• Convergence Security Journal
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• v.13 no.2
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• pp.195-202
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• 2013

Defense reform our military for the globalization of information. Scientific command structure, troop structure, unit structure, step-by-step into the power structure while promoting a history of quantitative-oriented structure, and structure of the quality of state-of-the-art technology-driven transition in the middle of the bottle numberplans about the current 3.3-fold increase in reducing the cadre(officers and NCOs). NCO groups in the executive, especially expanding the current level of 100% increase in the rate of long-serving, while ensuring a stable job and to superior resources to secure a stable policy through science. Military alliance is now underway. In the midst of this group, and urged the group at the University of the leading military and specialized resources to ensure each agreement required by subjects to reflect. Thus effectively improve the quality of education and the demands of the job analysis, DACUM curriculum development methods and procedures can be applied at the time of urgent need for foster an excellent resource for the discharge of curriculum development at the University of Selected as a core job, career, and job classification configuration inside of Duty according to KST derived from the group reflect on the training courses to meet the requirements in the curriculum through the development of curriculum, job definition, job model set to propose.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.208-214
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• 2016

With the rising interest in intelligence information technology built on artificial intelligence and big data technologies, all countries in the world including advanced countries such as the United States, the United Kingdom, Japan and so on, have launched national investment programs in preparation for the fourth industrial revolution centered on the software industry. Our country belatedly recognized the importance of software and initiated the 2015 revised educational curriculum for elementary and secondary informatics subjects. This paper thoroughly analyzes the new educational curriculum for information science in high schools and, then, suggests improvements in the areas of information ethics and multimedia. The analysis of the information science curriculum is applied to over twenty science high schools and schools for gifted children, which are expected to play a leading role in scientific research in our country. In the future artificial intelligence era, in which our dependence on information technology will be further increased, information ethics education for talented students who will play the leading role in making and utilizing artificial intelligence systems should be strongly emphasized, and the focus of their education should be different from that of the existing system. Also, it is necessary that multimedia education centered on digital principles and compression techniques for images, sound, videos, etc., which are commonly used in real life, should be included in the 2015 revised educational curriculum. In this way, the goal of the 2015 revised educational curriculum can be achieved, which is to encourage innovation and the efficient resolution of problems in real life and diverse academic fields based on the fundamental concepts, principles and technology of computer science.

• Journal of People, Plants, and Environment
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• v.23 no.2
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• pp.149-158
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• 2020

The purpose of this study was to establish the role of master gardener coordinators and develop an education program to enhance their job competencies. To analyze and develop the new job of master gardener coordinator, we used the CBC method for curriculum development. The research findings can be summarized as follows. The analysis result of need and importance of education based on the performance level and demand level revealed 20 core competencies, which were classified into organizational education, learning by experience, individual learning, low-priority competencies for program development, with focus on the importance and need for education. The 17 courses are comprised of Eastern and Western Garden History, Understanding of Community Garden, Garden Aesthetics and Environmental Design, Master Gardener's Mission & Management, Garden Plants, and Garden Design and Practice etc. and the curriculum is 33 hours in total. The master gardener coordinator education program was conducted on 73 rural extension workers and the curriculum was evaluated by those who completed the program. The overall satisfaction was 4.29 and 97.1% of the trainees decided that the program would help them perform their duties. The analysis result discovered that all 20 core competencies increased after the program. As a result of conducting contingent valuation to determine the value of the program, willingness to pay (WTP) per hour was KRW 33,223 and the total WTP was KRW 1.096 million, which, when multiplied by 73 participants, is approximately KRW 80.008 million. This is relatively higher than the budget used (KRW 22.943 million), indicating that the program is worth it.

