• Journal of the Korean Data and Information Science Society
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• v.16 no.3
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• pp.603-608
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• 2005

The purpose of this qualitative case study is to understand how the idea of data view and information graphics is used in the social studios middle school textbooks. Data were collected through national curriculum documents and social studies middle textbooks for 7-9 grades. We set up three questions for this studies; what kinds of information graphics are used in the textbooks, how the graphics are organized in the social studies middle school, and how the 7th social studies curriculum is related with the 7th national mathematics curriculum. Through the data analysis, we found that 1) Photographs, illustrations, information maps, etc., are used and frequencies of their usages are in descending order, 2) double lines graphs, circle graphs, and stripe graphs nip often adopted for the comparison of populations, 3) the relation of the two subjects curricula is not so good, especially in the curriculum steps of information mads scatter diagrams, and comparison of populations. Finally we suggest that new web site of data view or information graphics be provided for two curricula, workshop of information graphics are needed for social studies teachers.

• The Journal of Korean Association of Computer Education
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• v.20 no.1
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• pp.27-38
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• 2017

The United States (CS2013) and Japan (J07-CS) constitute a standard informatics curriculum that reflects a changing society at the level of higher education. This study analyzed the change of standard curriculum in the United States in order to provide implications for the standard composition of higher education curriculum in Korea. The subjects were composed based on the analysis of current status of university curriculum and content knowledge in Korea. As a result of the research, the Informatics curriculum in the United States has evolved into a curriculum reflecting the changing computing environment. The information curriculum of domestic colleges included only 52% of the knowledge area of CS2013. The purpose of this study is to provide an example of the composition of subjects based on the curriculum composition policy of Japan and to provide a basis for the curriculum composition without the standard informatics education course of the college in korea.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.599-609
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• 2017

The goal of this research is to analyze the trend of Korean fourth grade students' achievement in TIMSS 2011 and TIMSS 2015 science content domains and to suggest implications for science curriculum and teaching & learning improvement. With four elementary science teachers and three science educators, we analyzed Korean fourth grade students' percentage of correct responses in TIMSS 2015 science content and cognitive domains, and conducted item-curriculum matching analysis for test items. According to the results, Korean students performed relatively better in test topics covered in the science curriculum for 3-4 grades regardless of the science content domain (i.e., Life science, Physical science, or Earth science). Korean students showed low percentage of correct answers for items related to such topics as heat conduction, the action of electricity, the motion of the earth and the moon, etc., which were covered in the 5th-6th grades in the 2009 revised curriculum. For science cognitive domains, Korean students' achievement dropped significantly in reasoning between TIMSS 2011 and TIMSS 2015. Discussed in the conclusion are implications to reconstruct elementary school science curriculum, and ways to improve science teaching and learning.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.677-689
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• 2015

The purpose of this study is to derive suggestions and implications to strengthen the science curriculum continuity of Korea through comparative analysis with focus on the continuity of science curriculum in six countries (Taiwan, the United Kingdom, Finland, the United States, Canada, Korea). Original and Korean translations of the national curriculums of each country gathered from NCIC comparatively analyzed the contents of the 'Moon' and 'Rock cycle' based on features of curriculum configuration, vertical, and lateral connectivity. As a result, it was found that the concepts of Big Ideas or Cross-cutting Concept was utilized internationally to strengthen the linkage between grades or subjects. In particular, dealing with the aspect of the system was important. In the comparison of countries for the content, Korea deals with the most frequency on the 'Moon' and 'Rock cycle'. The contents of the chapter about the moon were simply repeated from elementary to high school levels with some variation. Korean science curriculum holds different perspectives and contents about the Rock cycle compared to other countries. In conclusion, Korea's curriculum requires appropriate tools to strengthen curriculum linkage and by doing so, it will be able to take advantage of the systems approach. Moreover, it is important to constitute the curriculum based on a sufficient understanding of the learning development of students according to their grade levels for the effective application of the curriculum.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.453-464
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• 2019

In this study, the types of inquiry activities in the $5^{th}$ & $6^{th}$ grade science textbooks according to the 2015 revised science national curriculum were analyzed and compared according to grade level and science area. Science textbooks for elementary school $5^{th}$ & $6^{th}$ graders contain quite diverse types of inquiry activities, which are student-centered inquiry activities. There were comparatively higher proportions of inquiry types such as experiment & observation and simulation, but relatively lower of inquiry types of investigation-discourse & presentation, discussion, expression. Elementary science textbooks are expected to cultivate science key competencies for elementary school students. Considering the science area, the motion & energy, substances, earth & space, and integration areas had the most experiment & observation among activity types, while the life area had the most simulation activities. Even in some area of the 6th grade science textbook, there was little or no data interpretation, discussion, and simulation activities. In order to achieve the goal of elementary science education, science textbooks should be developed considering the revision of future elementary science curriculum.

• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.454-468
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• 2016

In this study, the gender-role stereotyping of the texts and the illustrations in the elementary science textbooks developed under the 2009 Revised National Curriculum was analyzed, and the results were compared with those of the 2007 Revised National Curriculum. In the texts, there were significant differences between boys and girls in the frequencies of texts, two types of learning activities such as scientific inquiry and emotional expression, and housekeeping activity. Women outnumbered men in housekeeping activity, but they were much less than men to perform outdoor and professional activities. In the illustrations, there were not significant differences by gender in pupils, and these results are desirable in terms of achieving balance between boys and girls. However, the textbooks were found to favor the illustrations of men especially in outdoor and professional activities. Women also performed more in housekeeping activity. Compared with the adult results of previous curriculum, these results were not improved at all.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.553-561
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• 2011

In this study, the illustrations in 16 elementary science textbooks developed under the 2007 Revised National Curriculum were analyzed in the aspect of gender-role stereotyping, and the results were compared with those of the 7th National Curriculum. The frequencies of male and female who appeared on textbook illustrations were counted, and the types of activities and the characters of them were analyzed. Most pupils were found to be active, and female pupils appearing in the textbooks were more than male pupils. In all types of activities for pupils, the difference between male and female was decreased compared with that of the 7th National Curriculum. Male and female pupils were illustrated in learning activities with almost equal frequencies, but male pupils were still more frequently represented than female pupils in other activities. Gender difference in adults was increased and the difference was statistically significant. Gender difference in houseworks was not large, but the difference in outdoor activities was statistically significant. Especially, the jobs of adults were illustrated as male-centered, and scientists appearing in the textbook illustrations were also mostly male.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.33 no.1
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• pp.199-232
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• 2022

The purpose of this study is to propose considerations prior to the development of a standard curriculum for Library and Information Science that secures the objectivity and reliability of the curriculum nationally. To this end, first, the Ministry of Culture, Sports and Tourism's notification related to NCS job units and librarian qualification standards in the field of Library and Information Science was reviewed. Second, The current status was investigated and analyzed by investigating and analyzing the courses opened in Library and Information Science nationwide. Third, surveys and focus interviews were conducted on librarians and information experts. The implications from the analysis results are as follows. Among the Library and Information Science departments opened in 2021, the field with the highest number of subjects was "information service," and it was confirmed that the most frequently derived keyword was "information." The survey results were analyzed through IPA analysis and Borich demand analysis, and the top priority required subjects for each grade were derived. As a result of investigating the opinions of librarians and information experts in the field through surveys and focus interviews, it was confirmed that Korean Library and Information Science education should be conducted not only in standardization but also in parallel with the operation of specialized subjects that can cover various users.

• Journal of Technologic Dentistry
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• v.28 no.2
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• pp.399-415
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• 2006

This research collected the curriculum for Dental Technology from a total of 20 schools-eighteen 3-year colleges and two 4-year colleges all in Korea. We divided 4 groups as regions from 20 colleges, and we compared the credit of university students who finished all the required courses and want to apply for a national examination and the credit to be had from another educational institution. As a result of this analysis, we get the conclusion below: 1. In the curriculum, average credit are shown like this order: Science of Dental materials 5.45 Orthodontics Technology 4.10 Dental Morphology 3.80 Oral Anatomy 3.05 Dental Health Science 2.45 Public Health Science 2.40 These show that the credit of fundamental studies, which is in order to take Dental Prosthetics, is increased. 2. In the curriculum, average credit are shown like this order: Crown and Bridge Technology 7.25 Removable Partial Dentures Technology 6.55 Complete Dentures Technology 6.40 Dental Ceramics 4.95 Inlay Technology 2.30 3. In the curriculum, average credit are shown like this order: Crown and Bridge Technology(Lab) 5.90 Removable Partial Dentures Technology(Lab) 5.35 Complete Dentures Technology(Lab) 5.30 Dental Ceramics(Lab) 4.35 Average points between regions in the subject of a national written exam are mostly similar, but the deviation among Science of Dental Materials, Crown and Bridge Technology, Removable Partial Dentures Technology, and Complete Dentures Technology is large. And in the practical technique exam, the deviation among Crown and Bridge Technology(Lab), Removable Partial Dentures Technology(Lab), and Complete Dentures Technology(Lab) is great.

• Publications of The Korean Astronomical Society
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• v.38 no.3
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• pp.125-145
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• 2023

This study investigates the integration of astronomy-related topics in the Korean national science curricula spanning from 1945 to 2023. We analyze the placement and extent of astronomy content across different school levels. Astronomy contents in the science curricula have changed in response to social needs (e.g., practical knowledge required for agriculture and fishery) and advancement in astronomical research (e.g., the discovery of exoplanets and the suggestion of new cosmological parameters). Contents addressing the motions of celestial objects and stellar physical properties have remained relatively consistent. In the latest 2022 revised national curriculum, scheduled for implementation in 2024, several elements, such as coordinate systems, have been removed, while the inquiry activities using digital tools are emphasized. The incorporation of the cosmic perspectives in the national curriculum, as well as astronomy education within the context of education for sustainable development, remains limited even in the most recent curriculum. For future life revisions, the active participation of researchers is needed to reflect the latest astronomical research progress and scientific characteristics in the field of astronomy.