• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.550-559
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• 2002

This study is to investigate the type, process and context of inquiry activities in life science textbooks based on the seventh curriculum. Six kinds of science textbooks were analysed. Three units of life science were analysed; 'the structure of living things', 'digestion and circulation' and 'respiration and excretion', As result of analysis, types, processes and skills, and context of inquiry were not balanced, it is suggested that learners be educated with complementary of this aspects. To develope the science textbook on the basis of aims and objectives of curriculum, it is proposed that the inquiry activities presented in science textbooks be examined, and the framework to evaluate inquiry activities be reflected on the standard of science textbook authorization

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.1-12
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• 1996

The purpose of this study is to investigate the psychological hierarchy structure of science concepts and to determine the effective teaching order by comparing the teaching effects of the psychological hierarchy order with those of teaching order of the current text in order to inquire validating evaluation framework of science curriculum sequence. Key concepts were selected by tasks analysis in the seven units of elementary and secondary school curriculum. Concept formation tests were developed to evaluate each concepts achievement,. The test items were made according to each of the concepts based on 12 prototype tasks developed by Frayer(1969). To identify the students' psychological hierarchy the test items were administrated to elementary and secondary school students. Ordering theory was used to identify the students' psychological hierarchy. Nonequivalent control group pretest-posttest design was used in this study as an experimental design. Teaching with psychological hierarchy order was applied tp experimental group and teaching with concept order described in the current text was applied to control group. The major results of this study are as followings: 1. The students' psychological hierarchy structures are different from logical hierarchy structures. 2. The science teachers' psychological hierarchy structures are different from not only logical hierarchy structures but also students' psychological hierarchy structures. 3. The mean score of experimental group applied psychological hierarchy order is significantly higher(p<.05) than the control group in the concept achievement.

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.407-428
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• 2021

This study compares and analyzes the mathematics assessment items of the middle school's national-level academic achievement tests in Korea and Japan, recently revised as a competency-focused curriculum. By comparing and analyzing the assessment items in each country, the analytic framework is integrated into content areas, contexts, and competencies. The characteristics of each country's assessment items developed for each content area were analyzed using the framework. We suggested some implications on developing and improving national-level academic assessment items.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.132-143
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• 2013

The purpose of this study was to examine the nature of inquiry activities proposed in high school physics textbooks that were developed based on the 2009 science curriculum in Korea. The inquiry activities were analyzed using the notion of scientific practices introduced in the Science Education Framework (NRC, 2012). The results showed that the inquiry activities in the textbooks emphasized two of eight types of scientific practices including "Analyzing and interpreting data" and "Constructing explanations". In contrast, the activities required students to "ask questions" only once in a total of 291 science inquiry activities. The other types of scientific practices appeared less than 10%. Also found was that the types of scientific practices were not relevant to the way inquiry activities were used for textbook content. Implications for the curriculum and science teacher education were discussed.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.981-992
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• 2017

This research compares the subjects of "Integrated Science" and "Converged Science" in the 2015 Revised National Curriculum, through core concepts. The content priorities and levels of integration of each core concept were evaluated through an analytical framework, and visualized using two-dimensional visualization matrix of the content priorities and the levels of integration. The results show that "Integrated Science" had fewer core concepts, higher in priorities and slightly lower levels of integration than "Converged Science". This can be an evidence that "Integrated Science" is excellent in rigor and not so much inferior in relevance. And also, through visualization of analysis results, the characteristics of integrated subjects could easily be understood and compared.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.899-925
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• 2013

The purpose of this study was to examine how constructive-response questions in regular test was in aligned with the nature and goals of 2007 Curriculum Amendment. For this purpose, data were collected and analysed by using the framework for mathematical task and the cognitive demand of tasks suggested by Smith & Stein(1998) and mathematical proficiency suggested by National Research Council(2001). In particular, it aimed to reveal the overall picture of the level of cognitive demand and the proportion of mathematical proficiency of constructed-response items created by secondary mathematics teachers. The findings from the analysis showed that 70 percent of the constructed-response items were at low-level and the rest at high-level in terms of cognitive demand. Also, the constructed-response assessment focused on conputing (89%), understanding(45%), applying(30%) and least reasoning(17%). Most of the constructed-response items included computing and were algorithmic.

