• Journal of Engineering Education Research
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• v.11 no.3
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• pp.54-62
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• 2008

This paper presents the process of developing, applying and increasingly updating curriculums to reinforce education in IT field through cooperation of industry and academy by the invention of government. In particular, the curriculums are developed and refined in order to satisfy both industry as users and academy as suppliers, using a spiral model, which was originally proposed for software development by Boehm. The result and the assessment are described where the developed curriculums have been applied at the universities in a national-wide base through a project by government. The basic principles of this model are general enough to be applied to curriculum development in various areas of college education.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.371-402
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• 2016

The aim of this study is to compare mathematics curriculum among the United States, Singapore, England, Japan, Australia and Korea and offer suggestions to improve mathematics curriculum of Korea in the future. In order to attain these purposes, the analysis was conducted in many aspects including mathematics education system, mathematics courses, mathematics contents, assessment syllabus for university entrance examination and the construction principles of mathematics curriculum. In the light of the results of this study, our suggestions for improving mathematics curriculum of Korea are as follows: revising the contents of analysis, geometry, probability and statistics strands; organizing curriculum based on spiral construction principle; providing various opportunities to select mathematics courses according to students'career; reflecting the contents of their courses in university entrance examination.

• The Journal of Korean Association of Computer Education
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• v.17 no.6
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• pp.59-69
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• 2014

Following the announcement made in 2007of the information education curriculum for high schools, India followed through with a similar announcement in June 2013 for an elementary school curriculum to be linked with that of the high schools. As a characteristic feature of India's educational curriculum, the structure is "helical" in nature, while interaction between teachers and students is emphasized as a key method for education. During the past few years India has revised its educational curriculum based on Bruner's 'Structure of Knowledge,' which has changed the paradigm of the nation's educational curriculum. This study analyzed India's educational curriculum that aims at a helical structure and, at the same time, emphasizes 'narrative' thinking in schools. The goal of this study is to discover possible suggestions or implications for Korea's information education curriculum by analyzing India's education that concurrently seeks to employ 'Structure of Knowledge' and 'Narrative' theories in a single educational curriculum.

• Journal of the Korean Geographical Society
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• v.35 no.4
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• pp.565-583
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• 2000

레지오 접근법을 토대로 한 구성주의적 지리교육이 현실적 적실성을 갖기 위해서는, 첫째, 도식적 언어를 통한 상징적 표상을 지식 구성의 결과가 아닌 과정적 도구로, 또는 토론의 매개체로 전환하여야 한다. 둘째, 주제(선도) 개념을 중심으로 연계성과 위계성을 가진 개념을 조직하고, 이를 토대로 여러 차시의 내용을 연계하여 수업해야한다. 섯째, 개인적 구성보다 사회적 구성이 보다 고차적이고 심층적인 지식 구성을 가능케 한다. 따라서 구성주의 수업은 협동적.토론적인 모습일 때가 바람직하다. 넷째, 수업의 방향성과 학습의 목적성을 위해 안내자, 조력자로서 교사의 역할을 다하여야 한다. 이때 안내는 학습자 스스로 자신의 학습 목적과 방향을 판단하는 매개체로서, 그리고 사고력을 증진시키는 디딤돌로써의 안내이어야 한다. 다섯째. 선행학습에서의 구성과정과 구성맥락을 재 상기시키고, 이를 통해 구서의 지속성과 심층성을 강화하는 나선형적 구성의 절차를 반드시 밟도록 해야 한다.

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.759-770
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• 2005

The purpose of this study is to examine the Earth science content relevance of the 7th national science curriculum. For this purpose, we (1) analyzed science curriculum or content standards of Korea, California, England and Japan, (2) compared science textbooks of Korea and Japan, (3) conducted a nationwide survey to gather opinions from students, teachers, professors and textbook authors about the relevance of the science curriculum and textbooks. According to the results, the Earth science contents of the 7th national science curriculum were not appropriate in terms of the objectives of science curriculum and the needs of students and society. The main reasons include the equal division among physics, chemistry, biology and earth science, iack of connection due to fractionation of units, overly strict application of spiral curriculum, and redundant amount of activities and concepts to cover in the textbook. Major suggestions fir securing the relevance of Earth science contents are as follows: First, the science contents and the size of units at each grade level should be determined according to the students' characteristics, not by equal portion rule. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoided. In addition, the number of activities should be reduced and the quality of required science activities should be improved. Third, to raise students' interest in Earth science, real-life applications and real-world Earth science contents should be emphasized including natural disasters, safety, universe and space exploration, and natural resources. Lastly, considering one of the relevance criteria is feasibility, supports for schools and science teachers are needed to realize the goal of the intended science curriculum.

