• Journal of Korea Multimedia Society
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• v.22 no.3
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• pp.403-416
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• 2019

The purpose of this paper was to analyze multicultural elements and propose measures to strengthen them in the 2009and the 2015 school curriculum. Based on Kim Cheong-ha (2015), the multi-cultural guidance elements and Bennett (2003:32-35) the target system and Choi Moo-sung and Kim Soon-ja (2009) were reconstructed and analyzed. Multicultural elements shown in the 2015 revised curriculum were analyzed for cultural diversity, recognition and tolerance, community awareness, and self-identity. The analysis targets analyzed multicultural elements of 'seeking human beings', 'core competences' and 'school organization and operation' during the elementary education curriculum in 2009. As a result of analyzing the multicultural elements of the former primary education process, 'cultural diversity' is 1,Recognition and tolerance'0, community spirit'3, and 'self-reliant'2 total6. In the new elementary school curriculum, 18 were analyzed as 'cultural diversity'1, 'Recognition and tolerance'1, 'community spirit'8, and 'self-identity'8. The first analysis of multi-cultural factors appearing in the new elementary school curriculum should include the addition of multicultural elements 'cultural diversity' and 'cultural diversity area' and 'education and tolerance' to the following: Second, to grow into a balanced multicultural society member, it proposes an enhanced multicultural curriculum in four areas: cultural diversity, recognition and tolerance, ccommunity spirit, and self-identity.

• Journal of the Korea Fashion and Costume Design Association
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• v.16 no.4
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• pp.137-156
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• 2014

This study focuses on the middle school textbook Technology Home Economics 2, revised in 2009, and aims to analyze the clothing-related contents within the Technology and Home Economics curriculum. All Korean elementary, middle and high school curricula have evolved through a number of changes and repeated revisions from their first versions, and reached their current seventh revised edition in 2009. Over this process, subjects connected to home economics have formed the following structure: Practical Courses in elementary school (5thand6thgrade)and Technology and Home Economics in middle and high school. The curriculum contents of the subjects Technology and Home Economics are divided into Development and Family, Clothing, Dietary Life, Habitation, Home Management and Consumption. Each curriculum teaches the students about its respective contents, e.g. Clothing brings the students in contact with clothing-related matters. Curricula and education methods help students find their own interests during middle and high school. Their school studies determine what majors they are seeking to choose in college and university. There are diverse university programs in Korea that are related to clothing. The above-mentioned textbook deals with clothing in the chapter Eco-friendly Clothing and Mending Habits. The results of this analysis shall help the development of the constantly changing textbook curricula, and furthermore become a reference to middle and high school students who aspire a practical and creative clothing education.

• East Asian mathematical journal
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• v.31 no.2
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• pp.275-299
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• 2015

The purpose of this study is to provide an opportunity for better understanding and application of 2009 revised elementary school mathematics textbooks through survey data and focus group interview on structures of textbooks. First, We collect online survey results which 2333 elementary school teachers participated. Next, We interview focus group(8 teachers) about shapes of textbooks, quantity of learning contents, activities and problems for evaluation in the mathematics lessons. Storytelling is especially issued in the 2009 revised mathematics curriculum. We intensively discuss learning and teaching methods with application of storytelling textbooks; interests of students, role of storytelling textbooks etc. As results of analysis, the positive rate to use the 2009 revised textbooks is relatively high about shapes and activities of textbooks. But there is more considered about storytelling method. Storytelling may be positive on improvement of learning interests and participation of students. In order to develop these advantages, studies in relation of storytelling are more proceeded and teaching materials for teachers are required effectively in order to applicate to the elementary school.

• Journal of the Korean Geographical Society
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• v.49 no.6
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• pp.949-969
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• 2014

The purpose of this study is to analyze the share of global citizenship education in the 2009 Revised Social Studies (geography area) School Curriculum of the Republic of Korea. I selected the achievement standards of the geography domain in the fifth and sixth grades as the subjects of analysis. The chosen subjects were examined using content analysis: I used KrKwic, a Korean language content analysis tool, to analyze the content and drew a semantic network of the analysis results using UciNet/NetDraw. I found that the geography domain of the 2009 Revised Primary School Curriculum included the concepts of and factors of global citizenship education. However, global citizenship education did not account for a major portion of the curriculum, and the curriculum achievement standards were noticeably nation-state centered. Global citizenship education factors were not closely associated with to other related factors in fact, they even revealed a isolated pattern. These findings suggest that the inclusion of global citizenship education in primary geography education is limited, because the connections between global citizenship education and related contents, such as the environment, sustainable development, conflict, and cooperation, are probably impeded. Globalization accompanies the transformation of territories, identities, and the relations between nation-states and the world, although nation-states continue to play a significant role in the globalized worlds. Therefore global citizenship education, a educational trend focusing on the global community, is particularly important and is required in the geography curriculum of the global era. I expect that the examination undertaken in this study to contribute to future curriculum revisions regarding globalizatin and global citizenship.

• School Mathematics
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• v.17 no.1
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• pp.1-18
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• 2015

The mathematical processes are strongly emphasized in 2009 revised national curriculum for mathematics and are expected to be complemented and extended in 2015 revised one. This study aims to investigate how much the processes are being implemented in mathematics classroom and select some elements which need complementation. To do this, we selected the mathematical practices of CCSSM as a reference, because it plays the corresponding role in the United States to the mathematical processes in Korea. We recognized common elements and different elements between the two and analyzed. Considering those, we searched the possibility of newer mathematical process and analyzed the 4th grade mathematics textbooks in relation to questions for mathematical practices. We provided the results of analyses and several suggestions for revising mathematics curriculum and textbooks.