• Journal of Educational Research in Mathematics
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• v.27 no.1
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• pp.113-135
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• 2017

The purpose of the research was to develop an analysis framework for Korean mathematics textbooks from a critical mathematics education perspective. For this, we conducted a comprehensive literature review regarding critical theory, critical education, and critical mathematics education. Based on the literature review, we derived a preliminary framework for textbook analysis. To validate the preliminary framework delphi survey was carried out twice with 21 expert panelists in the field of mathematics education and multicultural education. The first delphi survey was conducted with open-ended questions to investigate diverse opinions regarding educational goals, contents, and teaching methods of critical mathematics education. The second delphi survey was conducted with Likert-type scale and it was analyzed using Mean, Contents Validity Ratio, Degree of Consensus. As the result of the whole research procedures, the final analysis framework was developed consisting of four categories: classical knowledge, community knowledge, communicative knowledge, and political knowledge. A development of the analysis framework from a critical mathematics education perspective could give a significant impact on the mathematics curriculum or mathematic teacher education in the Korea and a meaningful initial step for the effort of practicing critical mathematics education. It is expected that this study could not only incite consideration for the better mathematics education but also expand the prospect of research and practice in mathematics education. This study would provide a new paradigm of future mathematics education with which to teach and guide students to become members of world civil society with mathematical power and critical competency.

• Journal of the Korean Chemical Society
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• v.61 no.6
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• pp.388-401
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• 2017

In this study, we investigated the characteristics of curriculum design of pre-service chemistry teachers who participated in educational program for teaching in science museum. Three pre-service chemistry teachers at a college of education in Seoul participated. The educational program was composed of workshop, lesson planning and practice, and critique. After the workshop, we conducted semi-structured interviews based on pre-visit, during-visit, post-visit activities planned by the pre-service teachers. We observed and recorded their teaching practices in Gwacheon National Science Museum and following critique by their classmates. We also conducted final interviews. We used a framework for museum practice to analyze their curriculum design. The analyses of the results revealed that all planned their lessons in accordance with the National Science Curriculum, and considered geographical and psychological aspects in their pre-visit activities. They encouraged students to make joint products through small group activities, and gave students autonomy in choosing exhibits to facilitate spontaneous participation. However, they did not consider continuous aspects of pre-visit, during-visit, and post-visit activities. They did not effectively induce students to engage during-visit activities cognitively. They did not make post-visit activities connect students' experiences in science museum to personal experiences.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.525-537
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• 2020

This study aimed to determine the current state and characteristics of simulation-based operating processes in nursing education based on the Jeffries theoretical framework in South Korea by taking an integrated look at study findings in order to provide a scientific basis for future simulation-based operating processes. We searched eight databases, including the Korea Education and Research Information Service, National Library, Korean Studies Information Service System, National Digital Science Library, Korea Institute of Science and Technology Information, KOREAMED, and Korean Medical Database, using terms "simulation" and "nursing" as keywords in November 2017 in the Korean language. Sixteen studies were identified, reviewed, and appraised in this integrative review. The literature was categorized into these themes: general study characteristics, operation method, teaching and learning methods, subject characteristics, outcome variables, and theoretical framework. The simulation processes in nursing education in South Korea that were analyzed in this study did not fully reflect the main concepts suggested in the NLN Jeffries simulation framework. Thus, simulation program developers need to consider and incorporate a variety of strategies, based on the identification of essential components, to improve simulation effectiveness.

• The Mathematical Education
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• v.57 no.4
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• pp.433-452
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• 2018

The purpose of this study is to provide implications for improvement of mathematics textbook based on discursive approach to textbook analysis that complementarily combines a communicational approach to cognition and social semiotics. For this purpose, we reconstructed an analytic framework for discursive approach to written discourses of Korean textbook and CMP, and applied it to our analysis. Results show that several characteristics in meanings were developed by the use of words and visual mediators. First, in the case of ideational meaning, there were qualitative and quantitative differences between vocabularies used and between information addressed by visual mediators. Second, in the case of structural meaning, an offer and application of procedure was emphasized in a Korean textbook, whereas expectation and selection experiences of diverse possibilities for problem solving was underlined in CMP. In the case interpersonal meaning of student-author, imperative instructions were paid attentions in a Korean textbook. In contrast, students' interdependence and active participation were stressed in CMP. Therefore, this study addressed ideas about how to analyze mathematics textbooks based on integrated meanings developed by the use of words and visual mediators. In addition, it distributes implications for improvements of Korean mathematics textbooks through the analytic framework of both mathematical meanings and interpersonal meanings of student-author.