• Journal of the Daesoon Academy of Sciences
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• v.18
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• pp.1-24
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• 2004

This paper is to inquiry into the conceptual model of religious education in school curriculum focused on 7th revised curriculum, subject matter and teacher training system. We have to consider the related variables for the operation of school curriculum: student, school, teacher. In school curricula of Korea, religious education can be practiced as a elective course of subject, discretion activity and special activity, latent curriculum etc. And also it should be considered student's right of option and autonomy of private school, because at least those are the important variables effect upon the religious education in school curriculum. Now I'd like to abstract results of this paper as followed. First, it should be considered student's right of option for religious education in private school curriculum. But at this case, also under the name of education it should be justified precondition of purpose, content, approach method. If not, it easy to access to pejorative meaning as a religious indoctrination. Second, in case of conflict between student and school, I think that a proper method is to adjust the related variables. Third, if the purpose of religious education in school based on religiosity, it can be cover the understanding of religious culture, affectionate domain of religiosity, behavioral religiosity. Finally, in order to accomplish such an conceptual model of religious education in school, it should be set a condition for teacher training system, subject matter etc.

• Journal of radiological science and technology
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• v.28 no.1
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• pp.33-44
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• 2005

The objective of this study is to supply the good quality of experts the radiation industries in Korea and develop the major subject matter needed in the radiation industries and the curriculum in order to execute it for the variation of fields of employment at the department of radiation in the junior college and the development of the percentage of employment. In addition, this study is to improve the level of radiation experts engaged in the industries in quality, and it is to improve the social recognition of radiation rather negative now because of the development of radiation industry. As for the core results of this research, it was to suggest the detailed choice method curriculum proper to the service fields of radiation industries, but it may be subject to change due to each college's property and the educational objectives. From the result of this research above, it may be summed up as follows. First, as for the detailed curriculum by the service field, this study was to organize two subject matters: 1. the subject matter proper to the field of using the radiation, and 2. the subject matters proper to the safety control field of radiation. Second, as for the detailed curriculum by the pattern of industries, this study was to organize the four subject matters: 1. the subject matter needed in the manufactures, 2. the subject matter needed in the nondestructive testing industries, 3. the subject matter needed in the sales agencies, and 4. the subject matter needed in the laboratories. This study was to suggest the operational model about the curriculum in order to execute these subject matters. It could be executed as two methods below. First, one method is to execute the major systems by the medical field and industrial field in the third course at the department of radiation in the junior college now. Second, the other method is to make them specialize the industrial radiation in the Advanced Course(one year course) after the graduation of junior college. To operate these curricula successively it needs to assume the deeper research and the development of materials about the subject matters related to the nuclear radiation industries hereafter. In addition, it needs to solve the security of finance like the manpower of professor, space for practice, and the educational appliances, etc. needed in the operation of subject matters. Finally, the effect and result from the development or revision of college curriculum did not come out in a short time. It will require considerable time until the undergraduates at the department in the junior college finish a set of curriculum newly developed, and graduate the university, and can get the results while they engage in their works in the industrial sites. Accordingly, all the interested parties have to anticipate the results of this research with the patience in long-standing point of view. Also, this researcher considers it as it is willing to give them the continuous interest and support.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.221-237
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• 2011

This paper focused on three drawbacks exposed in subject matter related to solid figures in elementary school math textbook. First, general solid figure are introduced before rectangular parallelepiped and cube in fifth grade math textbook, and prism and pyramid in sixth grade math textbook are introduced. Second, the process of abstraction from concrete objects to solid figures is insufficient in sixth grade math textbook. Third, some definitions in subject matter related to solid figures are inconsistent and ambiguous. The following four suggestions can be put forward as a conclusion based on these results. First, subject matter in textbooks must be correspond with that in curriculum. Second, it is necessary to inform teachers of range of subject matter through teachers guide book and manual for curriculum definitely. Third, each grade subject matter in math textbooks must be reexamined. Fourth, regular modification of math textbooks must be possible institutionally.

• Journal of Science Education
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• v.43 no.1
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• pp.94-118
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• 2019

The purpose of this study is to explore the multi-faceted understanding and issues of science subject matter competencies from the trends of competency-based curriculum discourse, and to examine the relationship between general core competencies and science subject matter competencies. First, we examined the theoretical background of competency-based curriculum focusing on behaviorism, humanism, and its comprehensive synthesis. After that, we reviewed OECD's competency-related projects (DeSeCo; OECD Education 2030), US Next-Generation Science Standards (NGSS) and Korea's 2015 Revised National Curriculum from the viewpoint of competency-based curriculum. After that, we summarized and systematically analyzed a list of competencies, 105 general core competencies and 45 science subject matter competencies proposed by 15 important documents from home and abroad. The results of this study are as follows: First, the issues of the proper number, appropriate dimension, and how individual competencies should be unique and independent were pointed, in terms of defining and categorizing competencies. Second, it was suggested that the competency items are presented in various dimensions such as personal-micro dimension, community meso-dimension, and social-macro dimension. Meso-dimension was placed on both general core competencies and subject matter competencies. Third, in the relationship between general core competencies and subject matter competencies, the former emphasizes macro-dimension, and the latter emphasizes micro-dimension, revealing an existing gap, and where the two can meet each other is the meso-dimension. These discussions are thought to provide insight into the understanding of competencies in the national curriculum, including the 2015 Revised National Curriculum.

