• Communications of Mathematical Education
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• v.34 no.2
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• pp.135-160
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• 2020

The purpose of this study is to draw implications for improving the method of reflecting the competencies in Korea mathematics curriculum, by analyzing what competencies are reflected in foreign mathematics and curriculum. As a result of the study, foreign countries were reflecting their competencies in mathematics curriculum in various ways. In France mathematics curriculum, the achievement standards of learning competencies(compétences travaillées) that students should reach by cycle were presented, and the related common competencies(socle commun) were indicated. In Australia's mathematics curriculum, the general capabilities for achievement standards were identified, and the achievement criteria for proficiency strands to be reached by grade level were presented. British Columbia's mathematics curriculum actively reflected its competencies. In the mathematics curriculum, domains were reorganized based on the competencies, and achievement standards of the competencies were proposed. The results of this study will help in improving the ways in which were reflected competencies in mathematics curriculum.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.309-315
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• 2021

This study is about the direction of how to compose the information domain curriculum in the domestic subject matter centered curriculum system. To this end, subject-centered and competency-centered curriculum were compared and analyzed, and how the information domain was organized in two types was suggested. In spite of emphasizing competency, the domestic curriculum was judged to be inclined to the subject-centered curriculum because it emphasized the presentation of national-level educational goals, a subject learning model, and textbooks. As examples of the information domain subject-centered curriculum, the information domain of the elementary practical subject and the middle school information curriculum were presented, and the SW convergence curriculum was presented as an example of a progressive curriculum. Under such circumstances, it was emphasized that in order for the learner to lead a life in an intelligent society in the future through the information domain including SWAI content, it must be explicitly described in a subject-centered perspective with computer science as the parent study.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.319-327
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• 2023

As the basic approach of national curriculum shifted from contents-based to competency-based, process-fortified assessment has been stressed. Accordingly, the focus of teacher's role as an evaluator changed to process-fortified assessment, which emphasizes the development of process-fortified assessment competency of pre-service teachers as well. This study aims to explore the effects of innovations of teacher development programs on pre-service teachers' process-fortified assessment competency. To achieve this goal, C University of Education implemented a course which was restructured by using PBL, and analyzed its effects on enrolled pre-service teachers in terms of process-fortified assessment. By systematically analyzing data of observation notes, project outputs, and opinion reports, it was found that PBL approach to the course restructuring had positive impacts on pre-service teachers' awareness and understanding about process-fortified assessment. This implies that providing learning experience reflected by process-fortified assessment perspective, like PBL, can play an important role to the development of process-fortified assessment competency of pre-service teachers. The results of this study are expected to be able to provide methods of innovating curriculum and instruction for developing process-fortified assessment competencies of teacher development institutions.

• The Journal of the Korea Contents Association
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• v.20 no.6
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• pp.498-509
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• 2020

The purpose of this study was to investigate the teachers' and parents' perceptions on the 2015 revised national curriculum, which integrated humanities and sciences. In order to do so, 102 high school teachers and 68 high school parents were surveyed on their understanding of the 2015 revised curriculum including core competence, student-participatory class, and process-oriented assessment. The results are as follows. First, the teachers had a higher understanding of the purpose, contents, and major revisions of the 2015 revised curriculum than the parents. Second, among the core competencies presented in the revised 2015 curriculum, both teachers and parents considered communication, community and self-management competencies important. Third, both groups said that student-participatory classes and process-oriented evaluation has increased since the implementation of the 2015 revised curriculum. Based on these study results, suggestions for successful operation of the 2015 revised curriculum and future research were discussed.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.63-70
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• 2019

In this paper, we analyzed 2015 revised curriculum for elementary school's practical art and middle school's information subject based on core competency. As a result, in 2015 revised curriculum for practical art subject, the ability to use information was well reflected in all achievement criteria and learning objectives. Also, problem solving ability and creativity·convergence ability were well reflected. In 2015 revised curriculum for information subject, the ability to use information was well reflected in all achievement criteria and learning objectives as like practical art subject. However, there were fewer learning elements to develop self-management ability. Therefore, it is proposed in this paper that the learning elements and teaching, learning activities and evaluation contents should be included in the SW curriculum, which can further enhance cooperative capabilities, self-management ability and communication ability.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.115-128
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• 2018

