• The Journal of the Korea Contents Association
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• v.8 no.1
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• pp.116-127
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• 2008

In the $7^{th}$ education curriculum, computer education curriculum in the elementary and secondary schools is composited into the contents for the use of computers so that there are some limitations in teaching students the abilities for solving various problems of several areas using computers. Recently, the research has done to change the computer education curriculum for enhancing creativity and problem solving ability required by the future education. The contents of the main subject for enhancing them is of computer programming, however, there was not enough research on systematic programming education curriculum for leading to motivating learners and enhanced knowledge transfer to those learners. In this paper, we analysis the contents mathematics education curriculum with consecutive contents and in tight connection with computer education and then extract its programming related elements. Based on those, we propose a programming education curriculum with which we can teach systematically computer programing according to continual and systematic guidance in the elementary and secondary schools. And we develop a teaching model and learning guidance for teaching students programming methods with the computer programming education curriculum proposed in this paper.

• The Journal of Korean Association of Computer Education
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• v.9 no.3
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• pp.29-45
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• 2006

The IT(Information Technology) is very important growth power in the knowledge information based society. But there is nothing an educational program or system for putting the computer science education in the primary and secondary school into practice. We can talk this problem because of the national curriculum. This existing state brings to a conclusion not only to the political and administrative support but also to the national curriculum. These internal problems are two. First problem is the content in the computer textbook. And second problem is the connection between the computer science education curriculum of university and that of primary and secondary school. This study analyzed the relation about it. And this study suggested the ideal method for connecting those of them. Finally, the results of this study are two. First result is the necessary to reconstruct the domain knowledge of the computer based on the computer science for getting the identity. And second result is necessary to connect between the domain knowledge of the computer based on the computer science identity of university and that of primary and secondary school.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.37-46
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• 2017

Since 2018, the level of informatics education that is mandatory in junior high schools depends on the subject matter expertise of Informatics & Computer teachers. The purpose of this study is to analyze whether secondary teacher training institutes provide curriculum that guarantees the subjectivity of Informatics & Computer teachers. In order to achieve the goal, this study first compares curriculum courses for educating Informatics & Computer teachers of Korea secondary teacher training institutes with subjects based on the content system of J07-CS, the informatics education in Japan. Second, we compare the basic subjects offered by the Ministry of Education with the vocational subjects. Third, we analyzed the basic subjects of each university. As a result of the study, the number of informatics-related courses opened by Korean secondary teacher training institutions was insufficient compared to the number of subjects in J07-CS. Even though the standard of comparison was limited to basic subjects, the content elements were insufficient, and the ratio of the basic subjects of each university was low. In order to achieve the goal of informatics education from 2018, it is urgent to improve the curriculum of secondary education teachers.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.580-591
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• 2009

The purpose of this study is to get implications on teacher education curriculum according by analyzing pre-service secondary teachers' difficulties during student-teacher practice. Fifty-six pre-service secondary teachers were requested to write anecdotes about their student-teacher practice. Pre-service secondary teachers revealed that they had experienced the most difficulties relating to instruction teaching. They answered that they had especially comprehended inducing interest in diffcult learners, attention, appropriate composition of questions, and learners' understanding levels. Pre-service secondary teachers showed that they had tried to control students in experiment instruction. Also, they demonstrated that time for guidance counseling had been insufficient. They were dissatisfied with the content and level of counseling. Therefore, we need to improve teachers' college curriculum by performing student-teacher practice and feedback. We especially need to systematize teachers' college curriculum on the basis of developing standards of science teachers' expertise.

• 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.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.237-259
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• 2005

Secondary English Education in Korea is implemented according to the 7th National Curriculum. The 7th National English Curriculum pursues to achieve communicative competence considering individual differences. According to the research, using various multimedia in English education enhances English proficiency and allows effective individual-based learning. The purpose of this study is to investigate the implementation of applying multimedia in English education within the framework of the 7th National Curriculum. For this purpose, a questionnaire-based survey was conducted in 2005 with 145 secondary English teachers in Kyunggy Province. The results showed that multimedia was not integrated in English education effectively, and individual based-learning was not implemented effectively, either.

• Hwankyungkyoyuk
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• v.17 no.1
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• pp.133-143
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• 2004

This study aims to explore the ways in spreading and maturing of environmental Education(EE) in secondary school. To deal with this issue, researchers investigate the actual conditions of EE and grope for the ways in spreading and maturing of EE. According to investigation, the selecting rate of environment subject in secondary school is about 3%(compared selecting rate of other subject matters) in 2003. Based on the result, this study suggests followings. First, sequencing strategy of EE curriculum will be expected very efficaciously. Secondly, there is need to empasize daily experiences of EE beyond the formal subject matter. Thirdly and ultimately, thers is need to reform school curriculum centered EE. Moreover, there is need to empasize teacher education for the environment not only pre service but also in-service teacher training.

• Journal of Korean Home Economics Education Association
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• v.6 no.2
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• pp.31-39
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• 1994

The purpose of this study is to investigate the successional process of homemaking education curriculum for elementary and secondary schools in Japan. The findings were as follows: 1. While homemaking education was mainly for the girls in schools before war, it has been developed to required subject for the girls and boys in Japanese schools after war. 2. It is a very specific point that living subject is choosen newly for the lower grads in Japanese primary schools. 3. But it is remarkable that there are both the elective subject for the girls and the elective sub-ject for the boys in Japanese secondary schools. 4. As we investigate the process to study, discuss and revise curriculum according to the changes of social circumstances in Japan, it should be considered a lot for our homemaking education.

• Journal of Korean Home Economics Education Association
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• v.6 no.2
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• pp.1-12
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• 1994

The purpose of the study were to: (1) determine important home management concepts in the secondary home economics education curriculum,(2) identify the educational needs related to home management perceived by secondary school students, and the factors affecting it, (3) use the findings to make recommendations for developing home economics curriculum and teaching home economics in the secondary school. The questionnaires were distributed to the 1,029 secondary school students, lived in seoul, local cities, and rural area. The data were analyzed by using descriptive statistics, T-test one ay ANOVA with scheffe test, and multiple regression analysis. Forty home management concepts were selected based on the related literatures. Stress man-agement, leisure time activities, resource use, making money for adolescents, work simplication methods were the concepts which showed the highest level of educational needs perceived by the students. The educational needs were affected by sex, school level, residence area of the respondents, and other factors related to the perception about home economics such as preference, GPA, etc.

• The Journal of Korean Association of Computer Education
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• v.8 no.3
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• pp.61-76
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• 2005

The seventh secondary computer education curriculum is focused on computer literacy education. This computer curriculum is an elective course not a required course and is a part of other specific course. This computer education has problems that it is not consecutive, overlapped with other classes and not systematic. This research analyzes the computer education in Israel, India, and Japan. And it suggests the new secondary school computing education curriculum based on computer educating of Computer Curricula 2001 Computer Science, lEEE Computer Society and ACM has suggested 2001 for computer science education in university, and with a standard of 'A Model Curriculum for K-12 Computer Science', the suggestion for computer-science education for all grade of school.