• Journal of Gifted/Talented Education
• /
• v.11 no.3
• /
• pp.175-202
• /
• 2001

The purpose of this work is to analyze various mathematics programs and related studies for gifted students of secondary school, to extract meaningful suggestions, and to develop some mathematics materials to realize our suggestions. We analyzed mathematics curriculum drafts for gifted students(by KEDI), mathematics program for the gifted students of Russia, and mathematics programs of some specialist of gifted education. We were able to extract some important aspects for developing teaching & teaming materials. Especially in this study we took notice of systematization of mathematical problems, and suggested a model of systematization of mathematical problems.

• Journal of the Korean Geographical Society
• /
• v.45 no.2
• /
• pp.293-317
• /
• 2010

With deepening globalization, various problems happening all over the world have not been limited to a country any more, but have had an influence over neighboring countries and international community. To deal with these problems international cooperation is getting important. Thus, over the existing individual- and state-centered thought, the alternative education is required to teach how to make a sustainable society and what to do for living together. In particular, current students are asked to be equipped with proper knowledge and attitude since they are to live as a global citizen beyond the Korean citizen in globalized era. This study analyzes the status of development education in other countries and in Korea, and it also suggests the use of terminology, approach to teaching, educational contents, and last but not least how to link the regular school curriculum in elementary, middle, high school.

• Communications of Mathematical Education
• /
• v.18 no.3 s.20
• /
• pp.171-197
• /
• 2004

1999년 교육개발원에서는 초 ${\cdot}$ 중학교 영재 교육과정 시안 개발을 위한 기초연구와 수학과 영재 교육과정 시안에 관한 보고서를 발간하였는데 이 보고서에 초 ${\cdot}$ 중학교 수학과 영재 교육과정 시안이 제시되어 있다. 이 영재 교육과정 시안으로써 그 내용에 상응하는 수학 교수 ·학습 자료 개발이 절실히 요구되고 있다. 한국교육개발원에서는 영재 교수 ${\cdot}$ 학습 자료개발 및 영재교사 연수가 본격적으로 확대, 추진되고 있는 실정이며 또한 2002년${\sim}$2003년 2년간 한국교육개발원에서는 영재학생을 위한 교수 ${\cdot}$ 학습 자료를 개발하여 왔다. 이런 취지를 바탕으로 지금 우리에게 영재 교육의 시급한 문제는 초 ${\cdot}$ 중등에 필요한 다양한 영재 교육프로그램을 마련하는데 있다. 본 연구에서는 한국교육개발원에서 마련한 교재개발 지침에 따라 2005학년도 교수 학습 자료를 중학교중심으로 영재 교육 프로그램을 구현해 보고자 한다.

• 대한공업교육학회지
• /
• v.39 no.2
• /
• pp.81-100
• /
• 2014

This study developed training program to educate professional workers for software industry with growing importance in this area as software industry takes more parts in Korean economy. Additionally, this study developed the program based on national competency standards(NCS) using structured on the job training(S-OJT), For this study, we reviewed economic index about software industry such as economic ratio and the influx of the workforce. Also literature review for S-OJT was conducted to explore its concept for better application of the concept to the program development. In addition, this study used training program development manual suggested by Korean Department of Labor. We selected specific job which needs training program to be developed based on thorough needs analysis for a company A. Previously developed NCS and other documents were reviewed and focus group interviews were conducted to find out core knowledge and skills for the job. 44 training programs were developed and objective of each program, hours, contents and methods were also suggested. Additionally detailed program name, education system, road map and operation strategy were developed and suggested. The result of this study is expected to contribute to other industry and jobs which are facing to the development of NCS based education program by suggesting detailed stage of development process. For more animated development of education program using NCS, the effect of the program should be tested in the future. For the test, appropriate evaluation methods and measures should be developed as well.

• Journal of the Korean association of regional geographers
• /
• v.21 no.2
• /
• pp.411-425
• /
• 2015

Development education started in some of developed countries of Europe since 1960s. Japan was interested in the development education with realizing the impotance of quality of life in the late of 1970s after high economical growth in 1960s. Just like Eroupe, development education in Japan was done to citizen by development NGOs. But under close cooperation with JICA and MOE, development education was gradually absorbed in formal education. Development education in Japan is done through interdisciplinary studies and the subjects. Geography national curriculum and textbooks in Japan show that the subject aimed to nurture Japanese in the world in the period from the late of 1960s to the late of 1970s. Thus the period can be named the sprouting time of education of development. But with entering the late of 1980s, geography national curriculum started to focus on fostering global citizenship to students. The turn in the educational aims can be counted as practical start of education of development. And education of development through geography was extended the most in the late of 1990s. But in the recent revised geography national curriculum, emphasis on education of development is reduced a little. It can be told that education of development in Japan arrives at the level of the full growth.

• Journal of The Korean Association of Information Education
• /
• v.6 no.3
• /
• pp.338-346
• /
• 2002

In these days, because of internet activation, each organs of education or istructors develop and manage the web based education system, but component development that used in web based education system development is not ready. When we develop the web education system using component, we can gain the various desired result of reusability, interaction in various computers, expansion, reduction of development time, saving of development expense, etc. Therefore, in this paper we classified the web based education components by the function of web based education system, did modeling for development process of components, and chose the component platform that can reuse components in distributed computing environment that the client/server environment is supported. The induction of these web based education components will be give many assistance to development of the web based education system.

