• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.510-518
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• 2007

In many countries, secondary school science is no longer solely for those destined for careers in science, medicine or engineering and both boys and girls study biology, chemistry and physics. In Japan, secondary science has been studied by boys and girls as a compulsory subject since the establishment of the modem school system in the late 19th Century. However, although 'science for all' is becoming the norm, it appears that science is less popular with girls than it is with boys, and that lower-attaining students are not adequately catered for in Japan and elsewhere. In this paper, the author investigates gender issues in the secondary science curriculum and examines the curriculum for future scientists using a historical perspective and focusing on the case of Japan. An analysis of two historical issues, gender and the curriculum for future scientists, found that, firstly, the science curriculum needs to contain a clear statement of its aims, and, secondly, that the secondary science teacher is one of the most important factors influencing science teaching particularly for girls. ost important factors influencing science teaching especially for girls.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.1
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• pp.11-24
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• 2010

The purpose of this study was to analyze the needs of the preservice secondary school teacher on understanding of international society and curriculum of international understanding and to derive the implications on developing curriculum of international understanding. This study used a questionnaire survey. The results are summarized as follows. First, it seems to be necessary to develop curriculum for satisfying the higesconcerns on worldsculture of preservice secondary school teacher. Second, the curriculum of educating international understanding for preservice secondary school teacher should contain such contents as multiple cultures, multiple perspectives, global relations and instructional materials. Third, it is necessary that instructions on educating international understanding should employ experience of global culture, discussion, lecture and so on.

• Human Ecology Research
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• v.58 no.2
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• pp.187-200
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• 2020

This study analyzes the teacher certification examination from 2014 to 2019. The research methods are summarized as follows. First, the questionnaire on tests conducted from 2014 to 2019 was divided into 'Teacher Eligibility Criteria', 'Assessment Area', and 'Evaluation Content Elements' for detailed analysis. Second, the examination for the 2019 school year from the 2014 school year compared the 2009 curriculum with the yearly question items in order to examine the correlation between the secondary school curriculum and test items. Third, this study examined the home economics department reflected in the curriculum of the five national universities. The results of the study are summarized as follows. First, according to the results of the questionnaire survey conducted from 2014 to 2019, the field of Home Economics education showed the highest rate of 25% or more in all years. Second, in order to examine the correlation between secondary school curriculum and Home Economics test items, this study compared the results of the 2014 - 2019 school year examination with the 2009 curriculum. Third, as a result of analyzing the curriculum of the five universities of the National College of Education, the basic courses were properly established at all colleges of education. As a result, the correlation was high overall, even within subcategories, the rate of exams was high only incertain attendants and the frequency of exams was low at some attendants.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.35-50
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• 2014

This study is a discussion about specific directions and strategies for development of subsequent curriculum of practical arts(technology ome economics) based on two issues ; developing curriculum which is 'connecting elementary-secondary course' and 'based on key competence'. Specific Study is as in the following. First, in the aspect of home economics, this study explored the meaning of connection between elementary-secondary courses, and in the process of curriculum development, we explored implicit problems through strategies that come out from elementary-secondary courses. Second, we search what the key competence is in terms of home economics, and the meaning of developing curriculum based on the key competence. For this, we examine the meaning of development of subject matters curriculum based on key competence and the conditions and tasks for developing curriculum for home economics based on key competence. Third, on the basis of discussion we explore the way to realize these two issues, already mentioned, into development of subsequent curriculum for home economics. For this, this study examines the academic interaction between home economics of elementary and secondary courses unifying the names of the subject, systematic understanding about development of curriculum based on key competence, finding strategies for appealing the subject, and practical instances. Through this study, we expect more active interaction between home economics from elementary and secondary courses and academic discussion for development of curriculum.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.2
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• pp.49-68
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• 2019

The curriculum in primary and secondary school is at the heart of the education. In education, a curriculum is broadly defined as the comprehensive plan consisting of educational goal and objectives, instructional content, materials, teaching and learning method. Many countries has national level curricula in primary and secondary education, such as the Korea. Korean national curriculum has been revised 10 times. Currently, '2015 revised curriculum' is applied in korea. On the other hand, the Korean library association developed called a 'Library and information life' curriculum for information literacy instruction in 2007. However, this curriculum is based on the '2007 revised national curriculum', so it differs from the system and contents structure of the '2015 revised national curriculum'. Since the primary and secondary school applying the '2015 revised national curriculum', 'Library and information life' curriculum should be revised. Therefore, this study suggests the direction of revising the 'Library and information life' curriculum after comparing and analyzing '2015 revised curriculum' and 'Library and information life' curriculum.

