• The Journal of Korean Association of Computer Education
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• v.9 no.2
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• pp.13-26
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• 2006

5 years are passed since the 7th National Curriculum of Education began. The curriculum didn't get successful outcomes, rather brought about several problems. Especially, the computer curriculum didn't effectively deal with fast developing computer technology. In present, the general and overall problems of middle school computer education suggested in many previous researches. After we investigate general computer education problems which computer teachers and students are felt, we must try to reflect the results in computer education policy. In this paper, on the basis of general computer education problems suggested by previous researches, we absolutely analyzed the teacher's and student's question results about correct situation of middle school, and suggested improvement methods of middle school computer education.

• Journal of Practical Engineering Education
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• v.11 no.1
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• pp.51-59
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• 2019

This study includes the possibility of organizing courses that can accommodate both NCS-based and course-based qualifications program in terms of contracting departments operating a college-based work and study in parallel system, examining and comparing differences between the two qualifications. Based on the case study of mechanical design engineer based on the job of machine design, curriculum that meets both composition regulation is developed. The author predicts future operational differences and problems and suggests several ways to overcome them. In conclusion, a few words have been added to modify the composition regulations to help the professional educational institute that simultaneously operates a work parallel system and a course evaluation type as to develop the field-oriented curriculum minimizing the gap between provider-centered education and consumer-centered qualifications, and maximizing the performance of training and education.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.65-79
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• 2014

The present study seeks to provide an easy path to differential perceptions of students at the upper high school level by applying a story telling method and also, characteristically, to earn some time for class discussion by reducing learning time for simple calculational procedure through Computer Algebra System(CAS) tools. This study offers a clear example of storytelling textbooks through Sage. Hence, the study aims at enabling students who have practiced contents with Sage tools to deal with diverse and complicated calculation problems, if they learn to build up mathematical formulas for those problems.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.22 no.4
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• pp.145-167
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• 2011

This paper analyses the trends in library and information science curriculum in North America, in order to address the characteristics of the subject modules in LIS education institutions in advanced countries. The research is based on the related literature review and the analysis of universities' webpages. The analysis includes a comparison between GSLI and SIS, the curriculum and subject operations of Library and Information science courses, the number and kinds of core and optional modules and subjects.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.217-228
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• 2018

The purpose of this study is to develop STEAM program for gifted education by combining educational contents of humanities, arts, engineering, technology, and design into various subjects, focusing on mathematics-science curriculum of elementary school. The achievement standards and curriculum contents of elementary mathematics-science curriculum were analyzed while considering 2015 revised national curriculum. And then, a 16 class-hour convergence education program consisting of 3-hour block time was developed by applying the STEAM model with 4 steps. The validity of the program developed through this process was verified, and four educational experts evaluate whether the program can be applied to the elementary school. Based on the evaluation results, the convergence education program was finalized. As a result of implementing the gifted education program for mathematics-science, students achieved the objectives and values of convergence education such as creative design, self-directed participation, cooperative learning, and interest in class activities (game, making). If this convergence education program is applied to regular class, creative experiential class, or class for gifted children, students can promote their scientific creativity, artistic sensitivity, design sence, and so on.

• Archives of design research
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• v.18 no.2 s.60
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• pp.243-254
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• 2005

Great Britain and the United States and Finland are having an interest in long policy subject about child design education through early design education. And they approaches and practices it systematically. The research about the design learning program instance of advanced nation of primary school's design education for various objective is necessary for use with the fundamental reference data for an elementary design education. And so, This research presented the program instance investigation and analysis result of British primary school's design education. U.K is teaching an primary design education from two subjects of Art & Design and Design and Technology which is a legal subject with national curriculum. The analysis result of design relation unit learning program of two subjects is: Design relation unit learning programs of 'Design and Technology' subject's 20 unit which except 4 food relation unit is largely scientific engineering contents that include utility function contents in part. The reason is as behavior styles based on Design process solve problems scientifically & rationally. Design relation 6 units in subject of Art & Design which except the units which relates with the pure fine arts and architecture in 19 units is aesthetic-symbolic and utility-functional contents largely. And so, the result was analyzed about relation of scientific-engineering content of 'Arts & Design' subject is insufficient comparing with 'Design and Technology' subject Specially, I think that the design relation's unit learning program instances of 'Design and Technology' subject of the British primary school which have been presented by this research paper is a possibility becoming one reference model for a program development. And so I expects that this research could be applied in the program development for the primary design education of primary teacher & education agency.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.199-219
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• 2019

