• Journal of The Korean Association For Science Education
• /
• v.21 no.5
• /
• pp.944-967
• /
• 2001

The purpose of this study is to compare and analyze secondary school chemistry education in Korea and China in order to identify implications for the improvement of Korean chemistry education. The school systems, curricula, and teacher education related to secondary chemistry education of both countries were compared and analyzed. The 6-3-3-4 school system is used in both countries, and national school curricula are formulated by the Ministries of Education in both countries. The 1996 chemistry curricular standard for advanced middle schools in China, and 1997 chemistry curriculum for Korean high schools were compared in several aspects, followed by comparisons of chemistry teacher education in both countries. Based on the comparative analysis of chemistry education, some ideas and issues which provide implications for improving Korean high school chemistry education were identified. Chemistry teaching in the junior secondary schools, tentative implementation of curricula, required course work in chemistry, structure of curricula, oral assessments, probation of teachers and other issues are identified and discussed in this study.

• 대한공업교육학회지
• /
• v.32 no.2
• /
• pp.132-154
• /
• 2007

The purpose of this study is to present the importance of systematic database education in elementary and secondary schools in Korea. The authors compared the curriculum for database education in elementary and secondary schools of Gyeongsangbuk-do province in Korea with that of Arcola schools in the state of Illinois, US. The database industries of both countries were also compared to suggest the significance of database education in Korea. We have shown that it is urgent to include database education in IT curriculum for elementary and secondary schools in Korea considering importance of database itself as well as the magnitude and growth rate of database industries in 21st century. Contrary to our research results, however, it is shown the IT curriculums of elementary and secondary schools in Korea is hardly adequate to provide systematic database education required in information society. Based on these results, we conclude that IT curriculums should be revised to accommodate systematic database education for elementary and secondary schools in Korea.

• Journal of Korean Home Economics Education Association
• /
• v.5 no.1
• /
• pp.1-16
• /
• 1993

The purpose of this study is to investigate realities of homemaking education for elementary and secondary schools in japan and to obtain the basic guidance for the improvement of effect of homemaking education in Korea. The results are as follows: 1. Home economics education takes an important role for society. From this point of view, homemaking education is also clarified in Japan. 2. Homemaking education is provided as independently required subject of coeducation in Japanese elementary and secondary schools. And many people think that homemaking coeducation is necessary in the elementary and secondary schools. 3. Curriculum is reorganized continuously and variously in Japan, so that the girls and the boys can learn knowledge and skill which is necessary for them to live home lives, corresponding with circumstance and social changes that surround home.

• Hwankyungkyoyuk
• /
• v.17 no.2
• /
• pp.10-25
• /
• 2004

This study aims to standardize and analyze the environmental teacher recruitment examination for secondary school. To achieve the purpose, the environmental teacher recruitment examinations, which were carried out for five times through the school year 2000 to 2004, were compared and analyzed. And then, based on the above analyses, we presented ‘the plan of standardization for the environmental teacher recruitment examination in secondary school.’ In addition, the propriety, reliance, and realistic suitability of the plan were confirmed by professors of environmental education department in universities, environmental education professionals, and environmental teachers in secondary school. By presenting ‘the plan of standardization for the environmental teacher recruitment examination in secondary school’ in this study, we expect that the curriculum design and management of environmental education teacher training universities can be standardized and improved, and that the teacher who have expert qualities in environment education is reasonably selected by the environmental teacher recruitment examination.

• The Journal of Asian Finance, Economics and Business
• /
• v.8 no.10
• /
• pp.259-267
• /
• 2021

Both structural transformation and education are the predominant subjects in the literature of development economics. This study examines the relationship between education before the tertiary level and the structural transformation of provinces by using Vietnam as a case study. In this study, education before the tertiary level would be disaggregated into three groups: primary, lower secondary, and upper secondary, then analyzed simultaneously on three-panel data models. Research data is taken from the statistical yearbook of provinces in Vietnam for 2015-2018. Research results show that education before the tertiary level plays a vital role in structural transformation. The enrolment rate of various education levels has a different influence on economic structure, and the lower secondary level has more significant effects than the upper secondary level. This reflects that participating in lower secondary is a fundamental requirement for taking some jobs in the non-agriculture sector, while upper secondary helps to upgrade the learner's abilities to respond to higher requirement jobs. The high rate of repeaters in upper secondary education will slow down the structural shift towards non-agriculture, and changing the traditional attitude about repeaters plays an essential role in improving this rate.