• Journal of the Korean earth science society
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• v.30 no.6
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• pp.773-786
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• 2009

Recently, the connection between science museum and school science curriculum has been emphasized, but the frameworks for evaluating school science curricula are insufficient in terms of how much of school science curriculum was reflected and attained. The purposes of this study are to develop a framework that can be utilized to evaluate levels of curriculum that are reflected and attained in the texts of exhibition panels displayed in science museums. We developed an evaluation tool based on the frameworks used to assess students' achievement in the secondary school curriculum, and we used the tool to measure the reflection and attainment levels demonstrated in the texts of exhibition panels about earth science contents of secondary school curriculum in three science museums located in Chungcheong-do, central part of Korea. Findings showed that the levels of reflection and attainment of secondary school curriculum in exhibition panels about earth science contents in science museums were measured 38.7% and 2.82 points out of 5.0respectively. We hope that the evaluation tool used in this study could be utilized to measure the levels of reflection and attainment of secondary school science curriculum demonstrated in the text of each of exhibition panels in science museums.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.867-892
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• 2001

In both Korea and the U.S., science education leaders and specialists insist that there is a shortage of curricula to address the new national science education guidelines in support of reform. This paper addresses development of new curricula for science education reform in the hopes of facilitating further development of guideline-based curricula. We examine Korean and U.S. thematic-based (Korean Science Field Trip at Cultural Sites Program and U.S. Graduate Teaching Fellows in K-12 Education) and project-centered (Korean Teachers for Exciting Science and U.S. Foundational Approaches in Science Teaching Program) programs. Using the criteria of rationale for curriculum, content and scope, processes of implementation, and assessment strategies, we identify the curricular components that are common across four successful secondary science programs and determine which of these components address the national guidelines. Our findings indicate that common components of these four programs meet the expectations of the science guidelines being used to revamp science education in both countries. Therefore, these programs not only engage secondary students and teachers in practicing successful science education, but also lead to successful science education practices that can be incorporated in the future development of curriculum to support secondary science reform.

• School Mathematics
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• v.3 no.2
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• pp.401-421
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• 2001

This paper describes the teaching of mathematics in France at the elementary and secondary levels. It consists of four parts: the structure of the french education system and the status of mathematics within it, the evolution of mathematics teaching in France from 1968 to nowadays, the teacher training in France, the mathematical contents in the elementary school curriculum and the mathematics curriculum in the lower secondary school. From this review, we can extract some characteristics of the teaching of mathematics in France.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.117-139
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• 2020

The purpose of this study was to develop curriculum of the elementary, and secondary school home economics that integrates three systems of action and to prepare a plan for convergence education in home economics curriculum. To achieve this goal, the characteristics of elementary, secondary school dietary curriculum integrating three systems of action, the focus of development, core competencies, and goals were derived through the review of literature. In this study, we set up perennial and sub-practical problems and selected content elements. The contents system of the developed curriculum was modified and supplemented by examining the validity of experts, and the achievement standard of the middle school home economics dietary education curriculum was developed by integrating the three systems of action. The content system of the elementary, and secondary school home economics curriculum that integrated the three systems of action is centered on practical problems, and the perennial problem is 'What should we do to practice healthy dietary life?' There are five areas of this curriculum: 'health and diet', 'food planning', 'food purchase and management', 'cooking', and 'meal', and the scope of curriculum is repeatedly expanded to 'personal and family', and 'social'. The practical problems in the five areas are composed of 10 practical problems in the two dimensions (personal & family, and society), and the practical problems and contents elements are spiralled by applying the principle of integration. The contents of this curriculum were compared with the achievement standards and learning elements of the dietary life in the 2015 elementary school practical arts, middle and high school 'technology & home economics', and the 'home economics science' curriculum. The results showed that the developed curriculum encompassed additional content beyond all the content already included in the 2015 revised curriculum.

• Journal of the Korean Association of Geographic Information Studies
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• v.11 no.1
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• pp.178-189
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• 2008

The purpose of this study is to look into the necessity of strengthening the knowledge base about longitudinal and latitudinal coordinate system in secondary educational curriculum. GPS based location service increases the use of longitude and latitude coordinate system. And many developed countries including USA and Japan have already included this contents in secondary education curriculum. But the secondary school Curriculum of Korea does not include the detailed contents regarding longitudinal and latitudinal coordinate system theory, and as a result the level of Korean students knowledge on this subject is low. The frequency of appearing of the information related to longitudinal and latitudinal coordinate systems in newspaper articles in Korea has been steadily increasing since after 2000. And a lot of articles appearing in newspapers provide the location information in the form of longitude and latitude coordinates, so the readers would be able to apply that. It was found out that the situation in schools is developed good enough for the use of spatial information system based upon the longitudinal and latitudinal coordinate system. The conclusion is that geography education in Korea needs systematical implementation of the knowledge base of longitudinal and latitudinal coordinate system.