• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.805-815
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• 2015

The Korean education curriculum is making efforts to improve education to foster competencies that the future society demands through the 2007 and 2009 revised curriculum. The revised curricula focus on enhanced articulation for the quality curriculum. In this study, the curriculum is analyzed for vertical and horizontal articulation. In addition, the study found a problem in Korea's curriculum through international comparison and sought improvement. Furthermore, the study compared internationally articulation of the concept of photosynthesis, of which the results are as follows. First, our science curriculum focuses on vertical articulation and has relatively neglected the problem of horizontal articulation. To compensate for this problem, curriculum design should introduce aspects of 'nature' and 'environment' and should consider the interests and concerns of students, as countries with high horizontal articulation do. Second, the actual education field has a problem with the a lack of continuity and sequence because of concentration of concept in a specific grade or simply repeating the concept across multiple grades. These results have led to alternative proposals that should arrange basis of concept configuration such as 'Big Idea' and should establish the adoption of 'systems' frequently appearing in the other curricula. Finally, there may be mentioned a lack of research on students' learning progression, which can be a common standard of horizontal and vertical articulation. Research on learning progression has been a trend overseas, but there exists no study to fit Korea's situation, so education fields need to conduct the appropriate research on learning progression as part of the commitment to high-quality curriculum.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.441-463
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• 2015

The big issue of mathematics education in 2009 revised curriculum is to introduce story-telling in math textbook and to aim toward the math that students can learn easily and interestingly. Therefore, this study examine the perception of middle school teachers in working with story-telling, analyze actual utilization of story-telling in class and provide the basic materials for effective practical application. After making questionnaires to check the real conditions of the story-telling and asking math teachers in charge of the first and second graders, this research came to the conclusion as follows. First, the teachers who took part in this research showed positive perception in story-telling textbook the practical use of a variety of materials and the improvement of thinking faculty and creativity. Second, math teachers made use of a variety of storytelling data and especially reflection media in class, but this was limited in introductory part. Mathematic concept was delivered mainly through the activities of exchanging questions and answers between the teachers and students. Third, students showed positive reaction about story-telling class on the whole. For example, they understood the concept easily and they could apply it in real life. However, story-telling failed to bring the attention and interest of math itself. Therefore, teachers' ability is needed in the way that math knowledge and concept should be formed and expressed interestingly.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.248-260
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• 2020

Oceanic current maps introduced in science and earth science textbooks can offer a valuable opportunity for students to learn about rapid climate change and the role of currents associated with the global energy balance problem. Previously developed oceanic current maps in middle and high school textbooks under the 2007 and 2009-revised national curriculum contained various errors in terms of scientific accuracy. To resolve these problems, marine experts have constructed a unified oceanographic map of the oceans surrounding the Korean Peninsula. Since 2010, this process has involved a continuous, long-term consultation procedure. By extensively gathering opinions and through verification process, a representative and scientific oceanic current map was eventually constructed. Based on this, the educational oceanic current maps, targeting the comprehension of middle and high school students, were developed. These maps were incorporated into middle and high school textbooks in accordance with the revised 2015 curriculum. In this study, we analyzed the oceanic current maps of five middle school science textbooks and six earth science textbooks that were published in high school in 2019. Although all the oceanic current maps in the textbooks were unified based on the proposed scientific oceanic current maps, there were problems such as the omission of certain oceanic currents or the use of a combination of dotted and solid lines. Moreover, several textbooks were found to be using incorrect names for oceanic currents. This study suggests that oceanic current maps, produced by integrating scientific knowledge, should be visually accurate and utilized appropriately to avoid students' misconception.

• Education of Primary School Mathematics
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• v.12 no.2
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• pp.99-115
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• 2009

One of remarkable characteristics of 2007 revised mathematics national curriculum is the emphasis of communication in classroom. It does not mean only listening students' comments. In other words, it is different from presentation of individuals' thoughts. In the paper, teaching and learning practices required teachers who want to establish classroom culture supporting harmonious communication in mathematics instruction.

• Journal of Korean Home Economics Education Association
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• v.25 no.4
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• pp.29-46
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• 2013

The concepts of core competencies and achievement standards were newly introduced within national curriculum documents since the 2009 Revised National Curriculum. The purpose of this introduction was to develop a curriculum that reflects unique characteristics of each subject and for the effectiveness of student evaluation. The purpose of this study was to suggest a direction for the future national curriculum and achievement standards development through comparing the national curriculum and standards between South Korea and the U.S. In particular, this study focused on two aspects: 1) the hierarchical relationships and the structural system of achievement standards in the curricula of two countries, and 2) the details of differences in two countries' achievement standards of a specific content area, 'family'. The results are as follows: the Korean national curriculum includes core competencies was included in the objective statement, and standards were provided as a lower-level system, while the U.S. national standards was composed of hierarchical system of comprehensive standards(higher-level), contents standards(middle-level), and competencies(lower-level). This may be attributable to the difference in the definition of competencies. The analysis results of detailed contents of the curriculum was related to the terminologies used in curriculum documents of the two countries. For example, work and family balance was frequently mentioned in Korean document, while the U.S. national curriculum just displayed multiple roles of individuals rather than using the term explicitly. Also, terms such as happiness and welfare were frequently mentioned in Korean curriculum, while 'well-being' was more frequently used in the U.S. curriculum. These differences in usage of terms reflects the differences in cultural values and perspectives of the two countries.

