• Journal of The Korean Association of Information Education
• /
• v.24 no.5
• /
• pp.433-441
• /
• 2020

The advent of the intelligent information society and artificial intelligence education for fostering future talents is attracting the attention of the education community, and the AI graduate course for teachers is also being opened and operated. The curriculum of the AI education graduate school, which was established this year, is self-contained considering the conditions of each university. Are organized. Accordingly, this study seeks to explore the direction of curriculum development so that AI curriculum that can be more effective and enhance educational value in the graduate school of education can be developed in the future. Based on the Backward design, the AI curriculum proposed in this study includes Bloom's digital taxonomy, Bruner's spiral curriculum composition principle, and three elements such as 'content domain', 'level', and 'teacher learning method'. It was intended to consist of. Based on the direction of AI curriculum development suggested in the study, we hope that the AI curriculum of domestic graduate schools of education will be more substantial, and this framework will be revised and supplemented in the future to be used in the composition of the AI curriculum in elementary and secondary schools.

• Journal of Educational Research in Mathematics
• /
• v.8 no.1
• /
• pp.163-182
• /
• 1998

Performance assessment is one of the authentic assessment method that are consistent with new curriculum goal, concentrated on the process rather than the results of problem solving. But the key to good assessment is matching the assessment task to intended objectives. Based on the review of literatures, the current performance assessment task was critically analysed. As a result, this study developed appropriate model and criteria of performance assessment task to elementary mathematics.

• Journal of Korean Home Economics Education Association
• /
• v.4 no.1
• /
• pp.43-55
• /
• 1992

The purpose of this reasearch is to supply the basic data to improve Home Economics curriculum. This research was intended for 190 home economics teachers who are teaching in Kwang-Ju and chun-nam. The results are summarized as follows； 1. Among the objects of Home economics, the most important objects were to make students understand the significance of family life and development of family numbers. It requires 4 or 5 hours a week to learn these objects. 2. The amount of curriculum was immense and the level of curriculum was higher than students’level. More intencifying field are in this order； sex education, propriety education, consumption life, occupation, and computer education. 3. In home economics curriculum, the main stress was laid upon the application of action and learning content was focused on the matter set in the examination. 4. Theory and practical training classes were usually in the ratio of 7：3 and 8：2 in the current school classes. Ideal training classes are in the ration of 4：6, 5：5, 6：4, which showed that much weight was given to the practical exercises. 5. In practing subject matter, students tended to practice only main subject matter. The reason was primarily due to the lacks of equipments and faccilities, the limitation of training time for enterance examination and budgetary deficit. 6. Application of resorces was in the order of files, realia, samples, hanging chart, O.H.P and V.T.R. 7. The method of evaluation was mostly composed of paper and pens and practical evaluation when the practical evaluation was carrient out, in the case of necessity the standard of evaluation was made out.

• Journal of Digital Convergence
• /
• v.11 no.3
• /
• pp.299-304
• /
• 2013

Culture contents are connected directly with our lives. Experts who produce culture contents or work at such industry or most of people regardless of age and gender are exposed to media contents like movie, game, animation, broadcasting and advertising. There are a number of users who use smart phones and smart pads which can view such media contents. The era of smart device which people easily surf, watch, and produce media contents will be opened. Therefore, the efficient curriculum for producing more touchable media contents should be developed continuously. Most of people recognize the necessity of educations to enhance creativity at university education. This paper intended to research the method of roles curriculum of university produce culture contents which stimulate emotion, creative and show new technology. This paper suggests academic curriculum for department of culture and contents based on the basics, even though new media device emerges the proper talents can be fostered.

• The Journal of the Korea institute of electronic communication sciences
• /
• v.12 no.2
• /
• pp.375-384
• /
• 2017

This paper is intended to provide a good lecture to computer utilizing courses in the Department of Nursing, therefore first analyzes the outlines of relevant qualifying examinations as well as the contents of the textbooks and syllabus that are currently taught in universities, and then design the curriculum by applying blended learning for effective proceedings of computer-utilizing course. The curriculum for computer-utilizing course which this paper suggests is based on blended learning which blends face-to-face classes with e-learning classes, and its two tracks of teaching and practice include weekly core areas, teaching goals, and subjects. Therefore, this curriculum is expected to lead to excellent learning outcomes as it will become a good teaching scheme for teachers and will motivate students to acquire license. and to find employment.

• Journal of the Korean earth science society
• /
• v.26 no.8
• /
• pp.759-770
• /
• 2005

The purpose of this study is to examine the Earth science content relevance of the 7th national science curriculum. For this purpose, we (1) analyzed science curriculum or content standards of Korea, California, England and Japan, (2) compared science textbooks of Korea and Japan, (3) conducted a nationwide survey to gather opinions from students, teachers, professors and textbook authors about the relevance of the science curriculum and textbooks. According to the results, the Earth science contents of the 7th national science curriculum were not appropriate in terms of the objectives of science curriculum and the needs of students and society. The main reasons include the equal division among physics, chemistry, biology and earth science, iack of connection due to fractionation of units, overly strict application of spiral curriculum, and redundant amount of activities and concepts to cover in the textbook. Major suggestions fir securing the relevance of Earth science contents are as follows: First, the science contents and the size of units at each grade level should be determined according to the students' characteristics, not by equal portion rule. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoided. In addition, the number of activities should be reduced and the quality of required science activities should be improved. Third, to raise students' interest in Earth science, real-life applications and real-world Earth science contents should be emphasized including natural disasters, safety, universe and space exploration, and natural resources. Lastly, considering one of the relevance criteria is feasibility, supports for schools and science teachers are needed to realize the goal of the intended science curriculum.

