• Journal of Digital Convergence
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• v.16 no.4
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• pp.29-37
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• 2018

The purpose of this study is to analyze the effects of self-development competency on employment readiness for job achievement of women's university students and to enhance the recruiting rate of female students ultimately. This paper classified the factors of self-development competency and employment readiness and defined a new research model. This study is meaningful what self-development competency is actually helpful for female undergraduates to get a job. Both self-recognition skill and self-control skill have positive primary effects on their career development skills in self-development competency. Career development skills has a positive secondary effect on not only their goal setting for job seeking but also their searching for job information. This paper suggests that career development skills is of paramount importance so as to improve employment readiness. It is expected that executable education policies and cases can be more developed on the basis of this study.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.441-449
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• 2019

With the introduction of the 2015 revised curriculum, software education became mandatory in elementary school. The practical subject in the content for the software education consists of information ethics, algorithms, programming, and computer science. Especially, elementary school encourages the unplugged activities. Unplugged activities are preferred among the teachers in the education field as a teaching-learning method. However, those teachers pointed out that the lack of suitable unplugged activity materials was the biggest challenge. In addition, it was pointed out that the existing materials were not suitable for achievement standards, and there are many simple playing-oriented educations that are not linked to computing activities. In this study, we developed an unplugged activity-oriented robot that can be used for the elementary students to learn the basic control structure suggested in the achievement criteria SW education and to develop creative problem solving ability through various activities using sensors. The effectiveness was verified through the software class using the developed robot in this study.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.405-425
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• 2018

Increasing the problem solving power in school mathematics is the most important task of mathematics education. It is the ultimate goal of mathematics education to help students develop their thinking and creativity and help solve problems that arise in the real world. In this study, we investigated the contents of problem solving according to mathematics curriculum goals from the first curriculum to current curriculum in Korea. This study analyzed the problem-solving contents of the mathematics textbooks reflecting the achievement criteria of the revised curriculum in 2015. As a result, it was the first curriculum to use the terminology of problem solving in the mathematics goal of Korea's curriculum. Interest in problem solving was most actively pursued in the 6th and 7th curriculum and the 2006 revision curriculum. After that, it was neglected to be reflected in textbooks since the 2009 revision curriculum, We have identified the problems of this problem-solving instruction and suggested improvement direction.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.217-235
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• 2022

This study aimed to analyze the changes in the physics curriculum of elementary schools over the past years and to discuss the issues faced by the science curriculum for elementary education prior to the next curriculum revision. We analyzed changes in the elements of the contents from the 7th curriculum to the 2015 revised curriculum and reviewed studies conducted after the revision in 2015. Additionally, three professors majoring in physics education discussed the results of the curriculum analysis. The result indicates that content of the physics curriculum for elementary education was generally reduced after the 7th curriculum. Specifically, difficult concepts were omitted or designated to a higher school level. Concerns related to the science curriculum pertain to the content adequacy and difficulty of the current curriculum, its relationship with mathematics, connection between the Nuri curriculum and the integrated curriculum for the 1st and 2nd grades, and the achievement standard predicate problem.

• Journal of Industrial Convergence
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• v.21 no.2
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• pp.103-109
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• 2023

In Korea, software education is implemented from elementary school. As a representative software education tool for elementary schools, various chess games reconstructed based on the rules of Western chess games are being used. On the other hand, Yutnori, one of our traditional games, also includes elements of software education, so research on this is needed. Therefore, in this study, a Yutnori program based on computational thinking using an educational programming language, Entry, and a turtle robot was developed and its validity verified. As a result of the validity verification, the CVR value was higher than 0.7 in the degree of agreement with the subject achievement standard (3 questions), the appropriateness of learning materials (4 questions), and the possibility of class application (3 questions). Therefore, it could be judged that the learning program developed in this study has a high level of agreement with the subject achievement standards, appropriate learning materials, and high possibility of being applied to classes. In order to generalize this content in the future, the effectiveness will need to be verified, and experimental research will be needed to understand this.

• The Mathematical Education
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• v.61 no.2
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• pp.239-256
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• 2022

This study was to investigate the perception, performance, and difficulties of process-based assessment for high school mathematics teachers. As a qualitative case study, two in-depth group interviews were conducted with 6 high school mathematics teachers working in Incheon area. The two groups were one with more experience in process-based assessment and the other with less experience. As results, there were differences between the participant teachers' perception of process-based assessment and their actual performance depending on the experience. All six math teachers thought that the process-based assessment was intended to confirm the learner's characteristics, to evaluate the process, and to provide feedback on a regular basis immediately and individually. However, in the practical performance shared by teachers, the purpose of assessment was to create a school record. A group with a lot of experience prepared assessment criteria according to the national curriculum achievement standards, established affective assessment plans, and tried to provide individual feedback on a regular basis. On the other hand, the inexperienced group recorded the affective characteristics discovered by chance and provided temporary and large-scale feedback regardless of the achievement criteria. Finally, we suggested some implications based on the study results.