• School Mathematics
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• v.18 no.4
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• pp.839-856
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• 2016

In 2009 revision and 2015 revision mathematics national curriculum, 'proof' was moved to high school from middle school in consideration of the cognitive development level of students, and 'proof by contradiction' was stated in the "success criteria of learning contents" of the first year high school subject while it had been not officially introduced in $7^{th}$ and 2007 revision national curriculum. Proof by contradiction is known that it induces a cognitive conflict due to the unique nature of rather assuming the opposite of the statement for proving it. In this article, based on the logical, mathematical and historical analysis of Proof by contradiction, we looked about the introductions and the applications of the current textbooks which had been revised recently, and searched for improvement measures from the viewpoint of discovery, explanation, and consilience. We suggested introducing Proof by contradiction after describing the discovery process earlier, separately but organically describing parts necessary to assume the opposite and parts not necessary, disclosing the relationships with proof by contrapositive, and using the viewpoint of consilience.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.951-962
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• 2009

Examining research papers and other texts on the subject, this study summarizes previous studies, with focus on circulation as a subtopic of Earth Systems Education. In relation to the Earth Systems unit included in the revised 10th-grade science textbook, this study explains the meaning of Earth Systems and the basic concepts of Earth System Science. It surveys the origin and application of Earth Systems Education, which developed primarily in the U. S., and introduces its objectives, concepts, and communicated content. It also reviews the contents of Earth Systems Education adopted in the Korean school curriculum, and provides a comparative analysis of the content on circulation appearing in Earth Science I textbooks. Finally, it is proposed that an understanding among educators of Earth Systems and of its necessity as a subject of education is imperative for Earth Systems Education to become firmly established as a compulsory component of the national school curriculum.

• Journal of Science Education
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• v.36 no.2
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• pp.381-393
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• 2012

This study was analyzed that what kind of elements for STEAM, except scientific commonsense, are contained in 2009 revised chemistry textbooks I for high school students. So first, elements of STEAM in textbooks were examined by following three sections; by publishing company, each unit and area of textbook. For reference, new sub-elements of STEAM were set because existing elements of STEAM is incongruent with current textbooks. As a result, most chemistry textbooks included elements of STEAM properly for inter-related learning with the other fields. Every textbook had its unique learning methods for utilizing elements of STEAM and they were unified as one way. Depending on textbooks, learning methods were little bit different from the others. Also, detailed elements of STEAM contained in textbooks were classified just 14 types. And they were even focused on a few elements according to sort of textbook. Thus, it seemed that there was a certain limitation of current education of STEAM in chemistry Field. By the unit, according to the curriculum, contained elements of STEAM were different. Almost all elements of STEAM were located in I section. Consequently, it is difficult to include elements of STEAM if mathematics or history were not existed in curriculum. Lastly, by the area, most of all elements of STEAM were included in reference section. Almost all elements of STEAM were focused on art and culture. Thus, STEAM was used for utilization about chemical knowledge in substance. Otherwise, convergence training for approach method was not enough in chemical knowledge.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.183-192
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• 2015

The purpose of this study was to identify STEAM education program fit for club activities in consideration of the present curriculum and investigate its effect on science club students' self-efficacy and attitude toward science by applying it to science club students. In consideration of such chapters as 'Solar System' and 'Exosphere and Space Development' in the 2009 Revised Curriculum, this study developed a STEAM education program related to the observation of the solar system and the measurement of a distance of the stars in consideration of the present curriculum. For this study we selected 14 science club students in H Middle School, located in G Province and applied a 7 weeks' program to them. To find out change in their self-efficacy and attitude toward science, this study conducted tests of self-efficacy and attitude toward science for a single group before and after introducing this program and analyzed the results. The results of this study could be summarized as below. Firstly, science club activities with this STEAM education program applied improved students' self-efficacy significantly. Secondly, there was a significant difference found in students' attitude toward science through science club activities with this STEAM education program applied as they showed higher scores in the attitude toward science in the posttest than the pretest. Lastly, despite a research limit that this science inquiry program was conducted for a short period of time, this program was found to have positive effect on the improvement of students' self-efficacy and attitude toward science.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.3
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• pp.395-405
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• 2012

This study was investigated 35 government-authorized and officially approved textbooks for the Fisheries and marine high school which were published by the 2007 Revised Curriculum at 2009 for analyzing the objective and content domains concerning school the low carbon green growth education. Prior to the grounds of analyzing for the objective and content domains were presented, the factors of the grounds were made based on the low carbon green growth standards for the nation. According to the analysis, the findings which were as follows; 18(51.4%) in 35 textbooks and 666(6.4%) in 10,406 pages were related the low carbon green growth education in the course of the Fisheries and marine high school education. There were 37 participation domains, 27 information and knowledge domains, 9 value and attitude domains and 6 skill domains in the objective domains. The content domains were consisted of 33 green growth, 23 climate change, 10 energy conservation, 6 low carbon and 6 international cooperation.