• Journal of Science Education
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• v.38 no.3
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• pp.599-611
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• 2014

The purpose of this research is to analyze creativity-personality activities given in the high school science textbooks, which developed according to 2009 Revised Science Curriculum, and to examine how goals of new science curriculum were reflected in sceince the textbooks. An analysis shows that the proportion of inquiry is the best high among the types of creativity-personality activities. Also it is organized for a various activities such as reading, writing and debate. As a result of analyzing creativity-personality activities regarding creative thinking and personality element, a variety of creative thinking and personality element was not composed. The creative thinking is primarily divergent thinking, convergent thinking and associative thinking appears in order. In addition, the caring of personality elements is the most, and then honesty, cooperation and responsibility appears in order. Thus, it is necessary to structure a variety of activities for edification of creativity-personality in high school science textbooks. As an analysis of creativity-personality activities regarding elements of the decision-making, the review process do not appear at all, and there are few decision points generally. Therefore, a rational decision making for the sake of edification should be provided with specific decision-making factors.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.219-229
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• 2024

The purpose of this study is to analyze the concerns and difficulties encountered by authors involved in the development of integrated science textbooks. Specifically, it focuses on their experiences with understanding and implementing the 2022 revised science curriculum. We collected 89 opinions from textbook authors and categorized them into several key areas: understanding the terminology and descriptors provided in the curriculum, structuring learning content, inquiries and activities, and the depth and scope of learning content. The analysis revealed that the most difficulty encountered by the textbook authors was in defining the level and scope of learning content. Many also expressed concerns and difficulties related to the ambiguity of terms and predicates. In terms of the composition of learning content, difficulties were identified in concerning the repetitive descriptions of achievement standards and the discrepancy between the arrangement of achievement standards and the flow of learning. Regarding inquiries and activities, there were experiments presented that were difficult to experience or actually implement, along with limitations in activity composition due to the need to optimize learning volume. Given the importance of high-quality textbooks for effective science education at the national level, it is crucial to establish effective communication channels between curriculum developers and textbook authors. Additionally, a robust support system for textbook development should be established.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.166-181
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• 2023

The purpose of this study is to examine the change and appropriateness of inquiry tendency in elementary science textbooks by national curriculum period by comparing previous researches that reported Romey's Involvement Index in the science textbook and other subject textbooks. The results of the study are as follows: First, for the text index (T), the value of science textbooks by curriculum tends to continue to decline overall. The value of science textbook based on the 3rd curriculum is judged to be extremely inquiry oriented and the value of the textbooks based on the 2007 and 2015 revised curriculum are the values judged as somewhat authoritative textbook and as a textbook at the appropriate level of inquiry, respectively. There is no significant difference compared to the T values of other subject textbooks since the 2007 revised curriculum; Second, the index of figures and diagrams in the text (FD) of science textbooks also continues to decline by curriculum periods. In particular, the FD value of science textbook of the 2015 revised period is judged to be a authoritative textbook, which is lower than the value of other subject textbooks; Third, in the case of the activity index (A), it gradually decreases from the third curriculum to the 2015 revised curriculum, but it is judged as textbooks suitable for inquiry. However, after the 7th curriculum, the value of A is generally lower than those of other subject textbooks; Fourth, for the index of the questions at the ends of chapters (Q), the value of Q is reported to be extremely limited compared to the aforementioned three indices(T, FD and A), which may be mainly due to differences in the composition of science textbooks by curriculum period.

• Journal of Korean Elementary Science Education
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• v.36 no.2
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• pp.113-128
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• 2017

