• Hwankyungkyoyuk
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• v.12 no.1
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• pp.245-263
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• 1999

We analysed current elementary and secondary school curriculum and subjects of social studies and ethics focused on environmental education. The criteria of content analysis is what are the keynotes of environmental education (environmentalism or ecology). In lower grades, most of curriculum and subjects are described on the standpoint of ecology. But in upper grades, environmentalism becomes the keynotes of environmental education. Ethics curriculum and subjects are constructed on the basis of ecology, On the other hand social studies and its curricula are written out skewed to the environmentalism. Overall, it seems that environmentalism and ecology are scattered in curriculum and subjects of social studies and ethics without coherent keynotes.

• The Mathematical Education
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• v.48 no.3
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• pp.213-234
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• 2009

College students have a diverse educational background with the recent multiplicity in university admissions standards and procedures. As a result, their mathematical preparation and performance varies widely. Teaching calculus to such a diverse student group is a demanding task. Differentiated curriculum has been conducted for the university calculus course in Yonsei university for the past five years. A case study on the differentiated curriculum in Yonsei university is presented for the curriculum improvement. With its ideal purpose, the differentiated curriculum has created issues and problems in practice. As an alternative to the ideal differentiated curriculum, this study shows that a computer-based approach using a numerical software could give aids to overcoming the difficulty of inadequately prepared students in the learning process while mathematically sophisticated students could keep interested in the course. This study also presents the useful topics in calculus that can be implemented for computer-based calculus education and provides guidelines for the effective usage.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.102-115
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• 2019

This study investigated how elementary school teachers reconstruct science curriculum and how they perceive about their experiences. In-depth interviews were conducted with four elementary school teachers who had experience in restructuring science curriculum. Two distinct types of reconstruction were found; restructuring within the subject and integrating between subjects. The teachers who were restructuring science curriculum from personal needs usually substitute, delete, add some contents or activities and change the order of unit within science subject. In contrast, the teachers who were participating in research school usually integrated science with other subjects, developing a new unit or project. The latter recognized the need of teachers' reconstruction of science curriculum more strongly and the importance of teacher's voluntary learning community in implementing the reconstruction. Though they had some difficulties in identifying students' interests and level of understanding and lack of time, all teachers valued curriculum reconstruction by relating it to teacher professional development, identity as a teacher, and job consciousness.

• Communications of Mathematical Education
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• v.31 no.3
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• pp.349-366
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• 2017

The 2015 revised curriculum is an integrated curriculum that reflects national and societal needs to foster creative convergent talent in the school curriculum. Along with these changes, the Ministry of Education introduced a system to change the major from 2017 to the fourth year of university. Therefore, each university should prepare to reflect the curriculum and institutional change before welcoming students who have completed the 2015 revised curriculum. The university needs to study the countermeasures for implementing the 2015 revised curriculum and expanding the period of major change when preparing the curriculum and contents of the calculus courses that freshmen take. Handong University has been studying the operation methods of new students who want to decide their major at the first grade, such as operating calculus courses at various levels and allocating appropriate proportions of calculus for preliminary examinations. This case is similar to the basic purpose of the revised curriculum in 2015, so it can suggest implications for the operation of the university calculus class after the curriculum revision. In this paper, we have analyzed the results of the recent freshman mathematics test for the recent 5 years and the students' calculus grades and compared them with the contents of the calculus curriculum operated by Handong University and the 2015 revised higher mathematics curriculum. As a result, we proposed five classes of calculus suitable for college major and it was found that the calculus curriculum should include the missing quadratic method in the 2015 revised curriculum.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.111-127
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• 2018

The purpose of this study was to analysis the home economics education curriculum from the first national curriculum to the 2015 revised curriculum using text mining techniques used in big data analysis. The subjects of the analysis were 10 curriculum texts from the first national curriculum to the 2015 revised curriculum via the National Curriculum Information Center. The major findings of this study were as follows; First, the number of data from the 4th curriculum to the 2015 revised curriculum gradually increased. Second, as a result of extracting core concept of the curriculum, there were core concept words that were changed and maintained according to the curriculum. 'Life' and 'home' were core concepts that persisted regardless of changes in the curriculum, after the 2007 revised curriculum, 'problem', 'ability', 'solution' and 'practice' were emphasized. Third, through core concept network analysis for each curriculum, the relationship between core concepts is represented by nodes and lines in each home economics curriculum. As a result, it was confirmed that the core concepts emphasized by the times are strongly connected with 'life' and 'home'. Based on these results, this study is meaningful in that it provides basic data to form the identity and the existing direction of home economics education.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.2
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• pp.219-245
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• 2019