• Journal of The Korean Association of Information Education
• /
• v.11 no.2
• /
• pp.157-165
• /
• 2007

This study aims to compare and analyse computer curriculum and textbooks of South Korea and North Korea in order to provide the basis for unifying the Informatics Education. Result of this study follows : First, there isn't any course for Informatics Education in the elementary school but it was requisitely carried 2 hours per week in secondary school in North Korea. But contents of curriculum is much different according to the level of school : genius secondary school, first secondary school, general secondary schol. In especially, Informatics Education had centered in genius secondary school. Second, in comparison of computer textbooks used in South and North Korea, we found that most contents of South Korea textbook was selected equally from all scope whereas those in North Korea were not contained the newest contents(e.g. Internet, Multimedia). But in contrast to South Korea textbook, there was BASIC programing course for improving problem-solving skills in North Korea textbook.

• Journal of Educational Research in Mathematics
• /
• v.11 no.2
• /
• pp.321-340
• /
• 2001

The researcher compared the curricula, the textbooks, the methods of didactic transposition, teacher practices of elementary and secondary mathematics education. The study reviewed several mathematics education theories in the aspect of the differences between the two levels. Findings from this study show a little difference between elementary and secondary mathematics education. There are special difficulties in didactic transposition in elementary mathematics education since it is so far from scientific mathematics. From this study we can conclude that further research needs to be done in the area of development of perspectives on elementary mathematics education.

• Journal of The Korean Association For Science Education
• /
• v.9 no.2
• /
• pp.1-12
• /
• 1989

Secondary schools in Korea have been faced with with several critical problems with regard to science education, with one of the most fundament problems being associated with secondary school science teacher education and in-service training. Therefore this study, which is a part of project for the improvement of science teaching in secondary schools, had its purposes to inquire into the following are as. ${\circ}$systems for science teacher education ${\circ}$curricular contents and its operations of science teacher education ${\circ}$systems for in-service teacher training and its operations ${\circ}$analyses of problems associated with science teacher education and in-service teacher training. In order to fulfill these objectives this study used methods of literature review, survey, and interviews. The major findings are as follow: ${\circ}$curricular hours of subject matter education are not sufficient for competent science teacher. opportunities for self-training in major are as are seldom given to the most of the science teachers ${\circ}$systematic organization for in-service traings is in urgert need. In addition to there-findings strategies for improving science teacher education and in-service trainings are suggested in this paper.

• Journal of The Korean Association For Science Education
• /
• v.12 no.1
• /
• pp.23-33
• /
• 1992

For the purpose of identifying alternative conceptions in biology held by both elementary and secondary school students, an open-ended questionnaire in the six areas of biology was devised and administered to both 21 elementary school science teachers and 32 secondary biology teachers. Results have Shown that 65 and 183 items were introduced by elementary and secondary school teachers respectively Our findings will be useful to many researchers who have concerned about the issus of misconceptions in biology as well as many biology teachers who have had difficulties in biology teaching due to students' preconceptions.

• Journal of Engineering Education Research
• /
• v.20 no.4
• /
• pp.21-27
• /
• 2017

The purpose of this study is to provide basic data and guideline to STEM(Science, Technology, Engineering, Mathematics) educators who prepare engineering education in elementary and secondary school. For this, this study develops a composition model for engineering education program of elementary and secondary school. To do this, a literature research, experts interview and Delphi survey were conducted. Through the literature research, we extracted the components of model for engineering education program of elementary and secondary school and then made a first draft of the model. The draft was revised by experts while Delphi survey was used to validate the model based on Delphi panels' opinions. The panels for the Delphi survey consisted of 51 experts in the STEM education field. The survey was conducted three different times and importance survey was included in the third stage. The conclusions of this study were as follows: First, the model consist of definition, 4 directions, 4 characteristics, 3 educational goals according to school level, educational contents area and element, teaching and learning method and evaluation method. The educational contents area and element consist of 2 major areas, 7 areas and 18 elements. Second, all components of the developed model were valid in most of the statistics such as mean, standard deviation, the degree of consensus and convergence, and CVR(Content Validity Ratio). Third, importance for education contents area and element according to the school level are analyzed.