This study aims to investigate the research trend of elementary environmental education. Thus, author keywords were extracted from a total of 197 academic these related to elementary environmental education during two different periods when detailed goals were applied to the 2007 and 2009 revised curriculums respectively, and then this study analyzed the network of author keywords. The results of this study can be summarized as below. Firstly, as a result of analyzing the frequency of author keywords from academic theses related to elementary environmental education, this study discovered 369 author keywords from the period when detailed goals were applied to 2009 revised curriculum. Out of them, it was found that the keyword, 'climate change education', showed the highest frequency, followed by 'environmental literacy' and 'environmental perception', except such central keywords as 'environmental education' and 'elementary school student'. From the period when detailed goals were applied to the 2007 revised curriculum, a total of 394 author keywords were discovered, and the keyword, 'environmental literacy', showed the highest frequency, followed by 'environmental perception' and 'ESD (education for sustainable development)'. Secondly, as a result of analyzing the network of author keywords, this study found out that in the total number of network connections, average connection degree, density and clique, the period when detailed goals were applied to the 2007 revised curriculum was somewhat higher than the period when detailed goals were applied to the 2009 revised curriculum. As a result of analyzing the centrality of author keywords, this study found out that during both the periods, 'environmental perception' and 'environmental literacy' were high in degree centrality and betweenness centrality, except such central keywords as 'environmental education' and 'elementary school student'. As a result of analyzing the components of author keywords as sub-networks, this study discovered 9 components from the period when detailed goals were applied to the 2009 revised curriculum and 6 components from the period when detailed goals were applied to the 2007 revised curriculum. During both the periods, the largest component was composed of keywords high in degree centrality and betweenness centrality.

• Journal of Korean Library and Information Science Society
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• v.45 no.3
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• pp.213-247
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• 2014

The purpose of this study is to develop the curriculum for the private certificates of reading instruction newly which can perform a reading instruction effectively in digital environment as the digital technology has changed the overall paradigm of reading. The curriculum for the private certificates of reading instruction was designed and proposed finally through deriving the implications over an study of the changes about reading paradigm in digital environment, searching the features and benefits over an in-depth analysis of domestic and international curriculum practices for training reading specialist, collecting the opinions and verification work over a Delphi survey of experts in the field of reading instruction. The finally developed curriculum consists of 6 kinds of training area, 21 kinds of subject and 82 kinds of training course content respectively to achieve the main function and purpose of the changed reading instruction in digital environment and in order to train reading specialist capable of applying properly them in reading instruction field.

• Journal of the Korean Chemical Society
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• v.65 no.5
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• pp.370-381
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• 2021

This study compared and analyzed the chemistry curriculum of South Korea and Singapore. The analysis revealed that Korea's achievement standards in the chemistry subject comprised knowledge and skills, whereas Singapore's achievement standards comprised knowledge, skills, values, and attitudes. The scope of knowledge and skills of the Singaporean achievement standards-wherein each element was explicitly presented-were more extensive than that of Korea. The elementary school curriculum in both countries was structured to help students qualitatively understand materials in real life, whereas the middle school content was structured such that students could understand the topic of particles. Additionally, several differences were found in specific content elements; for example, the periodic tables were included only in the Singaporean content, whereas changes in the volume of gas according to temperature and pressure were included only in the Korean content. The Singaporean academic achievement standards, integrating knowledge, skills, values, and attitudes in science curriculum, can be used as a reference for adjusting and restructuring the Korean curriculum.

• Journal of Korean Library and Information Science Society
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• v.52 no.1
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• pp.229-254
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• 2021

The purpose of this study is to construct contents of elementary and secondary education which will be included in the information literacy education and to obtain basic information and implications necessary for developing new textbooks. For this study, three types of previously developed textbooks for information literacy education were analyzed, and curriculum content structure, and textbook structure of the draft version of the textbook 'Media and Information Life' developed in 2019-2020 were analyzed. The analysis results are as follows. the information literacy education textbook applied the information problem solving process model and contained the contents of print, and digital media and the media literacy necessary for democratic citizens, but it was necessary to add the types of libraries and media in sequence. Second, library, media, information, and reading literacy were major learning elements that made up the contents of the information literacy curriculum. Third, the "media and information life" textbook needed to present subject competencies, generalized knowledge, content system, and achievement standards in accordance with the system of the 2015 revised curriculum. In addition, social discussion was needed to derive the name of the information literacy curriculum.