• Journal of the Korean Society for Library and Information Science
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• v.54 no.1
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• pp.365-385
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• 2020

In this study, in order to analyze the current status of the data science curriculum in Korea as of October 2019, we conducted an analysis of the prior studies on the curriculum in the data science field and the competencies required for data professional. This study was conducted on 80 curricula and 2,041 courses, and analyzed from the following perspectives; 1) the analysis of the characteristics of data science domain, 2) the analysis of key competencies in data science, 3) the content analysis of the course titles. As a result, data science program in Korea has become a research-oriented professional curriculum based on an academic approach rather than a technical, vocational, and practitional view. In addition, it was confirmed that various courses were established with a focus on statistical analysis competency, and interdisciplinary characteristics based on information technology, statistics, and business administration were reflected in the curriculum.

• Journal of the Korean Chemical Society
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• v.49 no.1
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• pp.83-95
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• 2005

• Journal of Science and Technology Studies
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• v.1 no.1 s.1
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• pp.261-278
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• 2001

• Journal of Science Education
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• v.44 no.3
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• pp.331-344
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• 2020

This study aims to find meaningful implications for the development of Korean elementary school math education courses and textbooks by comparing and analyzing the number and arithmetic areas of Korean and Canadian math textbooks in fifth and sixth grades. To this end, the textbook composition system of Korean and Canadian elementary schools was compared and analyzed, and the number and timing of introduction of math textbooks and math textbooks by grade, and the number in fifth and sixth grade and the learning contents of math textbooks were compared and analyzed. The following conclusions were obtained from this study: First, it is necessary to organize a textbook that can solve the problem in an integrated way by introducing the learned mathematical concepts and computations naturally in the context of problems closely related to real life, regardless of the type of private calculation or mathematics area. Second, it is necessary to organize questions using materials such as real photography and mathematics, science, technology, engineering, art, etc. and to organize textbooks that make people feel the necessity and usefulness of mathematics. Third, sufficient learning of the principles of mathematics through the use of various actual teaching aids and mathematical models, and the construction of textbooks focusing on problem-solving strategies using engineering tools are needed. Fourth, in-depth discussions are needed on the timing of learning guidance for fractions and minority learning or how to organize and develop learning content.

• Korean Educational Research Journal
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• v.38 no.1
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• pp.29-39
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• 2017

This study analyzes the items of acid base and redox unit in the middle school science textbook based on the 2009 revised science curriculum using Bloom's taxonomy of educational objectives. As a result of the analysis, the elements of knowledge area appeared the most in textbook items of all publishing companies, and those elements were less in order of understanding, application, analysis, synthesis and evaluation. And the sub-domain of cognitive domains were not evenly distributed by the publisher. Therefore, schools need to refer to the evaluation items of the textbooks of various publishing companies and use them in class.

• Journal of the Korean Chemical Society
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• v.47 no.5
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• pp.505-518
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• 2003

A survey has been administered to investigate the adequacy of the chemistry teacher employment examination. The questionnaires were sent to the professors of the fourteen departments of chemistry education all over the nation and the responses were collected from the thirteen departments. From the analyses of the responses, the problems were pointed out and the suggestions were made for the improvement of the examination to recruit excellent chemistry teachers. Reconsideration of the ratio of subject matter education to subject contents, adjustment of format and number of questions, maintaining of proper degree of difficulty and discrimination of items, reconsideration of relevancy to practical education, raising the number of committee for the examination, the reflection of the 7th science curriculum, and opening to the public of the information related to the teacher employment examination were discussed.

• Journal of the Korean Chemical Society
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• v.47 no.1
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• pp.67-71
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• 2003

The present study examined the inquiry type, process, and context of activities presented in the matter field of the 7th grade science textbook based on the 7th curriculum. It was to investigate for educational suggestions in instruction and development of science textbook. Three units of ‘three states of matter', ‘motion of molecule', ‘the state change and energy' were analyzed. The result indicated that the types, processes and skills, and context of inquiry were not balanced, and learners should be educated with complementary inquiry activities. It is proposed that the inquiry activities presented in science textbooks be examined, and the framework to evaluate inquiry activities be reflected on the standard of science textbook authorization for development of the science textbook to accord with aims and objectives of curriculum.

• The Journal of Korean Association of Computer Education
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• v.11 no.3
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• pp.13-20
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• 2008

The Ministry of Education, Science and Technology has been developing the digital textbooks from 2007. But the evaluation criteria on the digital textbooks is not prepared, so it is difficult to develop excellent digital textbooks and to select superior ones. In this study, we researched into the concept, attributes and functions of the digital textbook in order to select the evaluation indicators, based on the literature reviews of digital textbooks, core evaluation measures and criteria were identified. And three methods were employed: a Delphi study, expert forums, and simulation tests. The results of these studies led the development of an evaluation criteria which consisted of four evaluation areas and 74 questions. The four evaluation areas consisted of content area, instrument design area, platform area and user area.

• Journal of Korean Home Economics Education Association
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• v.17 no.1 s.35
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• pp.55-68
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• 2005

The purpose of this study was to compare the content of 'Management of Resource and Environment' area in middle school Home Economics textbook with other middle school subject textbooks. The middle school textbooks of Korean. Mathematics. Social Science. Science. Ethics. Technology. Arts. Music, and Physical Education were analyzed how the contents of these textbooks were similar to or different from those of 'Management of Resource and Environment' area in Home Economics textbooks. The contents of 8 subject textbooks except Music were related with those of 'Management of Resource and Environment' area in Home Economics textbooks. The content of Social Science was the most similar to 'Management of Resource and Environment' area in Home Economics textbooks although perspectives and focus were somewhat different. The unit of Home Economics textbook most related with contents of other subject textbooks was' Our Consumption Lives'. while 'Management of Time and Work for Adolescence' is the unit of Home Economics textbook least related with contents of other subject textbooks. However. similar contents were dealt with different focus and depth in textbooks according to objectives and characteristics of subject.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.811-824
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• 2007

Photographs and illustrations are integral parts of current science textbooks' inscriptions. This study analysed and compared the function and structure of photographs and illustrations used in high school earth science textbooks of the 6th and 7th national curriculum. The findings of the function analysis showed that 'illustrative' function was far superior to other functions in terms of frequency and ratio. The illustrative function varied more in the 7th curriculum textbooks, especially in earth science I. 'Explanatory' and 'complementary' functions, which were relatively ignored in the 6th curriculum, significantly increased in the 7th curriculum textbooks. 'Decorative' function increased on the whole. The results of the structure analysis revealed that indexical reference remarkably decreased in the 7th curriculum textbooks, which means the retrogression of co-deployment with main text. 'Multiple' organized photographs and illustrations significantly increased in the 7th curriculum textbooks, while 'pair' and 'series' organization did not show an increase at all. It was suggested in this study that 'inquisitive' function and 'complementary' organization should be supplemented in terms of both function and structure. Moreover, the functional and structural aspects of scientific inscriptions including photographs and illustrations should be utilized by the certification criteria of science textbooks.