It is necessary to study how to plan and perform the process-focused assessment of the teacher as the planner and practitioner to examine the application of the process-focused assessment for mathematical subject competency in a mathematics classroom. In this study, we designed and conducted an experimental lesson based on the process-focused assessment for elementary school students. This study explored the practical application of the process-focused assessment. In addition, we explored how to apply it to elementary mathematics education. This study suggests a method to embody the process-focused assessment class that can be applied in the 2nd grade mathematics class in elementary school. We propose future research on how to provide individual feedback to each student's needs in the process-focused assessment.

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.73-81
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• 2007

The purpose of this study was to find out chemistry teachers' perceptions on the aims and characteristics of the chemistry I course from the 7th national curriculum by means of investigating how frequently particular learning contents were selected and what the teachers' teaching styles were in order to find out how effectively teachers were working with the 7th national curriculum in teaching. For this study, data was collected by means of questionnaires, which was answered by 44 chemistry teachers in 40 different high schools. Results from this study are as follows: As for the perception on the aim and characteristics of chemistry I course, many chemistry teachers have already perceived that the aim of the course was to promote democratic citizens with the knowledge of chemistry. And the most appropriate way of teaching chemistry I course was inquiry-centered teaching such as experiment-practice and inquiry-discussion. However, these perceptions were not reflected when they actually taught students in the classroom. Instead, most of the class was concepts learning and there were a lot of differences in selecting learning contents among chemistry teachers. Furthermore, although chemistry I course was considered a good subject to make students have interest and curiosity in chemistry, it was not appropriate to make students understand the concepts of chemistry. Therefore, learning contents in chemistry I course need to improve. In conclusion, as the goal of 7th national curriculum of chemistry I course was to emphasize inquiry teaching, inquiry based teaching should be practiced in the class. Moreover, sufficient teacher training should be accompanied and alternative additional teaching contents should be developed. Finally teachers' experiences should be reflected in the national curriculum when it is revised.

• School Mathematics
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• v.12 no.4
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• pp.473-491
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• 2010

In the TIMSS assessment goal and open TIMSS 2007, Singapore recorded a lower overall achievement level compared with Korea; however, the excellent results shown by Singapore furnished an opportunity for various countries to research into the education in Singapore. This paper conducted a comparative analysis of the "Proportion, Proportional Expression, and Percentile" area out of the three topics involving "Fractions and Decimals", "Proportion, Proportional expression, and Percentile", and "Measurement", in all of which Singapore exhibited a higher percentage of correct answers than Korea. The paper was able to discover the following differences through a comparative analysis of how Korean and Singaporean textbooks deal with the open questions of TIMSS 2007 after looking into them according to four assessment goals. First, the Singaporean textbook introduced the concept of proportion one year ahead of the Korean textbook. Second, the Singaporean textbook repeatedly coped with the topic of "Proportion, Proportional Expression, and Percentile" in depth and by academic year, and its volume was larger than that of the Korean textbook. Third, there was a difference in the introduction and definition of the concept of proportion. Fourth, the way of introducing a proportional expression was also different, and the Singaporean textbook proposed many more questions that utilize this expression in ordinary life. Based on these differences, the paper suggested implications that could be applied to the Korean curriculum and textbook.

• Journal of Korean Home Economics Education Association
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• v.16 no.3
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• pp.27-41
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• 2004

The purpose of this study is to analyze connection of the field on 'Nutrition and Food' among grades in the Practical Arts and Home Economics. The subject of analysis is 'Practical Arts' textbook in elementary school and 'Home Economics' textbook in middle school and high school. The Practical Arts textbook of 5th, 6th grade and 5 Home Economics textbooks middle school 1st, 3rd and high school. First of all, it is arranged the aim and contents, used analysis connection frame. The following contents are to summarize the result. First, 'Nutrition and Food' unit is presented nutrition, food, meals management in textbook. Second, aim in curriculum is agreed with contents in curriculum, but how to description in textbook is needed agreements. Third, contents in elementary school and secondary school is connection to develope, but contents in middle and high school are repetition. With the results analyzing connection among text contents, it is concluded that contents' connection has more developed and repeated. Specially, contents of Nutrition are mostly developmental contents, contents of Food are that one part is developmental contents and the other part is repeated contents.