• Education of Primary School Mathematics
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• v.18 no.1
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• pp.1-16
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• 2015

This study is a comparative study on the Korean and Chinese elementary school mathematics curriculum. Korea and China have announced a new mathematics curriculum in 2011, and have recently carried out in the whole school year. Korea and China are the countries to manage the national curriculum. The comparison with China is significant because of the similarity of our tradition and culture. In addition, the influence of Chinese education has been increasing gradually. Thus, the curriculum comparison between China and Korea has a significant value. Through this study, I extract the significant implications of mathematics education in Korea. This study can be summarized as the following. First, I have analyzed the elementary mathematics curriculum document systems in Korea and China. Second, I compared the goals of mathematics education in Korea and China. Third, this study compared the content areas and learning in elementary school mathematics curriculum in Korea and China. Fourth, I have analyzed the teaching and learning methods and the assessment of Korea and China. Finally, we compared and analyzed the proposed points for action set out in elementary school mathematics curriculum courses in Korea and China. The results of this study are expected to provide significant implications for the new curriculum document structure and mathematical contents of Korea.

• Journal of the Korean earth science society
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• v.26 no.7
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• pp.640-651
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• 2005

This study was to analyze the subject objectives of Middle school 7th grade Science textbooks based on the Korean 7th curriculum by using Klopfer’s taxonomic system and find out how much compatible they were with the requiring objectives of the curriculum. Particularly, this study makes educational objectives for textbooks coherent wit the requiring objectives of the curriculum, through the analysing the problems. The results are follows. The Middle school science educational objective of the 7th curriculum sets up almost of the objectives through all of the domains of the Klopfer’s taxonomy system, except the operational function (Category G.0), and emphasizes on emotionable domain (Category $H.0\~I.0$) more. However, comparing with an encouragement objective rate of NSTA, Middle school Science textbooks based on the 7th curriculum were published putting more importance in a cognitive domain, and the intention objective (Category I.0) was not mentioned.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.1
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• pp.369-386
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• 2014

The iSchool movement has been rapidly spread out since the foundation of iSchool Caucus (iCaucus) in 2005, which currently 52 schools have joined across 16 countries. This research aims to investigate the advances in this movement and its impact on education and research in the field of library and information science (LIS) in order to explore future trends in LIS education and research. To do so, this study classifies 21 ALA-accredited iSchools into three groups suggested by King (2006) and comparatively analyzes each group in terms of its temporal advances and curriculum characteristics. Moreover, as the new movement of Massive Open Online Courses (MOOCs) has been rapidly progressing with the initiative of North American schools since 2012, this study also intends to diagnose the possibility of its spillover effect in LIS education by examining application cases.

• Journal of Science Education
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• v.36 no.2
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• pp.186-197
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• 2012

The proliferation of bioinformatics in modern biology marks a modern revolution in science that promises to influence science education at all levels. This study analyzed the contents of standards in the 7th and 2007 and 2009 revised high school biology curricula and compared the contents, amount and the presentation styles of bioinformatics with those of biotechnology in biology textbooks. In result, first of all, there are some vague expressions about biotechnology and bioinformatics in the 7th and 2007 revised curriculum. There is a clear expression about biotechnology in 'life science I' and 'advanced biology' of 2009 revised curriculum. Second, more biotechnology is introduced than bioinformatics in 'science', 'biology I', 'biology II', 'life science I' textbooks. Third, in 'biology for high class' textbook, amount of biotechnology contents in the 2007 revised curriculum didn't increase. An more effort to introduce bioinformatics to science high school student is needed according to revising curricula.

• Journal of the Korean Chemical Society
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• v.56 no.4
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• pp.491-499
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• 2012

This study was to analyze the educational objectives of evaluation of practice quizzes and learning objectives of chemistry I textbooks for the 2009 revised curriculum by Klopfer's taxonomy. The result revealed that the objectives of science education indicated in the 2009 revised curriculum were contained the educational meaning of all categories except 'manual skills' of Klopfer's taxonomy of educational objectives. The learning objectives of chemistry I textbooks laid mostly on 'the knowledge and comprehension' and 'the process of scientific inquiry'. It showed that 'the objectives of scientific knowledge and methods', 'manual skills' and 'scientific attitude and interest', 'orientation' seemed to be taken in a relatively careless way. The result on the practice quizzes in textbooks, they also laid stress on 'the knowledge and comprehension' were covered much, even though they were emphasized in the other objectives of the curriculum. It was concluded that the educational objectives of the science textbooks did not reflect much on educational objectives of the 2009 revised curriculum.