• Journal of The Korean Association of Information Education
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• v.22 no.2
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• pp.195-203
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• 2018

This thesis is to presented a theoretical fundamental of an assessment criteria available to a conventional curriculum because informatics subject matter education became it. We analyzed Bloom's Knowledge Dimension, Taxonomy that have suggested most general theoretical base in the educational assessment area. Also a programming area which can improve computational thinking can be the most important chapter of the informatics subject matter. Thus this thesis applied Bloom's theory to KAIE's informatics subject matter curriculum made by 2017. And the result of the qualitative research through the expert panel was 14 items, 87% of Conceptual, Procedural Knowledge and 12 items, 75% of Understand, Apply Taxonomy of Bloom's Theories in the 16 items of the curriculum outlines. Applying Bloom Criteria to like these can provide theoretical fundamental of assessment trend, development of assessment tool requested in the conventional education.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.129-141
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• 2006

The purpose of this study is to explore the content hierarchy of ICT curriculum in elementary school. Korea Ministry of Education has been released the 2nd ICT curriculum by last year. Over the past few years, several studies have been focused on the problem of 1st curriculum. But there has been no study that tried to find the internal justification of computer subject matter. Also there has been different hierarchy each and every textbook. And, we explored a standards of selection and a principles of organization of computer subject matter. then applied it to the content hierarchy of 2nd ICT curriculum. We tried to find relations with the content hierarchy and the types of thinking learner use. We suggests that computer subject can be organized by hierarchy of content and learners experiences. It can be logically organized between different grade, horizontally organized between same grade.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.309-315
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• 2021

This study is about the direction of how to compose the information domain curriculum in the domestic subject matter centered curriculum system. To this end, subject-centered and competency-centered curriculum were compared and analyzed, and how the information domain was organized in two types was suggested. In spite of emphasizing competency, the domestic curriculum was judged to be inclined to the subject-centered curriculum because it emphasized the presentation of national-level educational goals, a subject learning model, and textbooks. As examples of the information domain subject-centered curriculum, the information domain of the elementary practical subject and the middle school information curriculum were presented, and the SW convergence curriculum was presented as an example of a progressive curriculum. Under such circumstances, it was emphasized that in order for the learner to lead a life in an intelligent society in the future through the information domain including SWAI content, it must be explicitly described in a subject-centered perspective with computer science as the parent study.

• Journal of Science Education
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• v.34 no.1
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• pp.140-154
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• 2010

The core of subject matter education is determined by the choice of subject matter taught to students and by the organization of content according to educational objectives. The purpose of this research is to suggest ways to improve the present content of science education so as to prepare students and schools for a radically different future. We deduced the main issues the solution of which could lead to significant improvements in the contents of science education by analyzing previous studies and investigating the changes in content that were effected during curriculum revisions in the past. The main issues thus revealed through this study are as follows: the essence of the contents of subject matters in science education, the social and cultural background of change in the science curriculum, the rational steps on the way to choosing contents as part of the science curriculum, the processes of choosing the main contents of each subject, the international comparative study of contents, the updating of contents for the benefit of future society, and the reorganization of subject contents. In order to find a concrete improvement on the issues deduced, we organized an expert group. Then, we proceeded to collect and analyze the experts' opinions. A survey was administered to 19 science education experts working with universities and colleges of education. We examined their degree of agreement on the issues and problems, and on the steps that may be taken to us the improvements on these issues. we suggested that: collecting opinion and reaching an agreement on the essence of the contents of the subject matters in science education, the necessity to choose core contents within the scientific domain, developing a structure map in order to integrate and connect various subject domains, presenting explicitly the objective of inquiry by grades, moving toward integrating science contents, diversifying the construction of science textbooks.

• The Journal of Korean Association of Computer Education
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• v.22 no.5
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• pp.11-25
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• 2019

This study aims to examine how the subject-matter contents related to digital literacy are adopted in Informatics curriculum in middle school and draw implications by exploring and analyzing teaching cases based on how digital literacy education is put into practice in real Informatics classes. Especially the result showed that 13 items out of all 17 standards of Informatics curriculum in terms of achievement standards are directly related with digital literacy. Also, it confirmed the position of Informatics subject-matter as a core subject for digital literacy education by analyzing the related curriculum contents. Furthermore, the study investigated the aspects of digital literacy education's being applied and the possibilities of the digital literacy education which is implemented in diverse manners in Informatics subject-matter through the analysis of teaching cases. Finally, it identified the limitations and improvement directions revealed in the process.

• Journal of the Korean earth science society
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• v.33 no.5
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• pp.450-458
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• 2012

This study explored ways to implement a competencies-based curriculum in schools by reviewing exemplary cases that have introduced Key Competencies (KCs) in the school science curriculum. Since the OECD redefined key competencies as 'what people should know and do in order to lead a successful life in a well-functioning society', many countries have emphasized the use of a competencies-based curriculum. Foreign and domestic classroom cases, which have used a competencies-based curriculum in science teaching, were collected and analyzed. Through open-ended interviews with teachers and principals, we investigated changes of teachers' professional knowledge and practice that were evident as a result of the implementation of competencies-based curriculum in science class. Foreign science teachers suggested ways to relate competencies-based curriculum and science curriculum including maintaining a balance between competencies-based curriculum and content-based curriculum. They also integrated KCs into all subject-based curriculums, gave priority to KCs over subject matter knowledge, and developed KCs through teaching science contents that students wanted to learn. On the other hand, Korean science teachers suggested reconstructing competencies-based curriculum by extracting common attributes from the existing subject areas. They also made KCs realized through content teaching, and developed various KCs within science contexts. Implications of the competencies-based curriculum for science teaching and learning were discussed at the end.