• Journal of Science Education
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• v.39 no.2
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• pp.239-254
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• 2015

The aims of this research were to analyze and compare verbs in the contents of the 7th, 2007, and 2009 revised national curriculum for elementary and middle school science. After the investigation of 1383 verbs in description of achievement standards and inquiry, we found that 'to know'(15.0 %) in elementary school and 'to understand'(24.2 %) in middle school were the most frequently used ones, totally in these three curriculums. In the 7th national curriculum, frequently used verbs in elementary school were ones related with inquiry such as observation, investigation and so on though 'to understand' had the most common verbs. Secondly, 'to explain' ranked top among verbs in the 2007 revised national curriculum. It showed some possibility of influences of the discussion-oriented situation at that time. Finally, however, in 2009 revised national curriculum, 'to know' and 'to understand' occupied the first and second portion of the verb distribution. In addition, 'to understand' and 'to observe' were used evenly through three curriculums but the portions of 'to know' increased through curriculum revisions. Some implications and discussions were also added with suggestions for further researches.

• Journal of the Korean School Mathematics Society
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• v.18 no.2
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• pp.169-186
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• 2015

According to changes of college admission policies and the first application for 2009 revised mathematics curriculum, we should redefine characterization of mathematics section in 2017 College Scholastic Ability Test(CSAT) and prepare a plan on details of making questions related to it. Specially, we need to reflect the voices of the school site in order to determine the method of making CSAT questions which is consistent with the intent of it and contributes to the normal operation of high school curriculum. In this study, we polled out 312 schools among 2,338 high schools nationwide and math teachers of the schools were been chosen were surveyed. The sampling method used a proportionate stratified sampling by the department of education. Analyzing the results of the survey, We redefined characterizations and roles of mathematics section in 2017 CSAT and suggested the details including questions distribution according to optional object of 2017 CSAT mathematics section.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.798-808
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• 2011

The purpose of this study was to explore middle school students' perceptions about earth systems in order to implement the 2009 revised national science curriculum effectively. A total of 1219 students participated in the survey and asked to determine their basic understandings about earth systems, self-reported knowledge level, and perceived significance level of the 23 earth systems concepts (contents). In relation to students' basic understandings about earth system, approximately 67% students reported that they didn't know about the term of the earth system. Atmosphere and hydrosphere were highly perceived as major component of earth system. However, cryoshere was perceived to be least familiar by the subjects. The findings also showed that students' self-reported knowledge level and significance level about major ESU#4, #5, #6 related concepts (contents) were significantly different by gender. Most of male students were more knowledgeable and perceived more significant than female students. Regarding the difference of the perceived significance level by grade, 10 out of 23 concepts were significantly different. Some implications for implementing the revised curriculum and school fields were discussed.

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.5
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• pp.23-33
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• 2011

To ensure the effective operation of a curriculum, facilities and equipments should be properly supported. Therefore, changes are required for educational facilities in accordance with the curriculum, revised 10 times in total from 1945 to 2011, but it's true that the facility and equipment laws, which are the standards of facility and equipment changes, did not adapt to the changes. After 'the Act on Standards of School Facilities' was repealed, 'the Act on Establishment and Operation of the Schools,' the corresponding law for the purpose of spatial configuration for teaching and learning methods, was enacted in Sept. 1997. This law has been active for 14 years and revised 11 times thereafter. It has also been decided to often revise the curriculum, so the 7th National curriculum has undergone 6 times of minor revisions. Among them, the most recently revised 2009 curriculum is to be applied for elementary school 1st and 2nd grade, middle school 1st grade, and high school 1st grade from the beginning of this year of 2011. Hereupon, the purpose of this study is to research on the revisions of the school facility and equipment standards which can support the curriculum revised in 2009 and thereafter by examining classrooms and facilities as the learning space that can respond to the changes of school functions and systems with curriculum transition, of teaching and learning systems, and of subjects.

• Korean Journal of Human Ecology
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• v.24 no.2
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• pp.297-325
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• 2015

The purpose of this research is to analyze content elements of Housing area in 2013 middle school Technology Home Economics textbooks 1 and 2, total of 22 according to 2009 revised curriculum. The analysis method was content analysis, focusing on contents of main text, tables & figures, reading material, and activity materials by their content elements. This research will contribute in obtaining suggestion for the post curriculum/textbook development and helping teachers to perform a lesson. The results are as follows. First, Housing area included 1 to 4 content elements per each units, from 2 chapters and 6 units. The content elements stated in Home economics curriculum were total of 16 which consists of 'the meaning of housing,' 'housing types,' 'family forms,' 'family life style cycle,' 'life style,' 'neighboring environment,' 'co-living values,' 'air environment,' 'heat environment,' 'light environment,' 'acoustic environment,' 'space division,' 'circulation', 'effective use of space,' and 'sustainable dwelling practice.' All of these components are dealt with in every textbooks. Second, the numbers of content elements provided in each textbooks were the same, however they showed difference in their contextual aspect. Some contents need supplemental material for their lacking content element. Others need proper understanding of the concept because some showed different contents from the appropriate content elements. Third, repetitions in content elements were observed, the contents of 'co-living values' in textbook 1 and 'sustainable dwelling practice' in textbook 2 were similar in terms of eco-friendly housing, co-housing and universal housing. These two content elements should be merged as one next curriculum, or should be stated together in one subunit.