• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.600-611
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• 2014

In this study, we sampled science writing tasks and investigated their frequency of use shown in the chemistry domain from two sets of 18 middle school science textbooks developed under the 2007 Revised National Curriculum(RNC) and the 2009 RNC, respectively. In addition, we categorized the sampled science writing tasks depending on the cognitive process and type of writing and compared with the results obtained from analysis of global issues presented in the science writings. From the textbooks developed under the 2007 RNC, a total of 183 science writing tasks were identified in which 10.17 tasks per textbook and 1.32 tasks per 10 pages were used averagely. A total of 168 were identified from the textbooks for the 2009 RNC. Among them, 9.33 tasks per textbook and 1.23 tasks per 10 pages were used on average. Comparing with these results, the average frequency of use of the tasks per textbook and per ten pages were decreased, respectively. Moreover, the number of science writing tasks were found in each curriculum varied considerably depending on the units and the publishers, and that the writing tasks were mainly arranged in the finale, wrapping up stage. In the analysis of science writing tasks according to the cognitive process, the highest and lowest frequency of use were observed in the category of 'understand' and 'remember', respectively. According to the classification of science writing tasks based on the types of writing, the writings for the information delivery were most used and the highest frequency of use was observed in the category of 'understand' of the cognitive process belonging to 'information delivery'. As for the results of the analysis of global issues, the number of science writing tasks including global issues increased from 21(11.48%) in the 2007 RNC to 33(19.64%) in the 2009 RNC. Furthermore, science writing tasks associated with protection of environment showed the highest frequency of use in the both curriculums, and it was analyzed that the materials of global issues used in the 2009 RNC were much more diverse.

• 대한지구과학교육학회:학술대회논문집
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• 2011.08a
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• pp.56-57
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• 2011

• Education of Primary School Mathematics
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• v.11 no.2
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• pp.95-103
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• 2008

The 7th national mathematics curriculum was revised in 2007. According to the revision curriculum, new texts and guides are developed and will come into effect for elementary and secondary school in 2009. Some contents are shifted and also newly added at the revision curriculum. This paper analyzed the gap between the revision and the 7th national mathematics curriculum based on the shifts in contents, and investigated on the difficulties that some graders probably will undergo owing to shifting the contents between grades. As a result, several important problems were found in some graders between the revision and the 7th national mathematics curriculum. In particular, some graders could not have a chance to learn some mathematical concepts without another lesson plans. For some graders, special lesson plans and supplementations are required. The brief summary of these supplementations as follows: ⅰ) For entering students in 2005, the supplementations about equations and direct proportion and inverse proportion should be needed at the 6th grade in 2010 or at the 7th grade in 2011. ⅱ) For entering students in 2006, the supplementations about estimations and correspondence should be needed at the 4th grade in 2009 or at the 5th grade in 2010. And the supplementations about the relation of fractions and decimals and the ratio should be needed at the 5th grade in 2010. ⅲ) For entering students in 2007, the supplementations about the addition and subtraction of time using second unit and the addition and subtraction of weight should be needed at the 3th grade in 2009 or at the 4th grade in 2010.

• School Mathematics
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• v.12 no.4
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• pp.667-686
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• 2010

The mathematics curriculum revision is currently underway based on the general curriculum revised in 2009. Two of the controversial issues in mathematics curriculum revision are 'grade band' and 'mathematical process'. To consider the introduction of those two aspects in mathematics curriculum, this study compares and analyzes international mathematics curricula focusing on grade band and mathematical process. As a result, grade band is judged to be not necessary, but mathematical process has a potential to provide practical implication for betterment of mathematics textbook and lesson.

• Journal of the Korean Chemical Society
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• v.64 no.3
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• pp.175-188
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• 2020

The purpose of this study was to analyze chemistry textbooks and teachers' guidebooks from the perspective of 'Ignorance', one of the important features of model. This is because the emphasis is on developing modeling capabilities for students in the 2015 Revised Curriculum. For this, Arrhenius model and Brønsted-Lowry model were selected as acid and base models in neutralization reaction which are important contents in chemistry curriculum. The analysis criteria of this study were extracted by analyzing previous studies and four general chemistry textbooks dealing with 'Ignorance' related to acid and base neutralization reaction. Based on the analysis criteria, we analyzed nine chemistry I textbooks and teacher's guides and six chemistry II textbooks and teacher's guides of the 2015 revised curriculum. In addition, we analyzed contents of four chemistry I textbooks and teacher's guides and three chemistry II textbooks and teacher's guides in the 2009 revised curriculum for comparison according to revised curriculums. We analyzed the contents related to the concept of 'neutralization reaction', 'neutrality', 'quantitative relation of neutralization reaction', 'degree of ionization', and 'ionization constant'. Based on the results of this study, we proposed a way to present 'Ignorance' of the models in teachers' guidebooks that chemistry teachers can understand 'Ignorance' of model and teach modeling capabilities for students.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.267-287
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• 2015

