• Journal of Fisheries and Marine Sciences Education
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• v.20 no.2
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• pp.168-183
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• 2008

The purpose of this paper was to compare and analyze the elementary curriculum and textbook integration of social studies in Korea, USA, and England in terms of content integration and to make suggestions for the improvement of Korean social studies curriculum and textbooks. For this study, social studies curriculum and textbooks of three different countries were analyzed according to the three criteria: sequence, types and focus of integration. In this comparative study, five suggestions were made for the improvement of the Korean elementary social studies curriculum and textbooks. First, Korean social studies curriculum should have a subject focus at each grade level. Second, it is recommended that Korean social studies curriculum should present clear interrelations among geography, history, and civics at each grade level. Third, Korean social studies curriculum needs to have diverse criteria on which to select and organize themes. Fourth, Korean social studies textbooks need to have increased number of interdisciplinary large units. Fifth, it is necessary that the authors of Korean social studies textbooks integrate contents in consideration of students' life context in order to raise the relevance of the contents of history and geography.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.1013-1026
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• 2012

The 2007 revised social studies curriculum emphasizes history education in particular. Thus the contents of the history section previously scattered through 3rd, 4th, 5th and 6th grades are now integrated into the first and second semesters of the 5th grade in elementary social studies. Therefore, this research intend to gain insights that could be used as a reference when making next social textbooks by analyzing social textbooks of the 7th and the 2007 revised curriculum. The conclusions of comparative analysis on social textbooks of the 7th and the 2007 revised curriculum are as follows: The textbook units according to the 2007 revised curriculum were a reorganization of the contents from the 7th's 6th grade 1st semester contents per unit in a chronological flow. Meanwhile, the topic was introduced to supplement historic contents afresh. The 2007 revised curriculum focused on the life history, cultural history, personal history.

• 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.

• Journal of the Korean Society of School Health
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• v.15 no.1
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• pp.107-121
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• 2002

In this study we analysed time allotment and the contents of a health textbook and its teacher's guide book of the 7th elementary curriculum. We intended to offer the basic data needed to establish the single health education. So the analysed results are as follows according to the health education model developed by the korean nursing association and health teachers' meeting and the teaching time allotment presented by the teacher's guide book. It's goal is practice in regular class time of the subjects for the time and contents of health education in the 7th elementary curriculum. The total class periods of health education of the 7th elementary curriculum are 229 hours and annual periods of health education per year are an average of 38 hours. The health education of the 7th elementary curriculum is separated into the 9 following subjects: Wise life, Pleasant life, Righteous life, We are 1st grade, Physical education, Science, Social studies, moral education and Practical course. The health education of the 6th elementary curriculum was combined with the units of physical education, but in the 7th curriculum it must be separated by a single, required health subject. The contents of health education of the 7th elementary curriculum is mostly dominated by units of community and environmental health with a total of 55 hours (24%). Therefore, the units of home health and social health, development of physical strength are fairly insignificant. The newly added contents in the 7th curriculum are "pregnancy and child birth, the protection and counterplan from rape, the reasons and prevention of stress, the reasons and the treatment of obesity, the damage of smoking and drinking, etc. According to the result above, we must establish the criteria for each year's health education in the 8th elementary curriculum. The contents of mental health, home health and social health should be revised and added new items. The health education that is separated in some subjects now must be established as a systematically integrated health education.

• Communications of Mathematical Education
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• v.37 no.1
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• pp.47-64
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• 2023

The current elementary mathematics curriculum does not include intensive quantity. However, other subjects also deal with intensive quantity. In order to find a solution to this problem from a pedagogical point of view, the curriculum of mathematics, science, social studies, and elementary textbooks were compared and analyzed, focusing on intensive quantity. As a result of the analysis, the learning contents of intensive quantity were not explicitly presented or the term was not used in the elementary mathematics curriculum. However, intensive quantity was used as a material of activity and word problems in elementary mathematics textbooks. In science and social studies, it was also found that the learning order and content did not match, such as calculating the intensive quantity. For effective learning, it is necessary to consider presenting intensive quantity in elementary mathematics, and to be careful in the composition of learning order and content.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.63-75
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• 2007

This study investigated how the contents of biology domains that were dealt with in the 7th national elementary-school science curriculum were in turn dealt with in the other subject matter areas. Through this, it was hoped that the place and identity of biology as a subject could be more clearly established and defined and additionally, more basic data for developing the new national science curriculum could be acquired at the same time. Subject matter areas that overlapped with biology in the 7th national elementary-school curriculum were practical arts, social studies and physical education. The structure and composition of specific components that were dealt with by these subject matter areas were very different from those of science, and the analysis showed that they failed to correspond across grades. Moreover, topics such as 'natural calamities and the environment' and 'human reproduction' that were dealt with by other subject matter areas, but not in science must be included for developing the new national science curriculum. Accordingly, when it comes to composing the contents of each subject matter area during creation of the new national curriculum, the relevant experts in related subject matter areas should be mobilized to conduct in-depth analysis of the following areas: viability, the most appropriate level of difficulty, and appropriateness of any hierarchy of relative importance between subjects. Additionally, efforts to reflect any improvements in the way the new national curriculum is developed which come about through this research are needed.

