• The Mathematical Education
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• v.31 no.3
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• pp.93-101
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• 1992

• Journal of Korean Home Economics Education Association
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• v.13 no.1
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• pp.107-116
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• 2001

• Journal of Korean Home Economics Education Association
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• v.9 no.1
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• pp.193-198
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• 1997

• Journal of Fisheries and Marine Sciences Education
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• v.5 no.1
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• pp.53-64
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• 1993

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.97-113
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• 2019

This study is focused on the examination of changes in textbooks of Home Economics in High school from 7^st to 2015 curriculum, especially the 'Food and Nutrition section. We investigated the content elements of the National Curriculum Guide, the changes in learning contents, and the number of pages of Food and Nutrition section. The key words were extracted and the connective relationships between words were visualized using a method of language network analysis through word cloud and Semantic Network Analysis. According to the results of the research, the portion of the Food and Nutrition section has been gradually decreased on the Technology·Home Economics, following the development of the curriculum. Through the whole curriculum, 'invitation', 'Korean food', 'baby·nutrition' are appeared as key words. The education contents of Food and Nutrition section from the 7^th to 2015 revised have been developed and advanced with the changes of social needs. However, the reduction of portion and insufficiency of content elements of Food and Nutrition section bring concerns toward the decline of the quality of education on dietary life.

• The Journal of Korean Association of Computer Education
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• v.9 no.1
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• pp.1-9
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• 2006

Identification on the educational problems of current computer science curriculum is important in order to make the computer coursework to be systematic as to other courses, since the necessity of computer course is increased in high school education. This paper analyzes the characteristics and problems on the 'Information society and computer' course suggested by the 7th curriculum, and find out the theoretical backgrounds on the choice-oriented education in high schools. In addition, it is surveyed on the necessity of the course, the formalism of course operation, the difficulties of educational materials used in classroom, and the difference between teachers and students on the education services by the questionnaire investigation.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.217-235
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• 2022

This study aimed to analyze the changes in the physics curriculum of elementary schools over the past years and to discuss the issues faced by the science curriculum for elementary education prior to the next curriculum revision. We analyzed changes in the elements of the contents from the 7th curriculum to the 2015 revised curriculum and reviewed studies conducted after the revision in 2015. Additionally, three professors majoring in physics education discussed the results of the curriculum analysis. The result indicates that content of the physics curriculum for elementary education was generally reduced after the 7th curriculum. Specifically, difficult concepts were omitted or designated to a higher school level. Concerns related to the science curriculum pertain to the content adequacy and difficulty of the current curriculum, its relationship with mathematics, connection between the Nuri curriculum and the integrated curriculum for the 1st and 2nd grades, and the achievement standard predicate problem.

• The Journal of Korean Association of Computer Education
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• v.7 no.1
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• pp.15-25
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• 2004

In this study, we present an assessment model for the 'Information Society and Computer' subject of the 7th National High School Curriculum. The Assessment model is developed to improve the quality of the curriculum by considering both of the objective of the National Curriculum and the property of the subject. To develop the assessment model, we analyzed textbooks used in most schools, developed achievement standards, classified assessment areas and standards. Adequacy and potential practice of the assessment model is also reviewed and evaluated by subject experts.

• Journal for History of Mathematics
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• v.22 no.1
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• pp.111-124
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• 2009

In this paper we check over some problems in College Scholastic Ability Test(CSAT) Mathematics section and propose some methods to improve the CSAT Mathematics section. CSAT has been changed several times with the change of the school curriculum. A Mathematics amended curriculum will apply in 2009 and we have to reorganize the system of CSAT. We investigate the changes in school curriculum and system of CSAT. Also we make a comparative study of the range of possible questions of CSAT with those of SAT and foreign national entrance exam for college.

• Journal of the Korean School Mathematics Society
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• v.11 no.1
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• pp.117-132
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• 2008

This paper has analyzed the problem of the inequality unit in 7th National curriculum 8-Ga stage from the following points. First, in respect to the written questions of the inequality unit over every textbook of 7th National curriculum, how are they allocated according to subject matters and what are their weak points? Second. how many of them are related to the authentic daily life or other subjects and what kind of subjects are they? Third, what are the problems related to the authentic daily life situation or what are the problems that have some inter-sentential errors, and what kinds of measures for their improvement can be taken? In keeping with view points above, we have analyzed the contents in current 16 different textbooks on th basis of their subject matters and especially put the emphasis on the relation to daily life and other subjects. Consequently, we found there are many textbooks that do not include various subject matters and that can not be related to various other subjects. It is necessary to connect mathematics to various daily life matters and other subjects to improve students' creativity and to make students understand the practicality of mathematics.