• Journal of The Korean Association For Science Education
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• v.11 no.2
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• pp.87-101
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• 1991

Science-Technology-Society curricula have been developed in several countries for the last 20 years. Those curricula were focused on social aspects of science, i.e., value-laden knowledge and scientific enterprise, and society-related scientific and technological issues, i.e., energy, pollution, natural resources. The major teaching models employed in those curricula were problem solving and decision making, which required the following teaching techniques: teacher as a manager, small group discussion, controversy as a motivational force for substantive learning, and sufficient factual information into the discussion. Further researches are to be made to ascertain whether or not the expectations of the curricula might be realized in practice. It was shown that most Korean biology teachers considered the STS-related goal of science education as more important than the other goals. Based upon the findings, some recommendations for development of Korean STS curriculum were made as follows: 1. The contents of the STS curricula are to be organized with the integrated mode; 2. The major teaching models throughout the contents are to be problem solving and decision making. These are considered to provide students with the opportunities to involve in debates on practical issues and to draw consensus from them; 3. Some degree of flexibility should be provided on teachers' implementation of the curriculum in terms of contents, teaching techniques etc.; 4. To increase the practicality of the curriculum, teachers should be involved in the development of the curriculum and the relevant research; and 5. Contents to be included in STS curriculum were suggested by some science educators, but the more systematic study is required in this respect.

• Korean Journal of Childcare and Education
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• v.13 no.2
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• pp.115-131
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• 2017

Objective: This study aimed to examine the status of South Korean unification education for young children by reviewing Nuri curriculum developed by the Korean government. Method: Literature review was adopted in order to analyze the contents of the Nuri curriculum teachers'manuals under the areas and elements of unification education. Results: Unification education has been designed to accelerate unification, to promote the values and attitudes toward the unification of the two Koreas, and to prepare for the post-unification period. This education can be categorized into specific areas: democratic community, democratic citizenship, peacekeeping and multiculturalism. These areas account for 24.24% of the total contents in the Teachers'Manual of the Nuri curriculum. The percentage of the contents helpful to understand North Korea and unification, however, is merely 0.25% of the total contents, and the elements are not fairly balanced. Such content coverage of the teacher's manuals for kindergartens is 2.83% higher than that for preschools. Conclusion/Implications: The implications of this analysis include that the elements of unification education should take a more balanced approach with more integrated and broader coverage. The elements also need to be revised so that both kindergarteners and preschoolers can get access to unification education of the same quality.

• Research in Mathematical Education
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• v.27 no.1
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• pp.49-73
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• 2024

This study aims to explore the direction of high school statistics education in Korea through a comparative analysis between the revised 2022 Korea mathematics curriculum and the IBDP Mathematics: Application & Interpretation Standard Level (IBDP AI SL) Curriculum and textbooks. The study seeks to investigate the Statistics unit of the two curricula, compare chapter structures and content elements of textbooks, and explore exercises on modeling and utilization of technology tools. The results are as follows: First, the IBDP AI SL statistics covered a broader range of topics. Second, exercises in Korean high school textbooks typically inquire about one or two questions in each topic, whereas the IBDP AI SL textbook's exercises present a real-life scenario on all relevant topics through sub-questions. Third, the Korean textbook guides the utilization of technology tools only in exercises presented after completing the entire chapter or where the calculation is complex. Also, there were only a handful of modeling exercises in the Korean textbook in contrast to most of the lessons and exercises were modeling exercises in the IBDP AI SL textbook. If these findings can be integrated into teaching practices in Korea, it will provide a direction for statistics education in Korean high schools.

• Journal of the Korean Data and Information Science Society
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• v.14 no.4
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• pp.863-875
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• 2003

The existing e-learning systems have short functions for learners to lead their self-directed learning activities because those systems have not been integrated with functions supporting activities of learners, instructors and operators. Therefore, we designed and implemented an efficient e-learning system having fully integrated functions to let learners induce their active learning, instructors teach learners effectively and evaluate their learning activities, and operators handle curriculum affairs and system environments.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.1-21
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• 2001

In general, curriculum is a product of the process of a political decision-making among a variety of peoples who have different perspectives on learners, knowledge, and society as a whole. And also, it is being affected by larger social and political contexts. As curriculum has become more a centerpiece of program activity for the gifted, the field has more emphasized the importance of viable curriculum models. The purpose of this article is to reflect current status of curriculum development for the gifted, explain the commonness and differences of several perspectives on gifted education programs, and lastly, share some experiences to deliberate about several critical issues of which any activity of program development for the gifted should consider. According to Eisner & Valiance (1974), there are five conceptions of curriculum which have shaped the thinking of many educators of what a view of curriculum for the gifted might be ; curriculum as the development of cognitive process, curriculum as technology, curriculum as personal relevance, curriculum as social construction, curriculum as academic rationalism. Although educators have a freedom to choose among these various curriculum orientations, the most effective curricular incorporate or balance all of them to some extent. After reviewing those perspectives on curriculum and several difficulties which are currently confronted at the site of curriculum development, this article have tried to identify the major curriculum efforts of the gifted education field. It focuses on the issues of developing programs for gifted and talented students, rather than on specific program models. As a result, it suggested seven critical issues or value conflicts which should be considered in the process of program development for the gifted: the balance of domain-general abilities of the gifted and domain-specific abilities, mutual consideration of accelerated learning and enrichment learning, separate organization of contents versus integrated organization, the balance of cognitive domain of human development and affective domain, official curriculum versus non-official education experience, individual-oriented learning situation versus group-oriented teaming, and expert-centered approach versus practitioner-centered approach to curriculum development.

