• 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.

• Journal of the Korean Geographical Society
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• v.40 no.1 s.106
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• pp.96-108
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• 2005

Recently more emphasis geographical thinking is high order thinking. Improving students' geographical thinking should ensure that geographical skills are used when developing teaching-Loaming activities. Much have been written about importance of geographical thinking, but less research have been geographical skills. As such, this study is to focus on the thinking skills of National Curriculum in England and strategy of thinking through geography(TTC). TTG is the strategy with teaching thinking as a teaching style. Main concern of TTG is not with geography, it is with students' teaming and that is difference. Thus, this study provide insight into improving contents and method of teaching thinking in geography education.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.04a
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• pp.9-23
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• 2006

본 논문은 중국과 영국의 두 견본 수학 시험의 특성을 비교하기 위해서 Bao라는 저자가 개발한 복합적인 어려운 모델을 사용하고 있다. 몇몇 어려움을 겪는 정도 상에서 다섯 가지 어려움을 겪는 요소를 활용하여 첫 번째 연구결과를 설명하였다. 그리고 나서 첫 번째 연구결과에 따라 두 나라의 수학 문제 해결의 유형과 교육과정 배경을 분석하였다.

• Journal of The Korean Association of Information Education
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• v.20 no.2
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• pp.207-218
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• 2016

This paper have been knowing about policy background about Computer Science Education in UK. Every schools in UK have been teaching Computing as a subject matter from september, 2014. Department of Education in UK had replacement ICT to Computing subject. The institute have accepted that problems about ICT subject which school teacher recognised and the needs of academic sector, and the entrepreneur's needs for talented person of 21st century. We have known that Computing at School(CAS) had started grass root organization, which had been trying to changing the computer science curriculum. In the processes, it was corporation very closely among organizations, such as government, universities, entrepreneurs, awarding bodies for evaluation, and non-profit initiatives. Through this research, we have get some lessons for advancing of software education in South Korea.

• Journal of the Korean Geographical Society
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• v.49 no.3
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• pp.456-471
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• 2014

Recent educational policy by coalition government in UK is called knowledge turn. A core competency-based curriculum based on the relative knowledge of the social constructivism and postmodernism has been strongly endorsed by the previous new labor government. The view of knowledge regards knowledge as constructed socially, and emphasizes personal everyday knowledge. But the knowledge-based curriculum based on absolutism is strongly endorsed by the current coalition government. It emphasizes objectivity of knowledge. Social realism criticizes both absolutism and relativism on knowledge. Social realism places disciplinary knowledge above everyday knowledge, and considers disciplinary knowledge as powerful knowledge. But it doesn't mean that social realism neglects everyday knowledge. Rather, social realism empathizes relating disciplinary knowledge to everyday knowledge. Recent Living Geography and YPG(Young People's Geographies) project by the Geographical Association is based on the social realism. The aims of the project is to connect academic geography related to young people's geographies with student's everyday geographies, and academic geographers as mentors, tutors and students together are to make school geography curriculum through conversation.

• 대한공업교육학회지
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• v.31 no.2
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• pp.233-256
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• 2006

The purpose of this study was to analyse between foreign curriculum and our high school industrial technology subject-matter curriculum, to review trend and stream of curriculum revision, and purpose and content system of subject-matter. This study was conducted through reviewing literature; research reference, journal, book, and Web materials. in this study, comparative target country was restricted to Japan, U. S. A., U. K., and N. Z., Australia that administer to similar subject with our industrial technology subject-matter. The major finding of this study were as follows: 1. A similar subject-matter with our industrial technology subject0matter was Japan' 'foundation of industrial technology' and 'project research', U. S. A.' 'technology' and etc, U. K.' 'design and technology', and N. Z.' 'technology', 'New South Wales in Australia' design and technology'. 2. The result of analysis to purpose and strength of subject-matter, our' industrial technology subject-matter was oriented to knowledge, understanding and career search in industrial area. but, the other was emphasized technological problem solving by process-based method with thinking and action. 3. In the curriculum content, our country was treat to content area of a broad industrial world. on the other hand, Japan; relationship between human and technology, environment, process technology and product technology, project research. U. S. A.; technology content standards by knowledge, process and context, U. K., N. Z., and Australia were focused 'design process'. Based on above results, the recommendation can be established as follows: 1. A study on the implementation of industrial technology curriculum. 2. A study on the perception and need assessment of expert and stakeholder about purpose and content system. of industrial technology subject-matter.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1082-1093
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• 2004

The purpose of the study was to compare science curriculum documents of the several countries including Korea, the United States, the United Kingdom, Japan, and Singapore. The comparison focused on goals and contents in science education of each country. The goals for science education in each country were very similar. They included understanding knowledge, acquiring inquiry skills, developing positive attitudes towards science, and appreciating S-T-S in most countries. But each country's goal setting level was different; some countries set the same goals for several grades and other countries set different goals for each grade. Goals provided for each grade were more specific and elaborated. Science contents were categorized differently in each country. In Korea, science contents were categorized in energy, matter, living things, and earth. On the other hand, science contents were composed of 8 categories including unifying concepts and processes in science, science as inquiry, physical science, life science, earth and space science, science and technology, science in personal and social perspectives, and history and nature of science in the United States. In the United Kingdom, science enquiry, life processes and living things, materials and their properties, and physical process were categories for science contents. In Singapore, science contents were organized by themes relevant to students' everyday experience. Implications for goals and contents in science education to prepare students to live and work in a future society were suggested based on the results of the study.

• The Mathematical Education
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• v.31 no.3
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• pp.19-28
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• 1992

• 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 regional geographers
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• v.18 no.2
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• pp.232-251
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• 2012

This paper is to examine new programme of study for geography by a revised geography(including historical, geographical and social understanding) National Curriculum in England. The new primary and secondary National Curriculum was respectively issued in 2007 for implementation from September 2008 and 2010 for implementation from September 2011. The revised National Curriculum was changed more than that of 1995 and 2000 in terms of its formation and content. Especially, Primary National Curriculum was rebuilded to the six areas of learning, in the end KS1-2 geography was integrated in 'historical, geographical and social understanding'. As a result of that, the subject named as geography only remains for KS3. Nevertheless, the new National Curriculum is consisted of programme of study(PoS) and attainment target(AT). But new programme of study was changed more than that of former curriculum in terms of its formation and content. Programme of study for primary school is organized with curriculum aims, the importance of areas of learning, essential knowledge, key skills, cross-curricular studies, breadth of learning and curriculum progression. On the other hand, that of geography for KS3 is organized with curriculum aims, the importance of geography, key concepts, key processes, range and content, curriculum opportunities. This paper examined on categorical features of new programme of study for KS3 geography and its implications for effective geography curriculum design and planning.