• Journal of The Korean Association For Science Education
• /
• v.44 no.1
• /
• pp.87-103
• /
• 2024

The content system table of the subject-matter curriculum is considered important in the Korean national curriculum, textbook writing, and teaching and learning in the classroom. However, studies that comprehensively organize the issues concerning the format of the subject-matter curriculum content system have been scarce. This study scrutinized the evolution of the content system from its inception in The 6th Curriculum to the most recent 2022 Revised National Curriculum, focusing on science curricular. The following issues and suggestions were derived for the format of the subject content system. First, caution should be exercised in using terms such as "domain," "field," and "category," and it should be clarified whether these terms are intended simply for logical differentiation or to serve as a content organizer with a specific emphasis. Second, the nature of components such as "core ideas," which can serve as innovative content organizers, should be strictly defined. Third, while the introduction of three-dimensional content elements such as "knowledge and understanding," "process and skill," and "value and attitude" is viewed positively, it is suggested that a further delineation be made, elaborating how each can be utilized to form core competencies. Fourth, the construction of the subject-specific content system in national curriculum needs caution because whether it will resolve or exacerbate the 'disparity between general curriculum and subject-matter curriculums' is uncertain. Finally, as an apparent pendulum motion of the subject-matter content system is observed in national curriculum documents, efforts should be made to ensure that it does not result in meaningless repetition, but instead achieves meaningful dialectical progress.

• Korean Journal of Comparative Education
• /
• v.28 no.3
• /
• pp.333-354
• /
• 2018

The study aimed to compare and analyze Nuri curriculum and contents for mathematics in Korea and the Common Core State Standards(CCSS) and New Jersey Preschool Standards for mathematics in the United States. With the results as basis, this study intended to provide suggestions and directions for improving Nuri curriculum of mathematics for young children. For the goal of this study, educational goals, categories of contents, and specific contents were reviewed. First, results of this study indicated that Nuri curriculum for mathematics provides comprehensive educational goals that promote problem-solving ability in everyday contexts with composing mathematical knowledge. On the contrary, CCSS and Preschool Standards provide specific educational goals that focus on children's mathematical skills and concepts. Second, the contents of both countries' curriculum concentrate on 'counting and cardinality', 'measurement', and 'spatial and geometric sense.' There are 5 categories of CCSS, 4 categories of Preschool Standards based on CCSS and one category of Nuri curriculum for mathematics. Third, there are the differences between the two countries' curriculum in continuity from kindergarten to first grade and description method for curriculum.

• Journal of The Korean Association of Information Education
• /
• v.26 no.4
• /
• pp.229-238
• /
• 2022

At the time of discussing the 2022 revised curriculum, the demand for normalization of information education is increasing. This study was conducted on the case of the information curriculum for the upper elementary grades responding to such needs. For 14 6th grade students of Elementary School B in K Metropolitan City, 4 core areas of the information curriculum, including computing system, data, algorithm & programming, and digital culture, were covered through classes. Cooperative classes were conducted between students by using the cloud-based application according to the class. In addition, it was intended to supplement the curriculum by suggesting ideas for artificial intelligence education area, and to improve the density of research with additional investigation on foreign information education cases. However, the need for independent organization of the information curriculum was strongly confirmed in that the current curriculum for information classes lacked sufficient school hours and had to be operated in combination with other subjects in the form of a project for this case study. It is hoped that this study will serve as a small foundation for the establishment of the information curriculum for the upper elementary grades in the future.

• Journal of Fisheries and Marine Sciences Education
• /
• v.24 no.4
• /
• pp.516-527
• /
• 2012

This study analyzed the programs offered in the youth center located in Gyeongsangnam-do Province in accordance with the domains for creative activity. The creative activity, introduced through the 2009 revised national curriculum, puts an emphasis on the experiential activities to enhance the creativity of students. The creativity activity needs to be operated as intended in order to ensure that the students can grow into adults, who have creativity and good personality, by amassing a variety of experiences. For that, various human resources and physical resources of communities need to be utilized efficiently. Thus, this study explored the measures to achieve the original objectives of creativity activity by analyzing the programs - offered by the youth centers in Gyeongsangnam-do Province - based on the scope of creativity activity. The followings are the results of the analysis of 177 programs offered in 12 organizations that came under the three categories (training facilities operated directly by the Education Office, public training centers, culture center) of the youth centers located in Gyeongsangnam-do Province. Autonomous activity' comprised the highest proportion in the youth center programs of the three categories, followed by club activity. The programs associated with the 'career activity' - which most students have the highest expectations in relation to the creativity activity - comprised relatively low proportion. In conclusion, the programs offered by the youth centers in communities need to become more diversified in order to achieve the intended results of creative activity. In addition, the programs associated with the 'career activity', which student prefer the most, need to be operated in a more diversified manner with greater emphasis. Furthermore, the measures should be explored which may increase the involvement of youth education experts of community in the operations of creativity activity.