen for the analysis. Based on the results, we can come to the following conclusions. First, history textbooks are divided into narrative and analytical explanatory sub-genres based on their content, and there are differences in the factors that need to be focused on to find the main information. Second, the vocabulary of history textbooks should focus on the use of verbs which comprehend material processes. Particularly, learners should pay attention to the differences in meaning between low-frequency expressions. We hope that the results of this study will have a positive effect on history subject learning for learners in the "Adaptive Korean Course" and will help establish direction in terms of building curriculum contents for KSL learners.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.911-923
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• 2016

The purpose of this study is to figure out the quality of understanding and implementation for teachers implementing the 2009 revised elementary science curriculum achievement standards. To achieve this purpose, in-depth interviews were conducted with 12 participants, and the qualitative contents method was used to analyze interview contents. According to the interview contents, the results of this study can be described as a phenomenon that teachers implementing achievement standards regarded achievement standards as usual, while focusing on evaluation in school. To make clear of this phenomenon, we classified it into two main dimensions. One is the understanding of teachers by implementing the 2009 Revised National Curriculum achievement standards for elementary school science curriculum, the other is its application. Teachers regarded achievement standards as a criterion, but did not have much attention to it during class time. Furthermore, teachers point out the problems caused by lacking available support materials and the material about core achievement standards. When teachers implemented achievement standards, they prefer to give class to students based on textbooks rather than achievement standards, and they usually use it as evaluation criterion. Based on the results of this study, there were three suggestions and they are as follows: First, it is necessary to improve teachers' professionalism on curriculum and it is a must for teachers to have more concerns about achievement standards; Second, to develop accessible support materials for teachers; Third, to improve curriculum implementation systems.

• Journal of The Korean Association of Information Education
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• v.11 no.1
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• pp.59-66
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• 2007

This study is aimed at developing a curriculum in relation to programming learning by using robot, for it has been judged as a scientific learning tool to help elementary school children as well as gifted children among them improve their creativity. Based on this concept, teaching aids and materials were developed, and then applied to the locale of education, and results therefrom were analyzed ccordingly. Curriculum and contents of teaching aids were classified into two processes, i.e. the assembling process of robot to fit the varied problematic situations and the programming process (all six phases), and edited so much as to entice elementary school children to get interests and attentions to robot and programming by compiling the contents to suit their level of learning. Results from the evaluation of the application of robot education curriculum to the locale for learning revealed that it was a positive teaching tool that helped children improve their creativity. Also conclusions were derived from the analysis and evaluation that several aspects should be complemented as for teaching and learning tool to achieve the objective of excellence education.

• Korean Institute of Interior Design Journal
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• v.21 no.5
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• pp.227-236
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• 2012

In order to discuss identity of Interior Design as an academic study, I analyzed educational objectives and curriculums of Interior Design in tertiary educational institutions. To this end, I surveyed 83 colleges and categorized those colleges based on their school system and academic field where the college is included. First, according to the school system I classified them into 2-, 3-, 4-year course. Then, I categorized each of them into subcategories based on their fields; 2 year course into Design field and Construction Engineering field, 3 year course into Construction, Engineering and Design, 4 year course into Design, Life Science, Engineering and Construction. Referring to a Classified table of majors and fields by KIID, I reorganized them into ten big categories: (1)Design Theory (2)Design Technique (3)Interior Composition Elements (4)Basic Practice (5)Advanced Practice (6)Psychology and Behaviour (7)Design Management (8)History of Interior Design (9)Digital Design (10)Communication. The afore-mentioned ten curriculum categories show characteristics formed by composition in each school system. The curriculum categories in school system had differences in composition depending on each field. By examining similarities and differences among them, I concluded attributes of each field. I hope the result of this study can contribute to consistent study to establish and develop the academic identity of Interior Design.

• Journal of Fisheries and Marine Sciences Education
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• v.18 no.2
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• pp.183-193
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• 2006

The aim of this research is to present the fundamental data of the tangible school operation in order to get Specialized High Schools in Computer fixed firmly and developed. This project was made by analyzing and thorough investigations how teachers and students think of their school lives, curriculum, future guidances, and the pursuing directions of the school. And that is based on understanding Specialized High Schools distinguished from the traditional Business High Schools. In order to develop the Specialized High School Related Computer as the model of the Specialized High School in Korea, it is important that the government trains the teachers who give students satisfactions. Also for the prospective future of the Specialized High School Related Computer, it is necessary that a good curriculum are developed in detail and the superior students are accepted in their entrance. Also, the students brought by the good teachers will contribute to Korean computer industries. So then, the Specialized High School Related Computer will be dispersed as training computer talents.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.55-69
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• 2016

The purpose of this study is to investigate statistical units of elementary school mathematics textbooks upon on the statistical problem solving process to provide useful information for qualitative improvement of developing curriculum and teaching materials. This study analyzed the statistical units from the textbooks of 1st to 6th year along the 2009 revised national curriculum. The analysis frame is based on the 4 phases of the statistical problem solving process: formulate questions, plan and collect data, present and analyze data and interpret data.

• Journal of the Korea Computer Industry Society
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• v.2 no.4
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• pp.521-536
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• 2001

The objective of this study was to develop curriculum for successful articulation education program between department of information processing in Daejonsinil vocational high school and school of computer & communication in Hyechon College. This study was carried out through review of literature, survey and discussions with panels of judges composed of experts in the related fields. Gap analysis was used to interpret the survey results. Based on the results of this study, several educational needs and recommendations for articulation education of computer & communication area both in vocational high school and college were suggested.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.511-524
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• 1997

The curriculum of science should be made of the education based on the acquirement instead of the knowledge. However, the present educational environment has many problems such as lack of laboratory and experimental facilities, and time limitations. One of the suggested methods to overcome the barriers in regular curriculum is the efficient operation of science club activities. Since the club activities are not restricted on time and space, teachers can apply various methods and programs. In this paper, we investigate the present operational status of science club activities in secondary school and some suggested improvement schemes of them It is shown that teacher training, reference development, time allocation, educational environment, facility completion and various program developments should be preceded, in order to activate science club activities.