• Title/Summary/Keyword: 미국의 성취기준

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The Direction for Revising the Achievement Standards in Korean Home Economics Education: Focussing on the Comparison with the U.S. National Standards (가정교과 성취기준의 서술방식 개선 방향 - 미국 국가 기준과의 비교를 중심으로 -)

  • Kim, Eun Jeung;Kwon, Yoojin;Lee, Yoon-Jung
    • Journal of Korean Home Economics Education Association
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    • v.25 no.1
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    • pp.37-54
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    • 2013
  • This study aimed at examining the characteristics of the Korean home economics achievement standards at secondary education level, and comparing with those of U.S. home economics national standards. The specific research questions were as follows. First, the characteristics of Korean and U.S. achievement standards were examined respectively. Second, the standards of the two countries were examined in terms of the grades involved, development areas, specification level, sequence of courses, and format of statements, adopting the analysis framework of Lee, Jang, and Park(2012). Third, the achievement standards of the two countries for specific content areas, i.e. 'understanding adolescents' and 'understanding family' were compared in terms of the styles and format of statements. The findings suggest that in developing the Korean achievement standards, integration with the curriculum and detailed and specific statements are important to facilitate adoption at schools. The results of the comparison with the U.S. national standards indicates that it is important to emphasize academic rationale to home economics as a subject by clearly presenting the concepts, contents, and categories. Also, the standards will need to be stated in specific terms to allow practices and evaluations, rather than in terms that reflect value judgments.

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A Comparative Analysis of Achievement Standards Related to Computational Thinking in Korean and U.S. Curriculum (한국과 미국의 교육과정에 나타난 컴퓨팅 사고력 관련 성취기준 비교 분석)

  • Lee, Eunkyoung
    • The Journal of Korean Association of Computer Education
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    • v.22 no.3
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    • pp.15-23
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    • 2019
  • Recently, as the importance of computational thinking(CT) education, the national curriculums of the world have been revised and the international comparative assessment studies have been conducted to evaluate the CT education effects. In this study, researchers compared and analyzed the achievement standards related to CT in Korean and U.S. curriculum. As a result, the number of CT related achievement standards is 16 in Korean and 21 in American. While Korean deals with more specific achievement standards of 'formulating and analyzing problems', American emphasized 'planning and evaluating solutions'. In terms of 'developing algorithms, programs and interfaces', both of them offer concrete related achievement standards, U.S. curriculum include more diverse and concrete practical achievement statements. The results of this study can be used to suggest improvements in practical aspects as well as contents in future Korean curriculum revision.

A Comparative Analysis of South Korean and the U.S. Home Economics Curricula and Achievement Standards (한국과 미국의 가정과 교육과정과 성취기준 비교 분석 연구)

  • Kwon, Yoojin;Kim, Eun Jeung;Lee, Yoon-Jung
    • Journal of Korean Home Economics Education Association
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    • v.25 no.4
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    • pp.29-46
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    • 2013
  • The concepts of core competencies and achievement standards were newly introduced within national curriculum documents since the 2009 Revised National Curriculum. The purpose of this introduction was to develop a curriculum that reflects unique characteristics of each subject and for the effectiveness of student evaluation. The purpose of this study was to suggest a direction for the future national curriculum and achievement standards development through comparing the national curriculum and standards between South Korea and the U.S. In particular, this study focused on two aspects: 1) the hierarchical relationships and the structural system of achievement standards in the curricula of two countries, and 2) the details of differences in two countries' achievement standards of a specific content area, 'family'. The results are as follows: the Korean national curriculum includes core competencies was included in the objective statement, and standards were provided as a lower-level system, while the U.S. national standards was composed of hierarchical system of comprehensive standards(higher-level), contents standards(middle-level), and competencies(lower-level). This may be attributable to the difference in the definition of competencies. The analysis results of detailed contents of the curriculum was related to the terminologies used in curriculum documents of the two countries. For example, work and family balance was frequently mentioned in Korean document, while the U.S. national curriculum just displayed multiple roles of individuals rather than using the term explicitly. Also, terms such as happiness and welfare were frequently mentioned in Korean curriculum, while 'well-being' was more frequently used in the U.S. curriculum. These differences in usage of terms reflects the differences in cultural values and perspectives of the two countries.