• Journal of the Korean Chemical Society
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• v.50 no.5
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• pp.394-403
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• 2006

purpose of this study was to analyze high school chemistry teachers perception of the Chemistry I & Chemistry II in the 7th national curriculum and their demands on the revision of curriculum. A nationwide survey was administered to obtain the responses from 108 high school chemistry teachers. More than half of the participants thought the current curriculum of Chemistry I and Chemistry II needed revising. As the results, a major drawback of Chemistry I was a difficulty in explaining phenomena due to absence of basic concepts, and that of Chemistry II was an excess of the contents for high school science courses. Unfortunately, it was found out that inquiry activities existed only in name, especially in case of Chemistry II. Regarding the manner of content organization of Chemistry I in new curriculum, demand on a concept-based approach outnumbered theme-based approach. For revising Chemistry, the majority of participants demanded basic chemistry concepts to be introduced, without supplementation of quantitative approaches and deepening level of concepts. An urgent request for Chemistry II was reducing content by shifting relevant concepts to Chemistry I. Implications for high school chemistry education including revising curriculum were discussed.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.4
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• pp.295-314
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• 2013

The purpose of this study is to analyze the curriculum of iSchools in North America. To achieve the aim of the study 17 iSchools and the same number of L-Schools were chosen from the same regional area. Data were collected mainly through each of their official websites and email inquiry. The graduate courses were classified into 8 domains judging by its title, and conducted t-test for a comparative analysis with L-School curriculum using SPSS 19.0. It is found that 'Information Studies', 'Practicum and Study', and 'Library and Information Center Management' domains were dominant in iSchool curriculum. In the comparative analysis, 'Study in Library and Information Science' domain showed lower percentage, whereas 'Information Studies', 'Library and Information Center Management', 'Practicum and Study' domains showed higher percentage than the L-School curriculum.

• Journal of Korean Library and Information Science Society
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• v.37 no.2
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• pp.97-126
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• 2006

According to the 7th education curriculum and advent of information society people expect the school library to do various things. Based on an evaluation model of education policy, the policy process of the school library was divided into an agenda setting, policy making and policy implementation. Then I developed a method of evaluation from an administrative and political point of view. Using this, I analyzed problems with school library policy and I categorized them. I suggested better solutions for Improving the school library policy.

• Journal of the Korean Chemical Society
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• v.48 no.6
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• pp.645-653
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• 2004

The purpose of this study was to compare and analyze the cognitive levels of 11th grade students and those required in high school chemistry I textbooks standardized by the 7th national education curriculum. For this study, the cognitive development stages of 456 11th grade students were surveyed using short-version GALT (group assessment of logical thinking). Furthermore, 15 basic concepts were extracted from the contents on water and air, 2 units in chemistry I order to analyze the cognitive levels necessary for understanding high school textbooks, using CAT (curriculum analysis taxonomy). The results showed that 52.5% of the surveyed 11th grade students reached the formal operational level, 28.3% transitional levels, and 19.5% concrete operational levels. 68.9% of the academic high school students and 6.6% of the technical high school students reached the formal operational levels, and the ratio of formation was very different in each logics. As a result of the analyzing the cognitive levels needed for understanding chemistry I textbook contents, in spite of a change in national education curriculum, there were no great change in cognitive levels required by scientific concept except some inquiry activities. The cognitive levels in high school chemistry I textbooks by the 7th national education curriculum appeared higher than the cognitive levels of 11th grade student, but cognitive levels of inquiry activities were similar to the cognitive levels of the students. Chemistry teachers thought of chemistry I textbooks by the 7th national education curriculum as desirable because scientific concepts were reduced and a lot of real life materials were adapted. However, they pointed out a problem of difference in contents levels compared with chemistry I textbooks because scientific concepts were greatly reduced in chemistry I textbooks. The cognitive levels required in chemistry I textbooks still appeared higher than those of the students. Consequently, various teaching and learning methods and materials will have to be developed to be suitable for the students' cognitive levels.

• Journal of the Korean School Mathematics Society
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• v.13 no.2
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• pp.289-301
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• 2010

This study discovered that instructional objectives of graphs which are dealt with in Math I of the revised curriculum are not matched with those of Discrete Mathematics in the 7th Curriculum. Based on the findings, this study analysed didactic transposition method of trail in graph and matrix of Math I and students' understanding about trail. Then this study discovered that though the concept definition of trail in Math I of the revised curriculum, some textbooks and students tend to consider it as the path. The concept definition of trail is significant in systems that deal with Euler Circuits(Euler Closed trail) and Hamilton Cycle. Then it is not easy to find the value of trail in Math I of the revised curriculum.