• East Asian mathematical journal
• /
• v.34 no.2
• /
• pp.127-154
• /
• 2018

In the 2015 revised curriculum, "creative and convergent talent prize" was presented as a human resource to be pursued by current curriculum. The core competencies that future talent should have are self-management capacity, knowledge information processing capacity, creative thinking capacity, aesthetic capacity, communicative competence, and community competence. The researcher believes that among the six core competencies, the ability to have more attention today is aesthetic capacity and that mathematics education should pursue it. The mathematical teaching methods based on Rudolf Steiner's anthroposophy education theory is an education that actively raises the aesthetic sensitivity of students. Therefore, this study investigates the features of educational methods based on the Steiner's anthroposophy and examines mathematics education methods based on them.

• New Physics: Sae Mulli
• /
• v.68 no.12
• /
• pp.1347-1355
• /
• 2018

This study aimed at investigating the physics curriculum implemented in science core schools. Thus, the researchers analyzed the science curriculum articulated in the annual reports of science core schools and interviewed some teachers in the schools to identify the features of the physics curriculum. The research findings were as follows: First, with respect to the teaching units by subjects, general science had the largest proportion, as much as 6.7 hours in average, and physics I and II were 4.2 and 4.4 hours, respectively, which were similar to other subjects such as chemistry, life science, and earth science. Second, most of schools opened the courses of physics I and II with two hours for two semesters. Fourteen schools taught physics I as an intensive unit whereas nine schools taught physics II intensively. In the case of specialized subjects, the most frequent one was independent research, and advanced physics was taught in 7 schools whereas physics experiments were done in 34 schools. Based on the findings, this study gives some implications about how to organize the physics curriculum in science core schools according to the 2015 revised science curriculum.

• Journal of Science Education
• /
• v.42 no.1
• /
• pp.27-48
• /
• 2018

The purposes of this study are to derive suggestions and implications to improve the continuity of Korean Science & Practical Arts (Technology Home Economics) curricula through international comparative analysis with focus on the science curricula or standards in five countries (Canada, New Zealand, Singapore, the United States, Korea). Original documents of the national curriculums or standards of each country collected from NCIC comparatively analyzed the big concepts of the 'system' and 'energy' based on features of related components of curriculum contents, vertical, and lateral connectivity. The results indicated that the big concepts of systems and energy were used internationally to consider the curriculum continuity. In most countries, the big concept of system was used as a framework to integrate science with technology or other contents. In particular, it was also utilized to strengthen vertical and lateral connectivity in earth science and space science contents area. In the comparison of countries for the system as the big concept, New Zealand focused interrelationship between system and human activities, systems' interaction, levels and features of system concept for the linkage between grades and subjects on the basis of level. In the case of Canada and Singapore, science and technology are combined to strengthen contents' connection. However, the revised 2015 curriculum has a lack of continuity and sequence because the concepts of system and energy were concentrated on a specific grade and contents' area. The curriculum was not developed systematically for multiple grades according to their levels. In conclusion, Korean science curriculum requires sufficient understanding of students' learning and research on learning progressions and curriculum continuity. In addition, it is very important to constitute the curriculum based on the vertical and lateral connectivity in order to improve science education and to foster students' key competencies and abilities.

• Journal of Digital Convergence
• /
• v.13 no.8
• /
• pp.69-82
• /
• 2015

This article critically examines the backgrounds and meanings of National Competency Standards (NCS) that is employed by Korean colleges for managing performance-based, competency-based curriculum. Findings are as follows: 1) the NCS-based curriculum was primarily adopted to enhance students' business competency for their successes in a competitive job market. 2) NCS is questioned its efficacy to resolve Korean employment issues in a serious economic structure in which a growing number of jobless youth and aged employees and education discrimination are involved. 3) NCS, with its emphasis on the Tyler Rationale and principles of scientific curriculum development, has many criticisms due to its technical approaches to educational processes and needs to be replaced with an alternative paradigm. 4) This article suggests that administrators, policy makers, and educators seek ways to resolve NCS issues considering contextual features of Korean job market and rethinking NCS ideology in the education process. A need for curriculum reconceptualisation is discussed.

• Journal of The Korean Association For Science Education
• /
• v.23 no.2
• /
• pp.144-154
• /
• 2003

This study investigated the common features of the best practices in the science classroom, which is the core of school education. The underlying assumption of this research is that the fulfillment of school education is possible with substantial instruction of school curricular areas. The substantial learning of any curricular area depends on each classroom lesson. Data from classroom observations in-depth interviews with teachers and a group of students, a collection of instructional materials were used to extract common characteristics of best practices implemented by 10 exemplary secondary-school science teachers. Common features of best science practices were analyzed in terms of (1)reorganization of science content, (2)pedagogical skills, (3)evaluation, and (4)teachers' efforts for professional development. Results indicated that exemplary science teachers adapted curriculum and textbook content according to students' level and learning context, were able to use a variety of instructional methods and strategies, provided cooperative and intellectually challenging learning environment, and improved their instruction based on assessment results. Also, these exemplary teachers not only improved their own classroom practices, but also participated actively in various professional community of science teachers to share their practical knowledge with their colleagues. They took an active role in teachers' in-service education.