• The Journal of Korean Association of Computer Education
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• v.19 no.6
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• pp.55-68
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• 2016

Informatics curriculum revised 2015 proposed the use of block type and text type of programming language by organizing problem solving and the programming unit in a spiral. The purpose of this study is to find out whether the algorithms helps programming learning and whether there is a positive transition effect in block type programming learning to text type programming trailing learning. For 15 elementary school students was conducted block type and text type programming learning. As a result of the research, it is confirmed that writing the algorithm in a limited way can interfere with the learner's expression of thinking, but the block type programming learning has a positive transition to the text type programming learning. This study is meaningful that it suggested a plan for the programming education which is sequential from elementary school.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.81-96
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• 2022

The purpose of this study was to examine the extent to which the contents of elementary and secondary curricula are connected and overlapped in the 'family life' area of Practical Arts(Technology & Home Economics) subjects. The procedure and results are as were like below. First, the types of criteria for analyzing curriculum contents are developed. The connectivity are classified as 'discontinuous hierarchy' and 'spiral hierarchy' and duplication are classified as 'repetition (high level of overlapping)', 'reproducing', 'deepening (intermediate level of overlapping)', 'substitution', and 'omission (low level of overlapping)'. Second, as a result of analyzing the contents of elementary and secondary curricula, the 'Human Development' area showed higher connectivity with a deepening type of duplication. The 'Safety' and the 'Lifelong Planning' concepts showed lower connectivity. Third, as a result of analyzing the achievement standards of the 2015 Curriculum, the secondary Home Economics curriculum showed a considerable increase in the level of difficulty and the volume compared to the elementary curriculum. There was low connectivity between the contents of elementary and secondary curricula in the core concepts 'Safety' and 'Lifelong Planning', an intermediate level of connectivity in 'Life Culture' and 'Management', and high connectivity in 'Development' and 'Relationship'. Also, there was a high level of duplication in the core concepts 'Safety' and 'Lifelong Planning', being classified as 'reproducing', 'substitution', and 'omission', analyzed to have low connectivity. When structuring the curriculum contents with a spiral hierarchy, one should connect the elementary and secondary school contents organically: the hierarchy with core concepts considering the different characters of constructuring knowledge in each school level, with a moderate volume, with a moderate difficulty level, with a moderate level of duplication of the contents, and with the minimum level of repetition of the same topics within the same school level.

• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.309-331
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• 2016

Australian Curriculum Assessment and Reporting Authority(ACARA) was founded by Australian federal government in 2009. Leading under ACARA, national education curriculum development was propelled. Also from 2014 they gradually extended enforcement of new curriculum by a Reminder about new syllabus implementation (2013.01.29.). The research result of Australia's curriculum, and textbook shows that students repeat, and advance the same contents under spiral curriculum as they move to higher grade. They actively use digital technology, and also puts emphasis on practical context such as Money & financial mathematics. On the level of difficulty, or quantity aspect, Korea handles relatively advanced contents of 'number and operation' or 'Letters and Algebraic Expressions' domain than Australia. However on statistics domain, Australia not only puts more focus on practical stats than Korea, but also concerns as much on both various and qualitative terms Australia doesn't deal with formal concept of 'function'. However, they learn the wide concept of function by handling various graphs. This shows Australia has a point of similarity, and also difference to Korea on various angles.

• Digital Contents
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• no.1 s.128
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• pp.140-141
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• 2004

‘벼락공부’로 지난 10년 인터넷 인프라에 전력투구한 수험생을 연상시키는 우리나라의 손에 쥐어진 정보화 사회의 비전은 과연 무엇일까. ‘부끄러운 자화상’일까, 정보강국의 장밋빛 미래일까. 최근 고학력실업이 사회문제로 대두되고 있다. 이론 중심의 대학교육과 실무형 전문인재를 원하는 기업의 시각차가 크기 때문이다. 이제 대학교육도 바뀌어야 한다. 실습위주의 교과과정 편성으로 새로운 도전에 나선 경원대학교를 찾아봤다.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.275-284
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• 2014

In this study, we analyzed algorithm curriculum in Korea, the United Kingdom, the United States, India, and Estonia. In order to teach 1st - 9th grade students computer algorithm, we suggested the algorithm framework based on the spiral curriculum, which is repeatable and progressive. The framework is divided into 4 areas, which includes understanding, expressing, evaluating, and using algorithms in daily life. Each area has 4 levels which are based on the students grade. We have to offer lectures for about computer OS to student teachers at the National Universities of Education; to develop textbooks and materials about algorithm; and to establish Information Science as a part of the primary school curriculum.