• The Journal of Korean Association of Computer Education
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• v.8 no.3
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• pp.61-76
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• 2005

The seventh secondary computer education curriculum is focused on computer literacy education. This computer curriculum is an elective course not a required course and is a part of other specific course. This computer education has problems that it is not consecutive, overlapped with other classes and not systematic. This research analyzes the computer education in Israel, India, and Japan. And it suggests the new secondary school computing education curriculum based on computer educating of Computer Curricula 2001 Computer Science, lEEE Computer Society and ACM has suggested 2001 for computer science education in university, and with a standard of 'A Model Curriculum for K-12 Computer Science', the suggestion for computer-science education for all grade of school.

• Journal of the Korean earth science society
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• v.41 no.2
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• pp.155-175
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• 2020

The purpose of this study is to analyze the 2015 revised Science Curriculum and Environment Curriculum, and to provide implications for the correlation and complementarity between the two standards. For the analysis of the curriculum, the contents system of the two standards was reorganized based on the four categories of knowledge, attitude, inquiry, participation and practice, which are common literacy elements of science and environment, based on previous studies. Content Analysis was performed on content elements and detailed performance expectation. As a result of this study, there was a difference in terms of the core competencies and goals. The Environment Curriculum emphasized sustainable development and social participation while the Science Curriculum emphasized scientific inquiry and literacy. The contents system analysis results according to the four literacy factors are as follows. First, in terms of attitude, both standards deal with research ethics in common. However Environment Curriculum values learners' values and views on the environment more than Science Curriculum which emphasizes the science attitude as science investigators. Second, there was a serious problem in the knowledge linkage between two standards. In same grade groups, the level of content knowledge dealt in two standards was not consistent. Third, in the inquiry aspect, the Environment Curriculum deals with interdisciplinary topics in the purposefully designed inquiry unit, whereas the Science Curriculum presents various research activities based on related science concepts in every unit. Fourth, in the participation and practice aspect, the Environment Curriculum focused on participation and practice while the Science Curriculum focused on sustainable science and technology development and improvement, scientific interest and decision-making ability. This study provide implications for education for sustainable development(ESD) by providing the complementary potentials between Science Curriculum and Environment Curriculum.

• The Journal of Korean Association of Computer Education
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• v.10 no.2
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• pp.17-26
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• 2007

Since 2001, we have taught computer in elementary school to become the advanced country of IT in the 21C. However, it is criticized that the contents of information literacy curriculum are weak because they are not the computer science but mainly the computer skills. In 2005, "ICT Education Guide Revision" is published. Thereafter, the curriculum has systematic frame because of the addition of the contents of computer science. However, the curriculum for improving the ability of problem solving which is one of the abilities of human in the information society is somewhat defective. Therefore, in this paper I analysed the curriculums of problem solving field in elementary school level of some countries and proposed the revised curriculum of problem solving field of elementary computer science course.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.79-89
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• 2009

In this study, we explored the meaning of science education in an inclusive education setting tram the view of the epistemological approach, and discussed the principles and theories for constructing an educational program. Also, we explored the possibility of inclusive education in science education by suggesting principles for practice: accommodating science curriculum macroscopically, adapting science curriculum microscopically, considering diversity in science instruction, sharing the differences in science teaching and learning, and restructuring the assessment system in science education. We also reviewed the case on learning basic concepts in optics for the visually impaired according to the principles discussed. In conclusion, we discussed the considerations for the practice of inclusive education in science education and inferred further research problems.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.799-812
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• 2017

