• Journal of the Korean earth science society
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• v.28 no.7
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• pp.803-810
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• 2007

The purpose of this study is to develop and apply assessment standards for the reflection of science museum exhibitions in science curriculum. Assesment standards were developed based on the national achievement standards for earth science in elementary school. The researchers measured the reflection level and evaluation scale by applying the developed assesment standards to exhibitions in the National Science Museum. The results of this study showed that the reflection level and evaluation scale of science curriculum far elementary school in the National Science Museum were measured as 52% and 3.53 respectively. Especially, the level of the reflection of science curriculum in the National Science Museum was found to be at the high level in Geologic field and Astronomic field. These results indicate that the National Science Museum as an informal education institute is comparatively well connected to science education of elementary school. Science museum should be connected with school education and it should start after a substantial reflection on the curriculum. For this, science museum need to develop standards that reflect science curriculum. From this point of view, the results of this study can be used as basic data that evaluate the level of connection between science museum and school education and that guide the direction of development of science curriculum.

• The Mathematical Education
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• v.59 no.4
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• pp.357-371
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• 2020

In the 2015 revised math curriculum, core competencies have been embodied and presented as skills and achievement standards. In this study, I analyzed aspects of the link between competencies, skills and achievement standards in the 2015 revised mathematics curriculum for elementary schools. According to the study, six mathematics curriculum competencies were presented evenly as 'skills' in each content area of elementary school, but reflected some of the sub-components of the curriculum, and some of them were presented as 'skills' but not as 'achievement standards'. In addition, the types of skills reflected in the achievement standards varied greatly by content area, but a few of specific skills such as 'understand' were found to be highly emphasized. Based on this, several implications were derived to further improve the implementation of competencies. First, 'skill' should be presented in a more systematic way and with more validity of extraction. Second, the extent to which competencies are presented in the achievement standards should be discussed. Third, Mathematics skills should be presented differently by grade(cluster) in achievement standards, 'Guidelines for Teaching and Learning' and 'Guidelines for Assesment'. Fourth, competencies related to content shall be presented separately and in detail.

• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.163-170
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• 2022

This study investigated and analyzed the social and emotional learning components of middle school science, and high school integrated science and science inquiry experiments, which are common subjects that all students must complete. The subjects of analysis were 139 achievement standards of science and curriculum and 496 activities included in textbooks. The research results are as follows. In the case of curriculum achievement standards, 'cultural understanding' was hardly included among the seven science and social-emotional learning elements, 'numeracy' and 'creative thinking' appeared high in middle school, 'critical thinking', 'social technology' and 'ethical understanding' were included with high frequency in high school. And in the case of textbook activity, the tendency of social-emotional learning elements in middle school and high school was similar. 'critical thinking', 'creative thinking', and 'social skills' were mainly provided, while 'ethical understanding' and 'cultural understanding' were reflected in a limited way. In order to cultivate the elements of overall social-emotional learning, it is necessary to specify the achievement standards of the curriculum or to supplement the textbook activities and teaching-learning process.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.17-35
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• 2021

The purpose of this study is to derive implications for the development of the next home economics curriculum by comparing the 'function' and 'achievement standard' presented in the 14 subjects of the 2015 revised middle school common curriculum with the home economics curriculum. For this, keyword network analysis was conducted, and the results are as follows. First, in the 'function' of the 2015 revised middle school common curriculum, 'analysis, use, and expression' were found to be core function keywords with high Degree Centrality and the Eigenvector Centrality. Second, the functional keywords 'understanding, explanation, expression, analysis, and use' in the 'achievement standard' of the 2015 revised middle school common curriculum appeared with high frequency, and 'practice, problem-solving, search and reasoning' which are related to practical problem-solving ability appeared. It was confirmed that 'appreciation, solution and realization', which have relatively high Eigenvector Centrality, were core functional keywords used in the 'achievement standard'. Third, when the 'function' and 'achievement standard' of the 2015 revised middle school home economics curriculum were matched and compared, 7 out of 15 functions were not used in the statement of 'achievement standard', so the connection between 'function' and 'achievement standard' appeared to be insufficient. In addition, the diversity of functional keyword used in the 'achievement standard' was also found insufficient when compared to the middle school common curriculum. Therefore, this study propose strengthening the connectivity of 'function' and 'achievement standard' in the next home economics curriculum, using keywords such as 'analyze', 'express', 'compare', 'understand', 'interpret', 'explore', 'appreciate', and 'solve'.

• Journal of Digital Convergence
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• v.11 no.5
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• pp.135-144
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• 2013

The purpose of this study is case analysis on adopting process of K-IFRS and financial effects of SBS Media Holdings Co., Ltd. Adoption process is divided into two stages, To analyze the effect due to changes in accounting standards and to run this, system change and build a range-determining step in the IT sector. Showed that had the most significant impact on the financial effects due to changes in the target's of consolidated F/S and inventories and intangible assets(broadcasting content assets).