• Journal of the Korean Geographical Society
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• v.42 no.1 s.118
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• pp.82-95
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• 2007

This study aims to describe the status quo of the social studies curriculum of universities of education in Korea, to extract the questions at issue, and to suggest new directions for improvement. To approach these purposes, the author grasps the viewpoints that the intensifying course of the department of social studies is investigated with relation not only to the national curriculum on elementary social studies but also to both specialization course and liberal arts course. Intensifying course have been organized to strengthen the teaching-teaming abilities on the subject matter contents since the beginning. But the present day, intensifying course meets several problems waiting solution: problems in reference to overlap with specialization course, to disconnection with liberal arts course, and to the internal disequilibrium. So, the author proposes six solutions for the problems.

• Hwankyungkyoyuk
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• v.15 no.1
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• pp.115-124
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• 2002

The purpose of this research is to analyze the contents related to environmental education(EE) in the elementary school textbooks for the following areas: well-balanced EE, and development of EE curriculum/teachers' guide in elementary school level. For the purpose of this analysis, elementary school teachers, education administrators and EE specialists were involved. Eleven content areas of EE, namely: natural environment, artificial environment, population, industrialization, natural resources, pollution, environmental conservation, environment sanitation, environment ethics, environmentally sound and sustainable development(ESSD), and daily li(e as a consumer, were analyzed. The results of the analysis are as follows: 1. There are total 1,140 contents related to EE in the elementary school textbooks of 7th Korea National Curriculum. 2. The textbooks of grade 6 contain the most number of EE contents, while the least number is in the textbooks of grade 3. 3. The subject that includes EE contents equally in its textbooks is social studies, and the subjects that relate a lot to EE are Korean language, science, and social studies respectively. 4. The content areas that are included a lot in textbooks are' natural environment', 'pollution', and' environmental conservation' respectively, while the contents of 'population','industrialization', 'ESSD' are included to a lesser degree. The content area most frequently mentioned in the textbooks is 'pollution', and the number of the contents are increasing along with the grade level. 5. Generally, the content areas of 'population', 'industrialization', and 'natural resources' are reflected in the textbooks to a lesser degree than others. 'Industrialization' is not included in the textbooks of grade 2, while 'population' is not included in ones of grade 4. According to the result, more concern about balanced EE in content areas is needed at the elementary school level. Similar studies tot K and secondary school levels are needed. The developmental study of EE guide book and teacher training for teaching EE using the book are also recommended.

• Journal of Science Education
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• v.35 no.2
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• pp.250-261
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• 2011

The purpose of this study is to analyze how the content elements of the environment education are displayed between related subjects in elementary school curriculum and find a desirable direction of the environment education. Major subjects that handle the components of the environment education include science, physical education, social studies, ethics, and practical arts. Among these subjects, science aims for the ecological perspective, social studies aims for rational decision making and practical behaviors, and ethics aims for the correct formation of environmental ethics and values. In the component ratio of the environment education, the domains of the natural environment, environmental ethics, environmental pollution, environmental protection and measure were higher. In the formation of content elements according to grades, the connectivity of the environment curriculum has been relatively well secured in the order of the learning about the environmental components, awareness on environmental problems and the measures and efforts to overcome environmental problems. Based on the findings above, the followings are proposed for future environment curriculum in elementary school. First, it is necessary to increase the ratio of the ecological perspective based on science and coordinate the period to suggest this contents. Second, it is necessary to complement the contents of social studies regarding green growth and sustainable development which have become global issues in the environment education. Third, Pan-curriculum and integrated discussions to prepare multi-academic and interdisciplinary environment curriculum have to be preceded and through this process it is necessary to set the target of environment education and select the content elements of the curriculum.

• Journal of the Korean Geographical Society
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• v.32 no.1
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• pp.113-124
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• 1997

The purpose of this article is to analyze some problems of the present curriculum of social studies education and develop a newer hierarchical curriculum system for the 7th Curriculum Reformation in the primary and secondary school of Korea. Most of the major problems of social studies education come from the mixture of different subject matters without reasonable education logic. Most of teachers feel some difficulties in teaching the social studies for the lack of other subject knowledges. For the better teaching, it is needed to control the integrating level according to the learner's intellectual ability from the elementary school to high school. So, it is necessary to enhance students' thinking skills by their own ability of restructuring knowledges from all subject matters in more advanced curriculum. Also, it is required to develop a new hierarchical system of curriculum concerning the geographical view of the world. Students can have many kinds of geographical view points if teachers can well organize learning activities logically for the students to enhance their understanding of geography by adjusting scale of regional unit, geographical theme, and resolution level of interpretation. And then, in the elementary school curriculum, the students are required to understand the spatial variation of places, and various environments in the world, scale. In the junior high school, students have to understand the relationship between man and nature in the context of large scale environments. The high school curriculum needs to be focused on the student's understanding of the spatial contexts of places by theoretical application in the smaller scale region different from elementary and junior high school curriculums.