• Journal of Korean Library and Information Science Society
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• v.35 no.2
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• pp.371-392
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• 2004

The purpose of this paper is to evaluate the present status of the curriculum of school library area in LIS education. For this purpose, 31 curricula of Department of Library Science are analyzed. The writer concludes by suggesting three principles for a relevant operation of curriculum.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.16 no.1
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• pp.45-74
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• 2005

The study has developed the scope and sequence of information literacy instruction's curriculum for integration strategies of traditional reading education, library use education and information literacy. For this purpose, this study compares and analyze the scope and sequence of reading education, library use education and information literacy instruction's curriculum in Korea, American and Japan. Basing on the comparative result, it proposed the scope and sequence of information literacy instruction's curriculum in Korea. The scope and sequence which it proposes based on the skill and process of information literacy model, it includes contents of traditional reading education, library use education. Also, supposed scope take in all format of information media, the process and strategies of information use, library and information system. the supposed sequence divided into elementary school(1-3), elementary school(1-4), middle school(1-3), high school(1-3)

• The Journal of Korean Association of Computer Education
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• v.10 no.1
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• pp.1-8
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• 2007

The purpose of this study is to explore relationship of computer curriculums between department of computer education in universities and specialized vocational high schools. We sampled 15 computer curriculums from department of computer education, 17 computer curriculums from specialized high schools and 41 curriculums from vocational high schools. And we compare and analyze the number of subjects and times on all of curriculums. As a result, curriculums in department of computer education is lacking in subjects for domains of multimedia, computer graphics and practical computer graphics. It is low on the relationship of computer curriculums between department of computer educations and IT-related high schools. Therefore, this study concludes by proposing computer curriculums of department of computer education which should reflect the subjects.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.145-154
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• 2021

This study aims to investigate teachers' perceptions of the composition of high school science elective courses ahead of the 2022 curriculum revision, and to derive implications for the organization of the 2022 revised science curriculum in preparation for the full implementation of the high school credit system. To this end, a survey was conducted by randomly sampling high schools across the country. A total of 192 science teachers responded to the questionnaire. In addition, 12 high school science teachers were selected as a focus group, and in-depth interviews were conducted to investigate opinions on the restructuring of elective courses in science. Main research results include 129 (67.2%) science teachers in the survey answered that the current 2015 curriculum's science and elective courses system should be maintained. In the next curriculum, when reconstructing science elective subjects, it is necessary to provide an opportunity to experience the entire contents of each science field through Science I·II system as before, and to ensure student choice in preparation for the credit system. In addition, the opinion that general elective subjects should be organized to include all the contents of science I and II subjects was the highest. Through in-depth interviews, science teachers emphasized that the current science I subject system allows access to the content areas of science as much as possible as the number of subjects is small, and that subjects, such as physics, where the hierarchy of concepts is important, should deal with important content within one subject rather than divided by area. On the other hand, in the current I subject system, there is no subject for liberal arts students to choose from, so teachers suggested that science electives should be organized by subdividing each content area. Based on the research results, the necessity of organizing high school science elective courses in consideration of the purpose of the high school credit system, ways to organize science-convergence elective courses as subjects for all students regardless of career aptitude, ways to organize science-career elective courses, and ways to organize science elective courses in connection with the college admission system were proposed.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.457-465
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• 2022

The government has proposed various policies to 'extend the time for teaching information education in elementary schools'. However, in the 2022 revised practical arts (technical·home economics) curriculum, information education is still organized for only 17 hours the same as before, and there is not enough connection with the middle school information subject. In this study, policies related to information education in elementary schools such as National Strategy of Artificial Intelligence, Comprehensive Plan of Information Education, Education Policy Direction and Core Tasks in the Artificial Intelligence Era, and Digital Talent Education Plan were analyzed. In addition, after the '2022 revised national curriculum guidelines' was announced in 2021, the problems of the practical arts curriculum were analyzed by analyzing materials of the draft proposal of the curriculum and comments posted on the Public Participation Communication Channel. Finally, I suggested a plan to link the 2022 revised practical arts (technology·home economic) curriculum to the information subject of middle school in detail, and to expand information education in elementary schools.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.385-396
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• 2022

The 2022 revised curriculum emphasized basic literacy, which consists of language, numeracy, and digital literacy. This digital literacy is being presented in the curriculum as a goal for cultivating digital literacy in various countries. Therefore, this study looked at the curriculum of countries with high digital literacy among students. And PISA 2018 data analysis was conducted on ICT elements of students by country. Specifically, one-way ANOVA, correlation analysis, and confirmatory factor analysis were performed for each ICT element for country-by-country comparison. As a result, when organizing the curriculum related to digital literacy, it is necessary to organize it earlier than the present time. In addition, it was found that it was necessary to consider the contents to increase the usability in school.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.337-353
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• 2010

The purpose of this study is to provide a useful reference for the elementary school mathematics curriculum of Japan. For this research, we compare the new version of the elementary school mathematics curriculum of Japan and Korea. Roughly speaking, Japan emphasized learning through mathematical ability. On the other hand, the case of Korea, a special emphasis was placed on the ability of problem-solving and mathematical communication. These abilities developed on the base of the mathematical knowledge and skill. The ratio of teaching time are high on mathematics, but Japan ensures much more hours than Korea. Finally we will focus on the result for the application process of the primary school mathematics curriculum.

• Journal of radiological science and technology
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• v.34 no.3
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• pp.221-229
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• 2011

This paper reports a series of job analyses to develop a curriculum for radiologic technologists by using DACUM (Development A Curriculum). With this method, the jobs of radiologic technologist were divided into 8 duties and 59 tasks. The results showed that the most important duty was 'exposure management (M=4.72)', the most difficult duty was 'radiation therapy (M=4.29)', and the most frequently performed duty was 'radiation examination (M=4.19)' respectively. In addition these results were compared with the current curriculum. It turned out that there are quite differences between the school education and actual work. For example, 'patients care' duty was identified as the main job but only 57.1% of the schools offer related courses. The current curriculum focused on the theory for the radiologic technologist is not sufficient to perform the field operation.

• Journal of The Korean Association of Information Education
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• v.22 no.2
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• pp.251-262
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• 2018

In this study, we conducted to derive some implications by analyzing the computer education framework proposed by K12CS in the United States in order to organize the software curriculum and conceptualization of computational thinking in Korea. First, we discussed the use of the term Computational Thinking as a Computing Thinking in Korea and compare it with the concept presented in the US curriculum. we derived that Computing Thinking and Computational Thinking are different in the focus and scope of problem solving. Second, considering the fact that Korean software curriculum does not consider the hierarchy according to the school and the grade, we reconstructed the curriculum based on the core practices and concepts which were suggested by the organization of K-12 Computer Science in the United States.

• Journal of Science Education
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• v.34 no.2
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• pp.320-326
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• 2010

This study explored the current status of ecocentric environmental education in alternative schools. We analyzed the aims, curriculum, environmental activities of 42 alternative schools in Korea from their homepages and guidebooks. For more information, additional interviews with teachers were also conducted. As a resuts, the ratio of schools aiming ecologism were relatively low, however, 36 (85.7%) of 42 alternative schools included ecologism in their educational goals directly or indirectly. 39 schools included an environmental education in their curriculum, and 3 environmental class was opened in a week on the average. The most frequently used environmental activity in alternative schools was "recycling of solid wastes", and then "reducing use of disposable products", and "using environment-friendly, and recycled products" were followed. "Using water-purifier tank" and "using alternative energy" were also practiced. Educational implications of results were discussed.