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A Comparative Analysis of Achievement Standards of the 2007 & 2009 Revised Elementary Science Curriculum with Next Generation Science Standards in US based on Bloom's Revised Taxonomy (Bloom의 신교육목표분류체계에 기초한 2007 및 2009 개정 초등학교 과학과 교육과정과 미국의 차세대 과학 표준(Next Generation Science Standards)의 성취기준 비교 분석)

  • Choi, Jung In;Paik, Seoung Hye
    • Journal of The Korean Association For Science Education
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    • v.35 no.2
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    • pp.277-288
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    • 2015
  • The purpose of this study is to find the point for improvement through the comparative analysis of the 2007 & 2009 revised science curriculum, and the NGSS of the United States with Bloom's revised taxonomy. The results of the analysis confirmed that the revised curriculum in 2009 compared to the revised curriculum in 2007 has expanded the type of cognitive process and knowledge, which promote a higher level thinking. However, the revised curriculum in 2009 has been biased to the type of specific cognitive process and knowledge in cognitive process dimension and knowledge dimension as compared to the NGSS of the United States. In the revised curriculum in 2009, the type of cognitive process such as 'analyze,' 'evaluate,' 'create,' and the type of knowledge such as 'meta-cognitive knowledge' have been treated inattentively. In addition, through comparative analysis, it was identified that the type of cognitive process and knowledge that were neglected in achievement standards were not dealt with in the learning objective of teachers' guides, either. The revised curriculum should consist of achievement standards in comparison to the previous curriculum to reflect better the goals of science education. Therefore, it is necessary to create an achievement standards including various types of cognitive processes and knowledge by improving the method of statement of achievement standards of science curriculum.

Comparison of the Science Curricula of Korea, the United States, England, and Singapore: Focus on the Concept of Energy (한국, 미국, 영국, 싱가포르의 과학 교육과정 비교 - 에너지 개념을 중심으로 -)

  • Yoon, Hye-Gyoung;Cheong, Yong Wook
    • 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.

International Comparison of Performance Verbs included in Achievement Standards of Mathematics Curriculum: Focusing on South Korea, the United States, the United Kingdom, and Australia (수학과 교육과정 성취기준에 포함된 수행 동사 국제 비교: 한국, 미국, 영국, 호주의 수학과 교육과정을 중심으로)

  • Kwon, Jeom-Rae;Jung, Hye-Yun;Jung, Soo-Yong
    • Communications of Mathematical Education
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    • v.37 no.2
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    • pp.105-134
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    • 2023
  • The purpose of this study is to explore which performance verbs are used in the achievement standards of the Korean mathematics curriculum and how to improve them. So, first, we analyzed whether there were differences in the performance verbs included in the 2015 revised mathematics curriculum achievement standards by school level. In addition, it was analyzed whether there were differences in the performance verbs included in the mathematics curriculum in Korea and foreign countries. As a result of the analysis, both the frequency and the type of performance verbs included in the achievement standards of the Korean mathematics curriculum decreased as the school level increased. Also, performative verbs such as 'understand' and 'know' were excessively used. Similar tendencies were seen in foreign mathematics curricula, but the frequency and the type of performance verbs were higher than those in Korea, and various performance verbs were used. As a result of the study, it is suggested that performance verbs included in achievement standards need to be improved to improve middle and high school mathematics classes.

Developing and Assessing a Learning Progression for the Ecosystem (생태계에 대한 학습발달과정의 개발과 평가)