Energy as a powerful and unifying concept to understand natural world has been regarded as one of the key concepts of the science curricula in many countries. However, concerning learning and teaching of energy, various difficulties have been reported widely. This study aimed at analyzing and comparing science curricula of Korea, the U.S., England, and Singapore regarding energy to identify the potential issues for energy curriculum in the future. 2015 revised Korean science curriculum, Next Generation Science Standards of the U.S., Science programmes of study of England, and the Science syllabus of Singapore were compared based on six basic elements of the concept of energy: energy form, energy resource, energy transfer, energy transformation, energy conservation, and energy dissipation. Achievement criteria that include energy were extracted from all curricula and categorized into the six elements. The frequency and distribution of the six elements in the four curricula were compared in terms of school levels and disciplinary areas. Contents of six energy elements were also compared. Though all curricula emphasized energy as a key science concept, we found many differences in the degree of emphasis of basic ideas and specific contents and approaches. Korean curriculum is characterized by 1) high frequency concerning energy form among the elements of the concept of energy, 2) introducing energy forms of unclear meaning, which are not linked with other physical quantities, 3) emphasis on energy conversion in comparison of energy transfer, 4) focusing on mechanical energy conservation instead of more general energy conservation, and 5) absence of the concept of 'system' concerning energy. Issues for energy curriculum development were discussed.

• Journal of The Korean Association of Information Education
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• v.16 no.3
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• pp.299-307
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• 2012

Even though there are many models for educational curriculum of giftedness for children, there is little model for educational methodology and curriculum of information science giftedness of children. A curriculum model for information science giftedness of children is proposed on this study. This model's characteristics is a modular integrated curriculum model combined the mathematics, natural science, and information science. Because there is no regular curriculums of information science at elementary school. this model is valided. Also, There is also need to train multiple areas in the field of information science to expose information science giftedness of the children, This model is to minimize the relationship between modules, and to maximize the cohesion in the each module. As for result of statistics analysis for 60 giftedness students during three years, we know the effectiveness of this model.

• 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.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.298-306
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• 2004

The purpose of this study was to find out the operational status for the in-depth and supplementary class of middle school described in the 7th national science curriculum. To do this 455 students of 8th grade and 71 science teachers are administered questionaries which were developed to ask about whether or not execute the in-depth and supplementary class, the frequency of the execution, the way of forming groups and the contents of teaching etc.. The operation of the in-depth and supplementary class at middle school were prevented by following factors such as too many class time of teachers, overpopulation in class, insufficiency teaching materials and so on. Therefore, to solve these problems, various approaches should be adapted such as effective teaching method, teacher training program, specialized classroom, independent teaching on the part of teacher and so on.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.215-223
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• 2017

This study aims to find an effective way to present essential science concepts in national science curriculum through international comparisons. Next Generation Science Standard (US), Ontario Science Curriculum (Canada), Australia Science Curriculum, and British/English Science Curriculum were selected for comparison. In science curriculum documents, these countries used terms such as 'Key ideas,' 'Big ideas,' 'Key concepts,' 'Disciplinary core ideas.' and 'Fundamental concepts' to present essential concepts of science. This study reviewed the characteristics of the meaning, the status, and the role of essential concepts country by country. The result shows essential concepts have been used with different meanings and statutes in each case. Furthermore, various roles were performed through essential concepts in order to organize their science curriculum. From these foreign nation's cases, this study proposes several ways to present essential science concepts based on results. First, interdisciplinary integrated concepts were needed to organize an integrated science curriculum. In science curriculum documents of the United States, Canada, Australia and England, two types of terms were used in order to structuralize an integrated science curriculum. Second, essential concepts should include concepts related with function and value as well as scientific knowledge. Third, essential concepts need to be presented in such a way as to show specific contexts. Therefore, selecting appropriate contents and structure are needed to be able to improve the way to present essential concepts in Korea's educational environment.

• The Journal of Korean Association of Computer Education
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• v.9 no.2
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• pp.37-45
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• 2006

Computer education currently executed at middle schools showed problems of system of education curriculum, repetition, and lack of consistent system as a result of analyzing index for information and communication technology curriculum, and related literatures, and most of the education contents have difficulty to nurture logic thinking and problem-solving ability since they are composed mainly of software function learning. Concerning this issue, this study suggests an innovated computer education curriculum with reinforced information ethics field with computer principle, algorithm, and programming, in other words, a corrected and supplemented version of former content system based on computer science guidance cases of ACM computer science curriculum model of USA, computer science curriculum of Florida state, and Unplugged Project(http://www.unplugged.canterbury.ac.nz) judging that introduction of computer science factors are desperate to improve computer education curriculum in middle schools.