• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.81-99
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• 2010

This study was motivated by the fact that the educational curriculum needs revising as the contemporary society undergoes dramatic changes; this change demonstrates that Korea society now turns into a multicultural community. In this vein, this study aims to examine how the national Home economics curriculum (revised in 2007) incorporated the essence of multicultural education program and that of international understanding program into the coursebook, and to suggest which part of the coursebook needs revising to enhance its validity. To attain this goal, this research was conducted to analyze how two programs are implemented in secondary school, and to propose how those programs should be developed to address the immediate needs of the current society. To illustrate, this study examines a variety of theories and methodology on how multicultural education program should be implemented along with the current situation of Korea society. In addition, quantitative research was conducted to acquire empirical data from 6 coursebooks the frequencies of statements and visual aids that are considered to be directly reflect the essence of two programs. The results demonstrate that two programs are relegated into a lesser position compared to other programs; furthermore, they lack materials to deepen students' understanding about multicultural society and international relations. Therefore, the considerable revision needs to be conducted to embrace the essence of multicultural society and international understanding programs, and sensitize students to the immediate needs of the current society.

• Journal of the Korean Geographical Society
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• v.51 no.6
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• pp.935-955
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• 2016

This study aims to analyze the changes of goals and contents of middle school geography education following up the changes in the Korean social studies curriculum over time. The main findings are as follows. First, From the Syllabus period to the Third Curriculum, geography education, history education, general social studies education in the middle school social studies were directed and managed independently. However from the 4th to the 7th Curriculum, the demand for the virtual integration in middle school social studies increased sharply. Since 2009 revision, social studies suffered an identity crisis as integrated subject matter because history education was separated from the social studies and interdisciplinary units were abolished. In spite of much criticism, however, an odd form of social studies integrating geography and general social studies still remains. Second, the stronger the demand for the social studies integration in middle school, students' social studies learning load had become heavier due to severe competition with other areas to ensure more portion in the integrated structure of social studies. Since geography education did not reflect the new tendency of the geography in the integrated structure of middle school social studies, the gap between the geography and geography education has increased and knowledges of geography growing became separated from students' experience. In conclusion, the integrated structure of social studies in the middle school hindered the geography education development as it limited the autonomy of geography education in terms of curriculum development.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.843-863
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• 2010

The basic purpose of 2007 revision curriculum is content of activity oriented, management of differentiated instruction, communication, introduction of story mathematics, mathematical exploration and problem solving ability and so on. In this paper, we investigate some characteristics of number teaching in the primary school of New Zealand. Especially, focused on materials and methods and so on. So we've got the following results. First, there are no fundamental differences in materials and methods in teaching number between Korea and New Zealand but in New Zealand there are no national textbook like us so there is a possibility not to teach number systematically like our Korea. On the contrary, they divide number region from one to six level and are offering achievement objects, suggestive learning experiences, sample assessment activities for each level and also they do not guide activities itself in detail like us and so have learners themselves think about the given problems. Second, there is a strategy stage in getting knowledge about number in New Zealand and so children can take advantage of this steps according to the type of problems. Third, it must be developed some materials and idea to reach the learning purpose rousing interest of children.

• Journal of the Korean earth science society
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• v.28 no.2
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• pp.169-178
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• 2007

In this research we diagnosed the actual status of the 7th National science elective curriculum and suggested a way to select and organize the content of the new science elective curriculum. The first science education reform was grounded in the structuralism where the structure of discipline was valued above everything else. On the other hand, the second science education reform suggested alternative interpretations of students' opportunity to learn, putting a brake on the structuralist thinking. According to the survey result, the majority of the science elective courses are in need for revision because the contents are overcrowded, too difficult in light of students' learning readiness, failed to draw students' interest in science, and are overlapped and repeated among the 10th grade science, high school science I and II. In particular, Earth Science II and physics II are the most unfavorable courses among students. Thus, we recommended a fundamental change be made in the new curriculum in addition to the optimization of the content. In this paper, we suggested 'topic-centered content organization' for the science elective course I, i.e., Physics I, Chemistry I, Biology I and Earth Science I that is designed for both science track and non-science track students. Since curriculum provides students with an 'opportunity to learn', a curriculum study should focus on what the 'opportunity to learn' is that students ought to be offered. Based on the result of this study, we recommended one way to select and organize the content of high school elective curriculum.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.745-762
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• 2015

In order to examine the change in mathematical inclinationn of middle level engineering college freshmen, we analyse the change of mathematical inclination between 2011 year and 2015 year freshmen who took college scholastic ability test which are based on the national mathematics curriculum 7th and 7th revision, respectively. In medium-sized D university, 2011 year and 2015 year engineering freshmen were taken the test for mathematical inclination, the survey for mathematical background and the recognition of college mathematics and basic mathematical ability test. The outcomes of this survey are followings: Firstly, between 2011 year and 2015 year freshmen, the mean of confidence and flexibility are same, but the 2015's mean of willpower, curiosity, value and esthetics are greater than 2011's. Secondly, in the mean of flexibility, willpower and curiosity, natural science's mean is greater than humanity's. Thirdly, the mean of mathematical inclination's factors is depend on college mathematics goal. Fourthly, there is little correlation between mathematical basic ability and mathematical inclination. Moreover for 2011 year and 2015 year freshmen, the mean of mathematical inclination's factors except value is proportional to mathematical basic ability. For the success of college mathematics in engineering college, this study suggests that high school mathematics curriculum and college scholastic ability test must contain calculus. We also suggest that college mathematics class must be focused on mathematical inclination improvement.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.471-489
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• 2012