• Journal of Practical Engineering Education
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• v.16 no.3_spc
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• pp.283-290
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• 2024

Software education is an important subject in the era of forth industrial evolution generation, and the number of hours is gradually expanding in Korea's elementary and secondary curriculum, and universities have also opened software-related courses to take liberal arts mandatory regardless of major. The Ministry of Education presented elementary and secondary school programming achievement standards and emphasized the connection between prerequisite subjects as educational goals. Applicants for programming classes at H University also completed information classes in elementary and secondary courses, but many students were new to programming without taking related classes. Therefore, this study analyzed the data using the survey data and achievement scores of programming learners. As a result of the analysis, information classes completed in elementary and secondary courses were not linked to higher education courses at all, and improvements for problem solving were derived. This study is meaningful as a study for effective software education in higher education courses.

• Journal of the Korean Geographical Society
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• v.49 no.6
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• pp.949-969
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• 2014

The purpose of this study is to analyze the share of global citizenship education in the 2009 Revised Social Studies (geography area) School Curriculum of the Republic of Korea. I selected the achievement standards of the geography domain in the fifth and sixth grades as the subjects of analysis. The chosen subjects were examined using content analysis: I used KrKwic, a Korean language content analysis tool, to analyze the content and drew a semantic network of the analysis results using UciNet/NetDraw. I found that the geography domain of the 2009 Revised Primary School Curriculum included the concepts of and factors of global citizenship education. However, global citizenship education did not account for a major portion of the curriculum, and the curriculum achievement standards were noticeably nation-state centered. Global citizenship education factors were not closely associated with to other related factors in fact, they even revealed a isolated pattern. These findings suggest that the inclusion of global citizenship education in primary geography education is limited, because the connections between global citizenship education and related contents, such as the environment, sustainable development, conflict, and cooperation, are probably impeded. Globalization accompanies the transformation of territories, identities, and the relations between nation-states and the world, although nation-states continue to play a significant role in the globalized worlds. Therefore global citizenship education, a educational trend focusing on the global community, is particularly important and is required in the geography curriculum of the global era. I expect that the examination undertaken in this study to contribute to future curriculum revisions regarding globalizatin and global citizenship.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.13-27
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• 2019

The use of grid paper in elementary mathematics textbooks is used in numbers and calculations, figures and measurement areas. Among them, it is used most in the figure area. In spite of this utilization, it is necessary to supplement it because it is difficult to revise or supplement the trial and error that often occurs in the course of the course, as the process of using the textbook paper in the actual class. The use of grid paper in elementary mathematics textbooks is used in numbers and calculations, figures and measurement areas. Among them, it is used most in the figure area. In spite of this utilization, it is necessary to supplement it because it is difficult to revise or supplement the trial and error that often occurs in the course of the course, as the process of using the textbook paper in the actual class. In this study, we tried to find out the usability of grid paper boards which can be used more effectively than the grid paper among the teaching aids presented in the 'Development of teaching aids standards for math class' of Korea Foundation for the Advancement of Science & Creativity(2017). A questionnaire survey was conducted on the use of grid paper and grid paper board for teachers who actually use grid paper in elementary mathematics. As a result, we found out the achievement criteria of grid paper board utilization and investigated the study subject which is effective to use grid paper board. In particular, we have identified specific learning topics that are effective in each area and presented specific activities.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.173-185
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• 2022

The purpose of this study is to present a reflective review of the earth and universe units from the revised elementary curriculum of 2007-2015 and suggest changes in the 2022 revised curriculum. For this purpose, we conducted an FGI with earth science educators and elementary school teachers regarding the content elements and system, the achievement standards and inquiry activity composition, and the vertical and horizontal curriculum connectivity. Free response and weighted hierarchical analysis items were incorporated into the FGI to ensure logical consistency of the inductively derived improvement. This analysis revealed that the composition of units by grade group had been unevenly distributed among each of the "earth systems" until the 2015 revised curriculum was finalized. Furthermore, the basic concept was still insufficient. We suggest that achievement standards centered on the learning content and skills must state specific scientific core competencies, and inquiry activities should include rigorous critical thinking, student written responses, and student inquiry and analysis. In the hierarchical analysis items, FGI emphasized the inclusion of essential content elements rather than reduction of content elements, understanding-oriented concept learning rather than interest-centered phenomenon learning, basic concept division learning before integration between subjects, and expanding vertical-horizontal connectivity rather than repeating and advancing learning. There is a limit to the generalizing the suggestions proposed in this study to the common opinion of elementary earth science experts. However, since the main vision of the 2022 revised curriculum is to gather opinions through educational entities' participation in a variety of educational subjects, it is suggested that our results should be incorporated as one of the opinions proposed for the 2022 curriculum revision.