• 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 earth science society
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• v.44 no.1
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• pp.47-61
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• 2023

Rather than an abstract discourse, the purpose of this study is to outline the core concepts in the 2015 revised curriculum as a concrete teaching and learning method in the school context. We interviewed eight secondary science teachers and reported their perceptions and perspectives on core concepts using a backward design model based on the cyclical process of the platform, deliberation, and design for developing teaching and learning materials to understand core concepts. The participants perceived these core concepts differently, such as big ideas corresponding to the ultimate principle, minimum science concepts required for daily life, and primary and significant key concepts. In addition, this affects the association of teaching and learning. When core concepts are understood as transferable and expandable big ideas, there is a tendency to focus on the relationship between concepts and design project learning in a specific direction. However, if core concepts are identified as minimum science concepts at the level of science literacy, that can be recalled within the context of life, there is a tendency to emphasize on activities that make a meaningful difference to the lives of students with focus on case studies that are relevant to everyday life. Once core concepts are identified as key scientific content elements, such as basic or significant concepts, teachers recognize that it is essential to emphasize concept changes by correcting misconceptions, acquiring accurate scientific knowledge, and developing problem-solving items through paper-and-pencil evaluation. As the 2015 revised curriculum is finalized and the 2022 revised curriculum is scheduled for release, effective policy support is required to ensure that the curriculum is revised, which emphasizes the purpose of big ideas by naming core concepts as core ideas, to be stably implemented in schools.

• School Mathematics
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• v.19 no.3
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• pp.495-511
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• 2017

The purpose of this study is to research the meaning of core ideas and to compare the core ideas in mathematics curriculum of each country. I derived that the core ideas were approached and presented in curriculums of South Korea, The United States, Canada, Australia, New Zealand, Singapore as several perspectives; the main domains of mathematics contents which should be taught; the basis of the core principles between of mathematical contents; the focuses for teaching and learning in school mathematics. Finally, I discussed the further research direction on the contents of core ideas and the methods of presenting it to teach meaningfully the core mathematical contents to students who will live in the future.

• Journal of the KSME
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• v.33 no.6
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• pp.499-514
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• 1993

이 MEMS연구는 상당히 넓은 분야를 포함하나, 그 핵심은 바로 마이크로가공 기 술(micromachining technology)에 있다. (막연히 작은 것이 아닌 마이크로미터 단위의 가공이라는 점을 살리기 위해, "마이크로" 가공이라 부르겠다.) 이 글에서는 우선 MEMS란 무엇인가에 대해 언급한 후, MEMS에 있어서의 마이크로가공(micromachining)이 어떤 것인지를 소개, 설명함에 주력한다. 마이크로가공 기본개념의 전달에 있어서는, 처음 대하는 이들의 이해를 돕기위해 되 도록 인용을 줄이고 핵심개념만 담아 최대한 단순화시켜 설명하였다. 이러한 핵심 개념을 바탕 으로하여 설명되는, 뒤 따르는 실제 예로는 기계공학적으로 관련이 있어 보이는 몇 가지를 인 용하였다.지를 인 용하였다.

• The Transactions of the Korea Information Processing Society
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• v.6 no.8
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• pp.2113-2123
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• 1999

The partial free order feature of Korean makes grammar size represented by CFG too big and that's why grammar has to contain all the ordered words. There are some problems to parse spoken language, because spontaneous spoken language has special features such as meaningless words, repetitious speech, etc. So, in this paper, we define 'Core-Concept' as the necessary element for parsing and we describe grammar only using Core-Concept. And we can prevent grammar from becoming very large and reduce an additional parsing burden as we select. Core-Concept described in grammar as parsing element. Through this strategy, we present that the simplified grammar can give us more efficient method to get right results. Experiments show that our parsing strategy has an average of 98% or over success rate in correct parsing results.

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.391-405
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• 2021

In this study, 'data collection', 'data expression', 'data analysis, and 'optimization and decision-making' were selected as the core AI concepts to be dealt with in the mathematics for AI education. Based on this, the degree of reflection of AI core concepts was investigated and analyzed compared to the mathematical core concepts and content of each area of the elective course. In addition, the appropriateness of the content of was examined with a focus on core concepts and related learning contents. The results provided some suggestions for answering the following four critical questions. First, How to set the learning path for ? Second, is it necessary to discuss the redefinition of the nature of ? Third, is it appropriate to select core concepts and terms for ? Last, is it appropriate to present the relevant learning contents of the content system of ?