• Journal of the Korean earth science society
• /
• v.29 no.2
• /
• pp.204-217
• /
• 2008

This study analyzed the inquiry activities appearing in the astronomy sections of elementary, middle and highschool level science textbooks according to the five essential features of inquiry in the classroom as proposed by the National Science Education Standards (NRC, 2000), and SAPA (Science-A Process Approach). On the basis of this analysis, it is clear that the science textbook inquiry activities released the limitation to meet the goal of science education, namely scientific literacy, as it has been laid out by the 7th Science Educational Curriculum. This study revealed that the features of scientific inquiry which are most frequently used in the astronomy sections of science textbooks are 'data collection' and 'form explanation', whereas the features of 'oriented-question', 'evaluate explanations' and 'communicate and justify' rarely appeared. The analysis of inquiry activities by SAPA showed that the basic inquiry skills of 'observing', 'communicating' and 'manipulating materials' were used with increasing frequency according to grade level, and the integrated skills of 'investigating', 'creating models', 'interpreting data' and 'experimenting' were more emphasized in the textbooks. Therefore, it is suggested that students be provided with more opportunities to experience all the features of scientific inquiry and scientific processes as envisioned by the 7th Science Educational Curriculum in order to achieve the stated goal of scientific literacy. Science educators should be required to develop new lesson modules which will allow students to experience authentic scientific inquiry. It is crucial for science teachers to reflect upon and develop their understanding and teaching strategies regarding scientific inquiry through professional development programs in teacher education.

• Journal of The Korean Association For Science Education
• /
• v.37 no.1
• /
• pp.9-16
• /
• 2017

The result of TIMSS 2015 was announced at the end of 2016. In this research, we conducted test-curriculum matching analysis for 8th grade earth science and analyzed Korean students' percentage of correct answers and responses for TIMSS earth science test items. According to the results, Korean students showed high percentage of correct answers when the item topics are covered in the 2009 revised science curriculum, and Korean students revealed their weakness in constructed response items since the percentage for correct answers on constructed response items is half that of multiple choice items. Depending on the earth science topic, for 'solid earth' area, which includes earth's structure and physical features, as well as earth's processes and history, students showed high percentage of correct answers for multiple choice items. Students, however, showed low percentage of correct answers for items that require applying knowledge to everyday situations and connecting with other areas of science such as biology. For 'atmosphere and ocean' areas, which include earth's processes and cycles, students showed low percentage of scores for climate comparison between regions, features of global warming, etc. For the area of 'universe', students showed high percentage of scores for the earth's rotation and revolution, the moon's gravity, and so on because they have learned these topics since primary school. Discussed in the conclusion are ways to secure content connection between the primary and middle school earth science curriculums, ways to develop students' science-inquiry related competencies, and so on to improve middle school earth science curriculum as well as teaching and learning.

• Cartoon and Animation Studies
• /
• s.19
• /
• pp.183-197
• /
• 2010

In order to develop education centered animation course, this study aims to research curricular that are equipped with industrial specialty based on the basic of visual arts. The subjects of the study were the international and domestic universities that have education goals of practical education, art education, and combined-typed education. The research was done by classifying curricular from basic course to advanced course. Production stage was divided into planning-production-follow up stage. The idea area was divided into three parts form basic emotion training to creativity development. This paper is focused on presenting to configure the basic features of the educational center for 4-year curriculum based on the course content and curriculum of international and domestic universities. The study of training course required for the configuration of the course of study focused on subjects which match the characteristics of major curriculum based on common subjects, major required courses, major electives were classified as the opening. As a result, It is difficult to lead common of educational contents because of the study of education-oriented curriculum and interdisciplinary educational goals of each university are different from other individual characteristics

• Journal of Korean Library and Information Science Society
• /
• v.48 no.4
• /
• pp.259-282
• /
• 2017

There is a strong need to develop a training program for specialized personnel called mental health librarian. The study examines the necessity of ongoing education as series of steps to be considered in actual curriculum development, by looking at the features of bibliotherapy through a literature review and through an analysis to the requirements of a qualified mental health librarian and its training system. The result shows that, in order to train librarian in mental health, it is necessary to establish courses corresponding to the bibliotherapy field within the subject of library and information sciences and to strengthen the specialization in the its curriculum. It is desirable to establish the mental health librarian educational programs in library and information science graduate programs in Korea. The results of this study, as fundamental data for future research, will promote the role of the specialized mental health librarian and guidelines for developing and expanding the qualities and training of specialized librarian to resolve the immediate problem of the Korean library scene and academia.

• Research in Mathematical Education
• /
• v.5 no.2
• /
• pp.119-126
• /
• 2001

In this paper we deal with two questions: 1) How have prospective teachers reflected mathematics curriculum reform in their planning of mathematics lessons\ulcorner 2) To what extent were the pre-service teachers able to be reflective about their planning of mathematics lessons\ulcorner Form analyses of videotapes, field notes, discussions among the college students, we found four features in the prospective teacher\\`s lesson plans and their teaching.