• Journal of the Korean Chemical Society
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• v.65 no.5
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• pp.370-381
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• 2021

This study compared and analyzed the chemistry curriculum of South Korea and Singapore. The analysis revealed that Korea's achievement standards in the chemistry subject comprised knowledge and skills, whereas Singapore's achievement standards comprised knowledge, skills, values, and attitudes. The scope of knowledge and skills of the Singaporean achievement standards-wherein each element was explicitly presented-were more extensive than that of Korea. The elementary school curriculum in both countries was structured to help students qualitatively understand materials in real life, whereas the middle school content was structured such that students could understand the topic of particles. Additionally, several differences were found in specific content elements; for example, the periodic tables were included only in the Singaporean content, whereas changes in the volume of gas according to temperature and pressure were included only in the Korean content. The Singaporean academic achievement standards, integrating knowledge, skills, values, and attitudes in science curriculum, can be used as a reference for adjusting and restructuring the Korean curriculum.

• Proceedings of the Korean Society for Information Management Conference
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• 1994.12a
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• pp.177-180
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• 1994

공공도서관은 환경과 유기적인 상관관계가 큰 조직으로 기준설정이 필요하고 따라서 효율적인 봉사를 할수있다. 본 연구는 기준이 가지는 특성과 설정과정을 분석하고 질적인 수준을 위한 이용도 조사와 봉사정신에 입각한 시스템기준 설정을 시도한 논문이다. 본 연구의 결론은 설치기준: 일인당 면적기준보다 시스템 단위의 지역기준, 장서기준: 참고서적 우선의 장서구성과 최신성을 위한 정간물 구입, 직원기준: 업무분석을 통해 전문직과 비전문직의 구별과 전문성 향상, 시설기준: 일인당 좌석, 면적기준보다 봉사형태에 따른 다양한 시설, 봉사기준: 이용행태분석을 통해 봉사정신에 입각한 프로그램 설정.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.159-172
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• 1999

This is the second year study of ''The Development of Model of National Criterion- Referenced Assessment Standards" that had started in 1997. In the study, national assessment standards for high school common science were developed based on national curriculum. In the whole process of developing the standards, high school teachers, university professors and administrators of the Ministry of Education have participated as the "developing group" or "consulting group". Through various activities such as conference, workshop, intensive work, examination by science education experts, the standards and instruments were developed and modified. The research contents can be itemized as follows: - modifying the achievement standards developed in the first year research based on the opinions of various experts(science teachers, professors of science education, philosophers) - developing assessment standards based on the specially designed system. The standards divide students' achievements into three levels(upper/middle/low) and state each level so that it can guide evaluation of achievement. - developing various types of test instruments to probe students' achievement levels for each assessment standard.

• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.322-322
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• 2023

유역의 증발산량 자료는 물순환 과정을 규명하는 매우 중요한 자료 중의 하나이며, 물순환 성분별 명확한 산정 결과는 수자원 개발과 물환경 보전에 중요한 정보를 제공할 수 있다. 본 논문에서는 한국건설기술연구원에서 운영하는 설마천 유역(전적비교 수위관측소 기준, 유역면적 8.48km²)의 5개년(2018~2022) 기상관측자료를 이용하여 증발산량을 산정하였으며, 그 외 강우량, 하천유출량, 지하수함양량 자료를 이용하여 물수지 분석도 수행하였다. 증발산량 산정은 세계식량기구(FAO)에서 제시한 Penman-Monteith equation을 적용하여 일별 증발산량을 산정하였으며, 작물의 종류에 따른 계수는 잔디의 경우를 채택하였다. 본 방법을 통해 산정된 증발산량(ET₀)은 기준작물에 수분의 공급에 제한이 없는 상황에서 산정된 기준 증발산량(reference evapotranspiration)을 의미하며, 기준 증발산량을 실제 증발산량으로 변환하기 위해서는 작물계수를 고려해야 한다. 작물계수는 식생의 높이, 알베도, 식생의 저항, 토양으로부터의 증발 등의 영향을 받게 되나, 더욱더 명확하게는 식물에서의 증산을 설명하는 기본 작물계수와 토양에서의 증발을 설명하는 토양계수의 합을 통해 계수를 산정하게 된다. 설마천 유역에 공간적으로 분포된 작물계수를 정확히 산정하기에는 한계가 있으므로 잔디의 경우로 한정하여 산정된 기준증발량은 885.9mm(5개년 평균값)이다. 각 물순환 성분별로 생성된 설마천 유역의 5개년 평균값인 유역평균강우량은 1,307.3mm이며, 하천유출량은 799.7mm(유역평균강우량 대비 61.2%), 실제 증발산량은 469.5mm(유역평균강우량 대비 35.9%, 기준 증발산량 대비 약 53.0%), 유역저류량은 38.1mm(유역평균강우량 대비 2.9%)이다. 유역평균강우량은 3개 관측소(감악산, 설마리, 전적비교) 강우량의 유역평균값이며, 하천유출량은 유역출구의 수위-유량관계곡선식 환산유량, 유역저류량은 과거년(2012~2018)의 지하수 관측자료를 통해 산정된 지하수함양량을 기초로 하였다. 그리고 실제 증발산량은 기준 증발산량 산정값과 전체적인 물수지 분석을 통해 얻어진 값이다. 이와 같이 산정된 물순환 성분별 자료는 유역의 물순환 과정 규명을 위한 기초자료로 매우 유용하게 활용될 수 있으며, 유역 물관리를 위한 의사결정 과정에 중요한 역할을 할 수 있을 것으로 기대된다.

• 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.