  • Yeo, Chaeyeong;Lee, Hyonyong
    • Journal of The Korean Association For Science Education
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    • v.36 no.1
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    • pp.29-43
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    • 2016
  • There have been much efforts to reconstruct the science curriculum focusing on Disciplinary Core Ideas(DCI) in many countries such as America and Europe, the most practical effort has been to design a curriculum with learning progressions(LPs). LPs describe stepwise how students can systematically move toward the understanding of more sophisticated ideas or scientific activities and explain in succession the process of understanding the ideas while the students learn. In this study, a LP for ecosystems has been developed, and the developed LP is then evaluated accordingly. The Ecosystem is one of the DCI of the life science in Next Generation Science Standards(NGSS). The development process of the LP was set at step 4(Development, Assessment, Analysis, and Amendment), and developed through an iterative process of sequences. As a result of analyzing the developed LP, an assessment based on the LP provides reliable information to identifying student ability. This study proposes the development process of the LP and its methodological aspects to use Core Achievement Standards, Ordered Multiple-Choice items and the Rasch model. In addition, using the empirically proven LP suggests a way of strengthening curriculum linked to educational content, teaching methods and assessment. Utilizing the proposed development process in this study will be to present the standard into the direction of becoming part of the curriculum. Currently, the state of domestic research for the LP is still lacking. This study determined the development process of the LP and the need to conduct future research on the LPs.

Exploration of Foreign Curriculums for the Improvement of the Korean Middle School Statistical Curriculum: Focusing on learning elements in Korea, the United States, Singapore, and Japan (중학교 통계영역의 교육과정 개선을 위한 외국 교육과정의 탐색: 한국, 미국, 싱가포르, 일본의 학습 요소 중심으로)

  • Kim, Somin
    • Journal of the Korean School Mathematics Society
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    • v.22 no.4
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    • pp.501-520
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    • 2019
  • This study compared and analyzed Korean, American, Singaporean, and Japanese middle school mathematics curriculum standards and the learning contents in statistics. Through a comparative analysis of the curriculums of these four countries, I found several overall features and differences between the curriculums. First, all four countries emphasized statistical education in a real-life context. Second, all four countries emphasized the use of technological tools. Third, there is a middle school grade in which only Korea does not deal with statistical domains. Fourth, the statistical areas of the United States, Singapore, and Japan focused on identifying trends or variability in data distribution. Fifth, I have found some contents that only Korea does not deal with. Based on this, the following recommendations were developed for the development of the next curriculum and new textbooks in Korea. First, the statistics curriculum should be changed from one that focuses on understanding statistical concepts to one that focuses on statistical activity that utilizes these concepts. Second, in terms of middle school statistical curriculum contents, the addition of interquartile range (IQR) and box plots as learning contents should be considered. IQR and box plots are simple and practical techniques for the comparison of multiple sets of data that can be easily learned and drawn by middle school level students and applied to real-life-related statistical data to expand statistical literacy. Through this study, it is suggested that IQR and box plots need to be included in the statistical curriculum of middle schools in Korea.

The Comparative Analysis of PISA Reading Domain and AASL Standards for the 21st-Century Learner (국제 학업성취도 평가(PISA)의 독서영역과 AASL의 21세기 학습자 기준 비교에 관한 연구)

  • Lee, Byeong-Ki
    • Journal of Korean Library and Information Science Society
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    • v.43 no.3
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    • pp.193-216
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    • 2012
  • In recent years, strengthening educational accountability of school as the public institutions has been emphasized. Thus, most countries perform national student assessments and programme for international student assessment(PISA) in order to prove the educational accountability. The school library supported by the educational institutions are no exception, school library has demanding the educational accountability. The purpose of this study was to compare the reading domain of PISA and standards for the 21st-century learner of AASL, it is to investigate that the school library contributes to PISA achievement. In this study were analyzed domain of PISA 2009 reading literacy and questionnaires. The results, PISA questionnaire contains a lot of elements in the school library and PISA is consistent with standards for the 21st-century learner of AASL.

Trend Analysis and Revision of the University Library Standard in Korea (대학도서관기준의 동향분석과 개정안 연구)

  • Yoon, Hee-Yoon
    • Journal of Korean Library and Information Science Society
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    • v.42 no.2
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    • pp.5-28
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    • 2011
  • The ultimate mission of the university library is to provide the various information services in support of the teaching, research, and public service missions of the university. The achievement of the mission requires the optimal development and timely revision of university library standard that can be used as an operating guidelines and assessment tools. On the basis of this justification, this study has compared the trend and feature of library standards in major countries(USA, Canada, UK, Japan, Taiwan), analysed the problems and limitations of legal and recommended standards in Korea, and suggested the revised plan of Korean university library standard focusing on collections, staffs, and facilities.