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.75-100
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• 2017

The 2015 revised national curriculum has been implemented to first year students in elementary school, and will be expanded to middle school and high school from next year, 2018 school year. As of this year, the ways of implementing the curriculum and supporting teachers to better implement the curriculum into their classrooms are crucial. This study explores the implications for building curriculum supporting and implementing system by investigating relevant systems in foreign countries, such as Australia and England. In order to achieve the purpose, this study conducts literature review and previous studies in regards to the curriculum implementing and supporting system, interviews with curriculum developers and teachers, and analyzes their web-sites of the two countries. The results shows that active communication is essential among curriculum developers and curriculum implementers including school teachers and other stake-holders, and this communication can be achieved by building systematic ways; second, professional development for teachers should be recommended by supporting integrated and systematic teaching-learning process; third, the principal agent for curriculum implementation, school teachers, should have the autonomy for implementing the curriculum. The detailed ways for realizing the three implications are suggested.

• Journal of Internet of Things and Convergence
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• v.7 no.2
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• pp.21-29
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• 2021

In this study, it is necessary to supplement the Korean language curriculum in order for international students to adapt and settle in Korea in an era where education is being transformed into future education due to the 4th industry. In the KFL (Korean as a Foreign Language) situation encountered by international students, they suffer from difficulties in university mathematics due to communication problems due to lack of language ability, which is one of the stress factors for cultural adaptation in the Korean language education program. To solve this problem, we analyzed ESL programs in English-speaking countries and KSL programs in Korea to set educational goals, curriculum, and educational methods to achieve goals for international students, and to establish curriculum and learning processes. Therefore, the Korean language education program (KSL program) for foreign students in the Korean language curriculum should also be supplemented by accepting the advantages of setting accurate goals for the ESL program and linking it with university graduation in the curriculum of English-speaking countries. In addition, for international students to learn Korean, an integrated Korean language education course and management system using IT suitable for the 4th industrial age is needed.

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.92-103
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• 2022

This study was designed to explore the ways to improve the organization and implementation of the curriculum for the small rural middle schools. In order to do this, the situations and demands in organizing and operating the curriculum were analyzed through interviews and classroom observations. Having separated the country into 5 distinct regions and the cases of 10 small rural middle schools across these regions of the country were directly observed and analyzed. As a result of the study, it was necessary to prepare a fundamental solution to the following problems: 1) insufficient linkage between school levels of integrated operating schools in terms of curriculum, 2) lack of educational facilities and cultural space in rural areas in terms of local communities, and 3) supply and demand of teachers in small-scale middle schools in rural areas in terms of supply and demand of teachers. Based on the discussed issues, the following implications could be drawn for the improvement and support of school curriculum organization and implementation. Firstly, the autonomy in organizing and operating curriculums for small rural middle schools should be greatly expanded so that integrated schools or joint curriculums between schools can be operated in a robust manner. Secondly, it needs to strengthen the out-of-school support for small rural middle schools alongside local governments and local communities, including the operation of Edu buses and the construction of multipurpose educational and cultural centers. Finally, it is necessary to address the difficulties of operating circuit teachers by systematically expanding the pool of teachers and instructors, and managing teachers and instructors at the level of the local education office.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.645-668
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• 2014

This study was designed to gain insights into contemporary secondary mathematics curriculum revision in Korea. The two secondary mathematics curriculum reports submitted in the 1920s, the Kilpatrick Reports and 1923 Reports were compared and contrasted as the origin of recent math wars, and their backgrounds, committee members, viewpoints of math and math education and contents were analyzed to understand the perspectives of the two extreeme parts. Kilpatrick Reports was selected at that time, but nevertheless 1923 Report had taken a role of guiding secondary mathematics in US until the New Math era. The direction and process of mathematics curriculum revision were suggested based on the analysis of reports' short- and long-term influences. A close examination of the curriculum revision process in US and in Korea and the implications from the results are also included in the suggestion.

• Journal of Korean society of Dental Hygiene
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• v.13 no.1
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• pp.1-12
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• 2013

Objectives : In order to make a proposal of a Korean standard dental hygiene curriculum, the job description of the National Health Personnel Licensing Examination Board was analyzed to prepare a job analysis matrix of dental hygienist to select required core competency. Methods : Data were analyzed to test the job validity of dental hygienist and categorize the duties of dental hygienist. A proposal of a standard dental hygiene curriculum was mapped out by making a comparative analysis of the courses necessary for American authorization of dental hygiene curriculum, existing proposals of Korean standard dental hygiene curriculum and the courses of the departments of dental hygiene offered by domestic three-year colleges and four-year universities. Results : Basic medicine courses were reinforced or newly offered to provide an opportunity for students to transfer to a domestic four-year university or to a foreign university. In the field of clinical dental hygiene and practice, preventive dentistry, prophylaxis and practice were integrated, and the names of the related courses were unified to give a chance for students to engage in comprehensive dental hygiene practice. There were different courses for dental clinical science at present. In this proposal, students should earn 125 credits in total. Conclusions : Standard dental hygiene curriculum proposal was required by three-year and four-year colleges across the nation. To make it happen, the original names of dental hygiene courses should be used, and the dental hygiene certification and evaluation institute that is under the umbrella of the Korean Dental Hygienists Association should lay out the standard of the KSDHEP to facilitate the utilization of the standard dental hygiene curriculum proposal.