• Journal of the Korean association of regional geographers
• /
• v.19 no.3
• /
• pp.551-565
• /
• 2013

This paper examines the aspects of development education in the Geography Syllabus in the State of NSW, Australia and geography textbooks developed by it. The aspects of development education in the Geography Syllabus and textbooks is as follows. Firstly, Development Education is implicitly described in terms of the difference of the quality of life and aid links in Geography (Mandatory) Stage 4 and Geography (Mandatory) Stage 5, but clearly in Geography Elective. Moreover, Development Geography is one of unit to learn deeply in case of Global Challenges in Stage 6. Secondly, in geography textbooks, development education is sequenced with learning of the quality of life in everyday life, understanding of diverse meaning of development and measure of development, and the role of individuals and organizations for reducing the global inequality. The implications of the findings is as follows. Firstly, geography curriculum needs to be consist of the difference of the quality of life in the middle school, and development geography in high school. Secondly, the major concepts of development education like development, measure of development and the aid etc. need to be described in the different views. Thirdly, development education needs learners to learn the interdependence and practice the global citizenship through learning of specific links of our country with others. Finally, geography textbooks should not describe the normative efforts for reducing global inequality, and treat individual practical cases as well as organizations like government and NGOs so that learners empathize with their value and attitude through individual practical cases.

• Communications of Mathematical Education
• /
• v.16
• /
• pp.311-330
• /
• 2003

2000년 1월 28일에 영재교육진흥법이 제정 ${\cdot}$ 공포되었고, 2002년 4월 18일에 영재교육진흥법시행령이 공포됨에 따라 본격적으로 공교육 차원의 영재교육이 실시되고 있다. 그에 따라 영재교육의 목적을 이룰 수 있는 적절하고 다양한 교수-학습 자료의 개발이 시급한 쟁점으로 부각되었고, 비로소 2002년 6월 15개 시${\cdot}$도 교육청이 한국교육개발원에 위탁해 영재학급과 영재교육원에 투입할 학년별 50차시 분의 초등학교 4${\sim}$6학년 영재 심화 교수-학습 자료를 개발하게 되었다. 하지만 영재교육의 내실을 기하고 활성화를 위해서는 좀 더 다양한 교수-학습자료가 지속적으로 개발되어야 하며 많은 시도가 있어야 한다. 따라서 본 연구에서는 영재학급용으로 개발된 심화 교수-학습 자료에 제시되지 않은 내용을 중심으로 영재학급에 활용할 수 있는 초등학교 5${\sim}$6학년 수학 영재교육을 위한 학습자료를 개발하고자 한다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2019.07a
• /
• pp.207-208
• /
• 2019

제3차 영재교육진흥종합계획을 통하여 소외계층을 대상으로 한 영재교육의 활성화가 진행되었다. 이에 따라 전체 학생 중에서 영재교육의 대상자 수의 비율도 증가하였으며, 영재교육 대상자 중 소외계층의 비율도 증가하였다. 일반 영재학생과 다르게 소외계층 영재 학생은 경제적, 문화적, 지리적 어려움을 겪고 있으므로 다각적인 지원이 필요하다. 하지만 선행 연구에서는 소외계층의 중학생을 대상으로 한 교육 프로그램 개발연구가 부족한 것으로 나타났다. 따라서 본 연구에서는 소외계층 중학생을 위한 온라인 교육 프로그램을 개발하였다. 교육 프로그램은 총 20차시이며, 2015 개정 교육과정의 과학, 수학, 정보 교과의 교육 내용을 기반으로 주제를 추출하였다. 추출한 주제를 기반으로 기초-심화로 이루어진 온라인 교육 콘텐츠를 개발하였으며, 교과별 역량 개발을 위하여 탐구 과제를 구성하였다. 향후 연구에서는 본 연구에서 개발한 교육 프로그램을 소외계층 학생을 대상으로 운영하고, 프로그램의 만족도와 개선 방향을 도출하고자 한다. 또한, 교육 프로그램의 교육적 효과를 알아보기 위하여 사전, 사후 검사를 통하여 학생들의 변화를 관찰하고자 한다.

• The Bulletin of The Korean Astronomical Society
• /
• v.36 no.1
• /
• pp.78.2-78.2
• /
• 2011

2010년 천체투영관을 갖춘 9개 기관 천문관련 시설의 운영실무자들에게 설문지를 배포하여 시설 현황, 운영 및 교육 프로그램에 관한 사전조사를 실시하였다. 설문조사에서 천체투영관의 운영 활성화와 교육적 활용을 높일 수 있는 방안으로 시설 보완과 교육 프로그램 개발이 필요하다는 의견이 많았다. 특히 초등학생들을 위한 천문교육 프로그램 개발이 시급하다는 운영자들의 공통된 의견을 들을 수 있었다. 이번 연구에서는 1)국외에서 이용되고 있는 천체투영관 활용 교육프로그램을 조사하였고, 2) 조사결과를 기초로 우리의 현재 환경과 초등 과학과 교육과정 등을 고려하여 교육프로그램을 개발 하였다. 이번 발표에서는 국외에서 활용되고 있는 교육 프로그램들과 개발된 교육용 활동지 및 가이드북을 소개 하고자 한다. 개발된 교육용 활동지와 가이드북을 적극 활용할 경우 천체투영관의 운영 활성화와 교육적 활용을 극대화 할 수 있을 것으로 기대된다.