The purpose of this study is to explore the direction of home economics education in order to strengthen students' competencies. We explored the direction of competency-based home economics class, and teaching and learning methods for strengthening subject competencies, then develop class case. The main research results of this study are as follows. First, in order to cultivate subject competencies, students should be the center of the education, class and evaluation by integrating of the curriculum-class-evaluation, so that they can grow into the subject of life. Second, to enhance subject competencies, case example of the home economics was presented focusing on integrating curriculum-class-evaluation. It is expected that this study will be able to integrate curriculum-class-evaluation into the concrete realization of subject competencies in home economics education.

• Journal of Industrial Convergence
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• v.18 no.2
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• pp.45-50
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• 2020

The purpose of this study is to analyze relationships among essential keywords in curriculum. The number of 1,935 keyword was collected from 644 manuscripts published between 2002 and 2019. For data analysis, this study selected softwares of KrKwic and KrTitle to compose a 1-mode network matrix and UCINET 6 and NetDraw to implement network analysis and visualization. Results are as follows. First, the frequency of keyword was curriculum, curriculum development, national curriculum, competency-based curriculum, 2015 revised national curriculum, curriculum implementation, understanding by design, competency, teacher education, school curriculum, and IBDP from highest to lowest. Second, degree centrality was curriculum development, curriculum, competency-based curriculum, national curriculum, 2015 revised national curriculum, understanding by design, competency, key competency, high school curriculum, textbook, curriculum implementation, teacher education, and IBDP from highest to lowest.

• Journal of the Korea Society of Computer and Information
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• v.19 no.2
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• pp.253-261
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• 2014

Recently as the focal point of interdisciplinary integration of learner's key competencies have been increased, it was the real solution to avoid excessive curriculum and reconfiguration of curriculum to provide actual learning opportunities. The purpose of this paper was to investigate information subject-centered inclusive education strategies for 21st century key competencies extension by Delphi study. As a result by a total 3 round Delphi method, information subject-centered curriculum integration for key competencies extension was to understand why they should be integrated and what can makes it com true. This elicited the consensual agreements of experts about information subject-centered curriculum integration aims, methods, contents, and evaluations ets. As a result, this study offers strategies of information subject-centered curriculum integration applicable to elementary and middle schools.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.35-50
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• 2014

This study is a discussion about specific directions and strategies for development of subsequent curriculum of practical arts(technology ome economics) based on two issues ; developing curriculum which is 'connecting elementary-secondary course' and 'based on key competence'. Specific Study is as in the following. First, in the aspect of home economics, this study explored the meaning of connection between elementary-secondary courses, and in the process of curriculum development, we explored implicit problems through strategies that come out from elementary-secondary courses. Second, we search what the key competence is in terms of home economics, and the meaning of developing curriculum based on the key competence. For this, we examine the meaning of development of subject matters curriculum based on key competence and the conditions and tasks for developing curriculum for home economics based on key competence. Third, on the basis of discussion we explore the way to realize these two issues, already mentioned, into development of subsequent curriculum for home economics. For this, this study examines the academic interaction between home economics of elementary and secondary courses unifying the names of the subject, systematic understanding about development of curriculum based on key competence, finding strategies for appealing the subject, and practical instances. Through this study, we expect more active interaction between home economics from elementary and secondary courses and academic discussion for development of curriculum.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.229-255
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• 2020

In this study, considering the OECD's DeSeCo and 2030 projects, the curriculum to develop competency was expected to be more emphasized, and the evaluation standards of the 2015 revised mathematics curriculum for elementary school in Korea and the Australian curriculum were analyzed in depth. To this end, the capabilities newly emphasized in the OECD 2030 Project were examined in detail and examined how the Australian elementary school mathematics curriculum included capabilities in achievement standards and content descriptions. The achievement standards of elementary school mathematics curriculum in Korea and Australia were matched, and the contents of number and arithmetic domain were compared and analyzed, and the skill verbs included in the achievement standards were analyzed and compared to see how their competencies were reflected in the achievement standards. Based on the results of the analysis, implications for improving math achievement standards were derived to faithfully reflect the capabilities into the mathematics curriculum.