• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.10-21
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• 2011

The purposes of this study were to classify the objectives in elementary science for the 2007 revised national curriculum in accordance with Bloom's Revised Taxonomy of Educational Objectives, and to compare the classified data of 2007 revised curriculum with 7th national curriculum from a view of creative objectives. For the purpose, the frame and manuel was developed to classify the objectives. In this study, elementary science instructional objectives of third- to forth-grade level were classified through the frame. The finding of this study revealed that the objectives, stated in elementary science for the 2007 revised national curriculum, are biased to the 'conceptional knowledge', 'factual knowledge' and the 'understand' cognitive process dimension. And the remaining dimension of the Bloom's revised taxonomy is very scanty. Comparing with 7th national curriculum, the 2007 revised national curriculum's objectives system has not conspicuous improvement in creativity area. It was suggested to improve present objectives system, because of give learners more experience to opportunity about creativity.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.2
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• pp.49-68
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• 2019

The curriculum in primary and secondary school is at the heart of the education. In education, a curriculum is broadly defined as the comprehensive plan consisting of educational goal and objectives, instructional content, materials, teaching and learning method. Many countries has national level curricula in primary and secondary education, such as the Korea. Korean national curriculum has been revised 10 times. Currently, '2015 revised curriculum' is applied in korea. On the other hand, the Korean library association developed called a 'Library and information life' curriculum for information literacy instruction in 2007. However, this curriculum is based on the '2007 revised national curriculum', so it differs from the system and contents structure of the '2015 revised national curriculum'. Since the primary and secondary school applying the '2015 revised national curriculum', 'Library and information life' curriculum should be revised. Therefore, this study suggests the direction of revising the 'Library and information life' curriculum after comparing and analyzing '2015 revised curriculum' and 'Library and information life' curriculum.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.1013-1026
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• 2012

The 2007 revised social studies curriculum emphasizes history education in particular. Thus the contents of the history section previously scattered through 3rd, 4th, 5th and 6th grades are now integrated into the first and second semesters of the 5th grade in elementary social studies. Therefore, this research intend to gain insights that could be used as a reference when making next social textbooks by analyzing social textbooks of the 7th and the 2007 revised curriculum. The conclusions of comparative analysis on social textbooks of the 7th and the 2007 revised curriculum are as follows: The textbook units according to the 2007 revised curriculum were a reorganization of the contents from the 7th's 6th grade 1st semester contents per unit in a chronological flow. Meanwhile, the topic was introduced to supplement historic contents afresh. The 2007 revised curriculum focused on the life history, cultural history, personal history.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.21-29
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• 2014

This study analyzed the inquiry activities in the 'matter' units from each science textbook for the fifth and the sixth graders developed by the 2007 revised national curriculum, using Practical Activity Analysis Inventory proposed by Millar(2009) to examine types of learning objectives, hands-on contents(what students have to do with objects and materials), minds-on contents(what students have to 'do' with ideas), and logical structure each activity had. The results of this study are as follows: First, most learning objectives of the inquiry activities seems to be suitable for the standards of 2007 revised national curriculum. Second, the standards of 2007 revised national curriculum are properly reflected in hands-on contents of inquiry activities. Third, minds-on contents of inquiry activities are well developed to meet the standards of 2007 revised national curriculum as a whole. Fourth, the logical structures of inquiry activities are mostly adequate for achieving the goals of the 2007 revised national curriculum. In the textbook for the fifth graders, however, all the activities are focusing too much on using students' current ideas to generate a prediction and collecting data to explore or test it. Based on these findings, this research has concluded that learning objectives, minds-on contents and logical structures of inquiry activities need to be designed carefully for students to be exposed to various activities when developing following textbooks.

• Journal of Digital Convergence
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• v.7 no.2
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• pp.21-33
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• 2009

The aim of this study is to find out problems between the '7th National Curriculum' and '2007 Revised National Curriculum' that would initially apply from 2009 and then to suggest better ways to improve computer education in Middle schools. A survey was carried out with a questionnaire. Based on the result, a comparison was made and a suggestion has been derived: Firstly, the computer subject should not be treated as a rival to others anymore, rather it should be considered as an essential subjects. Secondly, teachers who take computer subjects as their major should be allocated to middle schools. Thirdly, computer subjects should be taught systematically from elementary and be continued throughout in order to promote the level of the computer science education. Fourthly, the advantages of computer utilisation should be taken into account to layout the computer curriculum that is practicable and learner-centered. Finally, teachers should recognise the main aim of computer education and teach computer subjects to be useful in education. Though the revised version is not perfect the more the curriculums are revised, the better they might be expected to be developed. Consequently, whenever the newly revised computer curriculum emerges, the defects should be identified and addressed in order to achieve the aim of the computer curriculum.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.80-89
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• 2017