In this paper, based on the results of analysis on types and strategies of estimation in measurement in the textbooks according to 2009 revised elementary mathematics curriculum, the following four implications are suggested for curriculum development and textbook development for a later date. First, it is necessary to reconcile curriculum and textbooks in contents for estimation in measurement. In 2009 revised elementary mathematics curriculum, only estimation in length, estimation in capacity, estimation in weight, estimation in angular measure are presented. However, estimation in time and estimation in area are presented in textbooks. Second, it is necessary to introduce various strategies for estimation in measurement. In teacher's manual, three strategies like using referent, chunking, unitizing are illustrated. But in textbooks, such strategies are not illustrated properly. Third, the meaning of the 'estimate' need to be clarified. In textbooks, 'estimate' are used also in other contexts. Fourth, it is necessary to clarify whether or not to deal with estimation in time, estimation in area, and estimation in volume in the school curriculum. In 2009 revised elementary mathematics curriculum, estimation in time, estimation in area, and estimation in volume are not mentioned explicitly.

• Journal for History of Mathematics
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• v.23 no.4
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• pp.83-100
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• 2010

This paper is to raise several questions in teaching the Graph and Linear Transformation complied with the Mathematics Amended Curriculum announced in 2006 Aug. and then to formulate a plan accordingly. For this, we'll take a good look at the prior studies on the Graph and Linear Transformation after the announcement of the 7th School Curriculum along with the changes in their contents through the process of curriculum. Then we'll check over learning factors of the Graph and Linear Transformation in all 27 kinds of the authorized textbooks - 'Mathematics I', 'Applications of Mathematics', and 'Geometry and Vectors' - and 27 kinds of exercise books issued on 2009. By this, we put measures which improve understanding and apply correctly to the Graph and Linear Transformation in the Mathematics Amended Curriculum to high school teachers.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.181-204
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• 2014

This research aims to have some implications for revision of curriculum and textbooks by analysing connections between the 2009 revised national curriculum and its textbooks in elementary school mathematics. The results of analyses for 3~4 grades can be summarized in four aspects: Firstly, we noticed that the reconstructed achievement criteria were reflected properly in the textbooks except for use of calculators in 'Numbers and Operations'. Secondly, the analysis of connections between unit objectives of textbooks and the reconstructed achievement criteria suggests that 10 units must receive attention. Especially, the range of decimal numbers for adding and subtracting needs to be corrected. Thirdly, mathematical terms and symbols excluding 'unit fraction' were found in the textbooks. Finally, mathematical processes were also fully reflected in the textbooks. However 'simplifying' as a strategy for problem solving was only missing. This result shows good or poor connections between the curriculum and its textbooks, therefore it is expected to be used effectively to revise the national curriculum for mathematics and its textbooks.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.3
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• pp.5-26
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• 2023

Curriculum is essential for primary and secondary education. The development of the 2022 revised curriculum, which is Korea's national level curriculum has been completed. Nevertheless, the library and information life, which are curriculums for information literacy instruction remain in the structure of the 2009 curriculum. In this study, I analyze the structure and contents of the curriculum for information utilization education in Pennsylvania, USA, identify trends in information literacy instruction, and present the direction of revision of library and information life. The Pennsylvania curriculum for information literacy instruction has an overall structure consisting of long-term transfer goals, big ideas(inquire, include, collaborate, curate, explore, engage), concepts, competencies, and essential questions. In addition, there is a detailed structure consisting of stage l(desired results), stage 2(assessment evidence of learning) and stage (learning plan).

• Journal of the Korean Chemical Society
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• v.58 no.2
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• pp.210-220
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• 2014

In this study, the illustrations in the 27 middle school science textbooks developed under the 2009 Revised National Curriculum were analyzed in the aspect of gender-role stereotype, and the results were compared with those of the 2007 Revised National Curriculum. The results of the analyses revealed that male pupils in the illustrations appeared more frequently than female pupils at all grades, and that the gender gap of pupils appeared in the illustrations slightly increased in comparison with those of the precedent curriculum. Similar to those of the precedent curriculum, the gender gap in other activities were particularly large regardless of publishers. In the illustrations of adults, the frequencies of male outnumbered female, and highly gender biased compared with those of pupils to mean that gender bias in the illustrations of adults were not improved at all. While the ratio of female was high in house works, that of male was high in outdoor activities regardless of publishers. The gender gap in outdoor activities increased in comparison with that of the precedent curriculum. Most occupations illustrated were male-dominated, and the majority of scientists were portrayed as male.