The purpose of this study is to provide basic data for the next curriculum revision, as well as to foster improvements to the quality of the Korean elementary school math classes by analyzing and comparing the Korean 2015 revised curriculum with the current Japanese curriculum of math. To accomplish this purpose, the research questions were set as follows. 1. What are the directions for revising Korean 2015 revised curriculum and the Japanese curriculum for elementary school mathematics? 2. What is the difference between the elements of learning content offered in the respective Korean and Japanese curriculums for elementary school mathematics? The conclusions of this study are as follows. Firstly, although Korea and Japan share common core statistical education objectives, they approach their goals with different methods. Korea focuses on academic competency, while Japan focuses on fostering the "power to live". For the learning process, Korea emphasized process-focused evaluation, while Japan emphasized fostering mathematical thought and thinking through mathematical activities. For class improvement, Korea focused on reducing the learning burden through appropriating the amount of learning by shifting or removing some elements of the learning content. Japan, on the other hand, refocused their attention on improving active learning within the classroom, and also increased the hours of math class within their curriculum. Secondly, there was a difference in the content composition of the curriculums of Korea and Japan. By comparing the elements of learning content, I got the conclusions for the next curriculum revision in Korea.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.32-42
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• 2011

The purpose of this study is to provide meaningful basic materials for organizing a science curriculum in future by analyzing the status and changes of contents about astronomical phenomena in textbooks according to the changes of the science curriculum of elementary school. A main target of analysis is science textbooks of elementary school in curriculums from 1st to 7th. For the analysis, the analytic frame based on contents in astronomy textbooks of teachers colleges and colleges of education was used. The result of the analysis is as in the following. First, astronomy accounted for average about 7% of all pages of textbooks in all of science curriculums. The 1st educational curriculum had the most learning quantity of 10.40%, and the 6th curriculum had the least quantity of 4.39%. These results show that astronomy was not a small part and was considered important in each science curriculum of elementary school considering that earth science accounted for 17-26% of all pages in elementary school science curriculum. Second, the things that have been dealt with in common in all science curriculums from 1st to 7th of elementary school are the shape of the earth, the rotation and the revolution of the earth, the occurrence of the seasons, the apparent motion of the sun, the status and motion of the moon, the movement of a star, the brightness and distance of a star, constellations, the sun, planets and others. These contents are expected to be dealt with continuously as basic contents to organize astronomy regardless of the changes of curriculum. Third, in science curriculum of elementary school, astronomical phenomena based on life experiences regarding the earth, the moon and the sun are mainly dealt with in the first and the second grade. Contents requiring principles-understanding and research are dealt with in the fifth and sixth grade. These results show that elementary school science curriculum dealing with astronomy reflects the developmental stages of students and considers principle of learning possibility.

• The Journal of Korean Association of Computer Education
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• v.19 no.5
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• pp.27-40
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• 2016

Changes in education or curriculum are based on the needs of the times and needs to address changes in knowledge. The purpose of this study was to provide implications regarding the general guidelines of the national curriculum by analyzing changes made in the high school informatics curriculum in which both needs are inherent. The study involved an analysis of the general guidelines to the national curriculum that involved the revision years 2007 and 2009, the composition of the 2015 revised curriculum, change in the status of the informatics curriculum, and the size of the informatics subject. As a result of the analysis it was found that several improvements are necessary, namely (1) the units need to be better clarified, (2) career electives need to be more appropriately composed, and (3) definitions of terms need to be better clarified. The significance of this study lies in the fact that it considered the viewpoint of software education emphasized in various countries around the world, and the general guidelines to the national curriculum were examined to learn what kind of organization and operation should be proposed for high school informatics.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.613-623
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• 2011

With rapid advances in information and communication technologies, our education as well as daily life has been changed quickly. However, school computer education curriculum has been shrunken. In this situation, curriculum reform of national university of education can be affected by current computer education curriculum. The purpose of this paper is to search new direction of computer education curriculum of national university of education. With this purpose, we first analyze current status of computer education curriculum of nation-wide universities of education based on extensive surveys from students, teachers, and professors. Based on thorough analysis, we propose a revised computer education curriculum. We hope that the proposed curriculum is helpful for the future revision of computer-related curriculum.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.437-464
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• 2014

Curriculum for mathematic sis the system that selects and organizes the contents which have to be taught in school. Ultimately it can be the whole plan of school mathematical education. The study about curriculum for mathematics is the basic study field of the mathematical education, so curriculum-related studies have been continuously promoted in terms of character, organization and implement of the curriculum, learning contents contained by the curriculum, the connection between school levels, and comparison and analysis of domestic and foreign curricula. Thus, this paper investigated the 2009 Revised Curriculum for Mathematics, which is the curriculum of Korea and the CCSSM which is the curriculum of the U.S. Both have been adopted in schools recently. The purpose of this study is to understand the curricula for mathematics in elementary school of Korea and the U.S. in depth and obtain the implication for the further curriculum revision, by comparing and analyzing the curricula of two countries.