The purpose of this research is to consider whether current science textbook is designed to let children properly obtain scientific knowledge through research study and at the same time provide an implication to help development of science textbook for the 2015 revised curriculum through comparing and analyzing of illustration in science textbooks of grade 5 and 6 published based on the 2007 curriculum and on the 2009 revised curriculum. The conclusion of comparison and analysis on illustration of the grade 5 and 6 science textbooks in the 2007 curriculum and the 2009 revised curriculum as follows. First, according to the comparison and analysis result on in the textbook, science textbook of year 2009 revised for grade 5 and 6 had 1.65 illustration per page and for the 2007 curriculum, it had 1.98 illustrations per page having 0.83 times more illustrations than that of the previous one. Second, the types of illustrations both textbooks had a higher ratio of pictures that are very detailed and objective which can identify scientific facts. In terms of role of illustration, illustrations providing various and realistic data related to the learning for students to have enough scientific experiences accounted for the most ratios.

• Hwankyungkyoyuk
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• v.20 no.2
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• pp.108-122
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• 2007

Recently, a new revised national curriculum('2007 Revised') of the 'Environment' subject for middle and high schools was announced, which is namely the 7th revised national curriculum. In the new national curriculum, the name of the 'environment' subject for middle schools has been unchanged, but the name of the subject for high schools has been changed from the 'Ecosystem & Environment' to 'Environment'. And some of the contents have been revised to incorporate the changed status of environmental education areas since the last announcement of the 'Environment' curriculum, which was in the late of 1997. Especially, in this new curriculum, the concept of the 'Education for Sustainable Development (ESD)' was implemented. The purpose of this research is to investigate the process of developing the new 'Environment' curriculum for middle and high schools and to examine the resulted, new revised curriculum. In order to do these, this research examined the main directions of the revision, compared the new announced curriculum with the current and the proposed one, which was researched by the authors in this article. And this research discussed the process and the announced results of the revised national curriculum of the 'Environment' subject.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.347-357
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• 2012

The focus of this dissertation is on the comparative Analysis of Questions in the 'Matter Units of Elementary Science Textbook between the 7th Curriculum and the Revised Curriculum Year 2007. The results of the comparative Analysis in the dissertation are as follows: There were more closed questions than open questions in these elementary science textbooks both of the 7th Curriculum and the Revised Curriculum Year 2007. Cognitive-memory questions were the most frequently asked in all grade levels. In the Revised Curriculum Year 2007, Convergent thinking questions presented with higher rate than the 7th Curriculum. Divergent thinking questions and evaluative thinking questions was presented with a relatively lower rate than the 7th Curriculum. Question types were applied based on the characteristics of each unit rather than on children's developmental characteristics.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.154-163
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• 2012

In this study, we analyzed the proportions of STS content, components, topics, and types of the activities of STS content in the elementary science textbooks developed under the 2007 Revised National Curriculum. The analyses of the results revealed that the percentage of STS content included was 15.9% by the number of pages, and 13.5% by the lesson hour. By the components of the STS content, the proportion of 'application of science', 'science-technology and our life' and 'social problems and issues' were large. Most STS topics were related to the 'effects of technological developments' and 'environmental issue', and the topics of 'family and population' and 'human engineering' were few. By the types of the activities, reading was the most, and investigation and writing were also found. Compared with those of the science textbooks developed under the 7th National Curriculum, the variety of components of the STS content increased, but the proportion of STS content and the variety of activities of STS content decreased in the science textbooks developed under the 2007 Revised National Curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.66-73
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• 2011

This study aims to compare and analyze the types of teaching-learning activities, themes and percentage of STS contents in the area of "The Earth and the Universe" in elementary science subject following the 7th Curriculum and 2007 Revised Curriculum, identifying how STS education has changed and their features. First, the number of pages where STS appears in the 2007 revised science textbook has increased over 10% compared to the that of the 7th curriculum. In particular, the number of pages in the 5th and 6th graders increased substantially to 15% and 34%, respectively. Second, as a result of analysis on components of STS, 'applications of science', 'local and community relevance', 'social problem and issues', 'evaluation concerned fir getting and using information' were obtained in the order named for the 7th curriculum; while 'applications of science', 'local and community relevance', 'career awareness' and 'social problem and issues' were obtained in the order named for 2007 revised curriculum. Third, with regard to the analysis on theme areas, the 7th curriculum was found to cover the theme on use of natural resources most frequently, followed by environmental problem, while 2007 revised curriculum to cover environmental problem and effects of technical development most frequently, followed by space development and use of natural resources. Fourth, in the area of STS teaching activities, 'investigation activity' showed highest percentage in 7th curriculum, followed by 'analysis of data', and 'research design', while 'analysis of data' showed highest frequency of appearance, followed by "investigation activity' and 'actual activities' and 'research design' in the order named in 2007 revised curriculum, showing that the area of 'analysis of data' and 'actual activities' increased substantially compared to the 7th curriculum.