• Journal of Science Education
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• v.38 no.3
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• pp.599-611
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• 2014

The purpose of this research is to analyze creativity-personality activities given in the high school science textbooks, which developed according to 2009 Revised Science Curriculum, and to examine how goals of new science curriculum were reflected in sceince the textbooks. An analysis shows that the proportion of inquiry is the best high among the types of creativity-personality activities. Also it is organized for a various activities such as reading, writing and debate. As a result of analyzing creativity-personality activities regarding creative thinking and personality element, a variety of creative thinking and personality element was not composed. The creative thinking is primarily divergent thinking, convergent thinking and associative thinking appears in order. In addition, the caring of personality elements is the most, and then honesty, cooperation and responsibility appears in order. Thus, it is necessary to structure a variety of activities for edification of creativity-personality in high school science textbooks. As an analysis of creativity-personality activities regarding elements of the decision-making, the review process do not appear at all, and there are few decision points generally. Therefore, a rational decision making for the sake of edification should be provided with specific decision-making factors.

• The Journal of Korean Association of Computer Education
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• v.12 no.5
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• pp.63-74
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• 2009

In this study, the contents of the revised curriculum in 2007 for the area of 'Information Society and Information Technology' in 'Informatics subject matter for middle school have been analyzed. In addition, evaluation standards have been suggested based on the achievement standards, which have been detailed according to the analyzed results in the study. Since the suggested achievement and evaluation standards have been developed based on the revision of the curriculum, the results in this study are expected to be helpful especially in 2010 for teaching and learning activities such as setting up the educational objects for teaching and learning, developing evaluation methods, improving the teaching and learning methods, setting the level and range of teaching and learning area, and etc.

• School Mathematics
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• v.18 no.4
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• pp.839-856
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• 2016

In 2009 revision and 2015 revision mathematics national curriculum, 'proof' was moved to high school from middle school in consideration of the cognitive development level of students, and 'proof by contradiction' was stated in the "success criteria of learning contents" of the first year high school subject while it had been not officially introduced in $7^{th}$ and 2007 revision national curriculum. Proof by contradiction is known that it induces a cognitive conflict due to the unique nature of rather assuming the opposite of the statement for proving it. In this article, based on the logical, mathematical and historical analysis of Proof by contradiction, we looked about the introductions and the applications of the current textbooks which had been revised recently, and searched for improvement measures from the viewpoint of discovery, explanation, and consilience. We suggested introducing Proof by contradiction after describing the discovery process earlier, separately but organically describing parts necessary to assume the opposite and parts not necessary, disclosing the relationships with proof by contrapositive, and using the viewpoint of consilience.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.69-84
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• 2017

The purpose of this study is to review how to introduce a division algorithm in mathematics textbooks which were applied 2009 revised curriculum. As a result, the textbooks do not introduce the algorithm in the context of division by equal part. The standardized division algorithm was introduced apart from the stepwise division algorithms and there is no explanation in between them. And there is a lack connectivity between activities and algorithms. This study is expected to help new curriculum and textbook to introduce division algorithm in proper way.

• Journal of Science Education
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• v.37 no.3
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• pp.446-457
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• 2013

The 2009 Revised National Curriculum introduces plans for the "intensive course completion system". This study investigated students' learning satisfaction with and perceptions of Life Science in the humanities and social science course in general high schools according to the implementation of the intensive course completion system in the 2009 Revised National Curriculum, and analyze relations with gender and with academic achievement levels. The findings are as follows: First, the students in the humanities and social science course recorded an overall low learning satisfaction in Life Science through the intensive course completion system. It was analyzed that they especially found it burdensome to take the lessons four hours per week in one semester according to the system. Second, the students in the humanities and social science course didn't have positive perceptions of a need to study Life Science when considering their future career choices, but they positively perceived when considering its educational benefits. Third, the more learning satisfaction with Life Science they had according to the intensive course completion system, the higher learning perceptions they had. Finally, the girls showed a higher level of learning satisfaction and perception than the boys. The higher their academic achievement was, the higher their learning satisfaction and perception level became.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.67-90
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• 2018

The purpose of this study was to develop and apply the practical problem-based teaching·learning process plan for 'interacting with neighbors' of home economics subject. The plan consisting of 3 lessons has been developed and implemented according to the ADDIE model. Various activity materials (7 student's activity sheets, 3 reading texts, 1 homework sheet, 3 sets of ppt, 6 videos, and 3 teacher's reading texts) as well as questionnaire were developed for the 3-session lessons. The plans were implemented by the researcher to 204 freshmen, 8 classes, of C middle school in Seoul during september, 2017. The result, of students' lower level of actual participation in interacting with neighbors comparing to their interests in, supported the need of this study. Students were satisfied with the whole 3-lessons in the aspects such as beneficial usage of the contents in their daily life and in building the sense of community, as well as adequacy of materials and activities. Students also reported that they would highly aware to the importance of interacting with neighbors and to practice the contents learned from the lessons in daily life at community. They had an opportunity to reflect one's own attitude to neighbors and recommended to teach it to other schools, too. It can be concluded that the teaching·learning process plan for 'interacting with neighbors' would raise students' housing values living together and attain the overall objective and achievement standards of 2015 home economics middle school curriculum.

• School Mathematics
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• v.16 no.2
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• pp.259-283
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• 2014

This research investigated the Revised mathematics curriculum and the National Achievement Test of Japan that advanced by leaps and bounds in PISA 2012. As compared with Korea, Japan shows similar trends in the affective domain and the cognitive domain of international achievement test. To put it concretely, this research compared and analyzed the mathematics contents domain of the 2009 revised mathematics curriculum of Korea and the 2008 revised mathematics curriculum of Japan being applied. The analysis was conducted in many aspects including overall of Japanese mathematics education system, the contents to be covered in each grade, and the methods of essential learning themes. We compared the mathematics contents dealt with each country based on the framework of analysis such as