2007 Curriculum Revision adopted new Inquiry Activities in mathematical textbooks. So it is critical to analyze the problems of actual application of Inquiry activities in the classrooms. For this purpose, we analyzed the Inquiry activities of Measurement Area of the textbooks and find the appropriate solutions. Secondly, we develop the reorganization materials to fix and solve the existing problems found in the previous problem analysis, and apply the development materials and examine the effects afterwards. The results of the survey indicated that most of teachers are well aware of the importance of Inquiry Activities. However, many teachers answered that Inquiry activities does contain neither diverse strategic approaches nor solutions accommodating with various learning levels of students. The most difficult points to educate Inquiry Activities are that it is difficult to teach students based on individual learning level and that activities consist of mainly short answers that makes it difficult to do in-depth Inquiry Activities. Analyzing Inquiry Activities in the textbook shows that Inquiry Activities in some chapters were constructed as simple sentence questions or presented with the solving process in the questions themselves. The following application classes were implemented by partially taking advantage of the newly developed reorganization materials. Then, the effects were measured by before and after questionnaires, the survey to teachers, and the results of activities. The reorganization materials were effective at arousing the curiosity from students as well as enabling the natural ability-level driven classes.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.95-118
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• 2013

The purpose of this study was to analyze the contents of housing related to characters, objectives, and contents of FCS curricular from the 1st to 2009 revised curriculum of secondary school. The data were downloaded from the NCIC homepage(http://www.ncic.re.kr/2012. 04. 08) from the 1st(1955. 08) to 2009 revised curriculum(2012. 03) of secondary school. After examining the characters and objectives of each curriculum, contents of housing was analyzed by units and context elements of middle and high school separately. The titles of the subject, the objectives, the instructions, the leaning spheres, weekly hours, grade and gender of candidates, the emphasis of the instruction, etc. have been changed through the curriculum revision. The 6th curriculum was the main period to open to both genders, the $7^{th}$ was the period to combine with technology, the 2007 version was to change the structure of contents of home economics, and the 2009 version switched technology home economics from mandatory to optional in high school. The character of the courses was presented at the 1st curriculum, but it was left out from the $2^{nd}$ to $5^{th}$ curriculum. From the $6^{th}$ curriculum, the characters were separately given to middle and high school. The character of housing area started to appear only in high school home economics from the $7^{th}$ curriculum. The course objectives were described in all curriculum of both middle and high school. This applies to housing area as well. The course objectives have been modified in order to reflect value changes due to social issues. During each curriculum, contents of housing continued to change in context, course load, and candidates. Reflection of housing trends and social needs were the main causes of the change. 2009 version emphasizes on eco-life and sense of community.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.61-79
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• 2010

The purposes of this study were to develop lesson plans of library assisted practical problem-based teaching-learning for 'life and career planning' unit in high school Technology Home Economics Subject and to compare the learning effect of this lesson plan with that of practical problem-based teaching-learning in class. The change in student's perception about home economics subject was also compared after two types of teaching-learning process. The contents of the high school Technology Home Economics textbooks and curriculum guide book for the year of 2007 curriculum revision were analyzed. Based on these analysis 10 library assisted practical problem-based teaching-learning lesson plans on 'life and carrer planning' unit were developed. The high school students living in Gyeonggi province as an experimental group participated in library assisted practical problem-based teaching-learning. The control group of students who had same condition with the experimental group were taught by same lesson plans in class. After the experiment, the changes in attitudes toward life and career planning and in perception about Home Economics subject were analyzed using Analysis of Covariance. The more significant positive attitudes toward life and career planning were found in the experimental group of students compared with those of the control group of students. And compared with the control group of students, the experimental group of student perceived more positively about characteristics of Home Economics subject. Thus, the following conclusion was made that the library assisted practical problem-based teaching-learning could be one of the useful teaching-learning methods to improve attitude toward life and career planning and perception about Home Economics subject.

• Journal for History of Mathematics
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• v.26 no.1
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• pp.57-83
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• 2013

This study focuses on the use of mathematics notes in elementary school mathematics classes as a way of practicing mathematical communication, which was introduced as one of the main themes in the 2007 Mathematical Curriculum Revision. We investigate, through interviews with teachers and questionnaires, why and how mathematics notes are used and what are included in them, finding out various aspects of the use of mathematics notes such as the purposes, the necessities and the types. We draw some helpful suggestions for using mathematics notes in classes which has positive effects such as enhancing students' mathematical thinking and calculation ability. This study is to provide teachers with an appropriate information and basic materials on the use of mathematics notes.

• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.115-131
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• 2007

Philosophical and social backgrounds and inquiring into new direction of Practical Arts and Home Economics Education is done through this paper. The overall review of the related documents, records, books has been done, and research findings are presented as follows; Thought(Educational theory and Philosophy) for Korean Practical Arts Education is based on Learning to Labor, Practical Science and Pragmatism. Korean curriculum for Home Economics were originated in Confucianism background, which stressed the importance of different gender roles for men and women. However, Korean Home Economics based on Home Economics Subject Matter has been developed without philosophical base unlike that of American Pragmatism and Critical Theory. Therefore, scientific recognition in a section of value recognition was separated and developed so far. Thus, we could not answer to social missions about keeping values of life corresponding with changing environment I also observed the analysis of revision curriculum of the mentioned subject, and the changes of concepts of Work and Prasix, necessity of Home Economics Education for fixing about a basic life education and a basic life skill, and reinforcement of the function in Home. And then, new directions is proposed that the role of Home Economics Education in school be reinforced for the upcoming low birth rate and the aging society(high proportion of the aged people). Because Characters on correct values of children and youths might be nurtured in home foremost.