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.1-17
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• 2016

The purpose of this review was to introduce and examine 'development' and 'relations' as the core concepts of Home Economics in 2015 revised middle school curriculum in Korea. The 2009 and 2015 proclamation of the ministry of education on home economics curriculum and 26 published middle school textbooks were reviewed. The major findings were as follows. First, the components of human 'development' and family 'relations' were strongly associated with promoting four key competencies (i.e. the self-management competency, the communication competency, the aesthetic sensibility competency, the community competency) of 2015 revision. Also, four of cross-curricular learning topics (i.e. character education, multicultural education, safety and health education, human right education) in 2015 revision could be effectively discussed with human 'development' and family 'relations'. Second, when teaching and learning of the core concept, human 'development', continuous dynamic aspects of life-span development, the connectedness of different domains of development, systematic approach of various concepts in development, specificity and empirical evidence of information and variability of developmental patterns in adolescence should be considered. Third, when teaching and learning of the core concept, family 'relations', family trait such as generational relations, gender relations, role relations and power relations should be taken into account. In addition, exclusively focusing on normal family ideology or image of middle-class family and lecture-centered instruction methods should be changed for students to achieve the competencies relevant to family relations. The future directions for applying core concepts, 'development' and 'relations' in classroom will be discussed.

• Journal of Korean Library and Information Science Society
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• v.31 no.4
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• pp.213-237
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• 2000

The pnpose of the study is to offa the basic data in TQM dcation Ilndel fca h i thrcugh investjga!iOn of m s tlxm-dic hackgnxnd, such as philosophy, pincides, mil2 am？s, aL&atirn mlhods and d y s i s of TQM &cation for h i . For this pnpose, phil&y and pinddes that reprrsentive quality expats in America and jam^, such as bring, Juran, G-osby, Ishkawa, M, wae investigated

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2000.06a
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• pp.279-284
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• 2000

핵심개념 기반의 분석 시스템은 기존의 CFG형태로 기술된 문법의 양을 현저히 줄이고 간투어, 중복발화등과 같은 파싱 불필요 성분을 처리하는 루틴을 개선해 파서의 부담을 줄인 분석 방법이다. 핵심개념 기반 분석 시스템은 동사를 기준으로 문법을 기술한다. 따라서 발화자의 사투리 등에 의해서 동사 정보를 상실한 문장은 분석이 되지 않는 문제점을 가지고 있으며 또한, 문장 분석시 분석 문법을 구성할 수 없는 짧은 발화문같은 경우에도 분석을 하지 못하는 문제점을 가지고 있다. 이러한 문제점들을 해결하기 위해서 본 논문에서는 발화문의 예를 작성해 놓은 예문사전과 발화문이 가지고 있는 종결형 정보를 이용해서 그러한 문제를 해결하고 분석의 정확성을 높였다.

• Annual Conference on Human and Language Technology
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• 2000.10d
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• pp.279-284
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• 2000

핵심개념 기반의 분석 시스템은 기존의 CFG형태로 기술된 문법의 양을 현저히 줄이고 간투어, 중복발화등과 같은 파싱 불필요 성분을 처리하는 루틴을 개선해 파서의 부담을 줄인 분석 방법이다. 핵심개념 기반 분석 시스템은 동사를 기준으로 문법을 기술한다. 따라서, 발화자의 사투리 둥에 의해서 동사 정보를 상실한 문장은 분석이 되지 않는 문제점을 가지고 있으며 또한, 문장 분석시 분석 문법을 구성할 수 없는 짧은 발화문같은 경우에도 분석을 하지 못하는 문제점을 가지고 있다. 이러한 문제점들을 해결하기 위해서 본 논문에서는 발화문의 예를 작성해 놓은 예문사전과 발화문이 가지고 있는 종결형 정보를 이용해서 그러한 문제를 해결하고 분석의 정확성을 높였다.