• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.43-60
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• 2017

The purpose of this study was to compare the configuration changes of content elements and inquiry activities between 2009 and 2015 revised national elementary school science curriculum, and to examine the trends in achievement standards. The results of this study were as follows. First, the number of content elements presented in the 2015 revised science curriculum was slightly decreased in comparison to 2009 revised one, but fell short of goal level for revision, that was to cut 20 percent of present achievement standards. The characteristics of changes in achievement standards were to enhance the relation to practical life, to integrate the content elements separated, and to adopt the achievement standard to introduce new concept. Second, the number of inquiry activities presented in the 2015 revised science curriculum was also slightly decreased, and to be linked with the changes of achievement standards. In some cases, the range of inquiry activity was adjusted, or the unit to present it was changed. Teacher should know exactly about the elements to be changed in the 2015 revised national elementary school science curriculum, and it will be needed them to make an efforts in the cause of its smooth application.

• International journal of advanced smart convergence
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• v.9 no.2
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• pp.147-156
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• 2020

ACM's CSTA has drafted standards for computing curricula and recommended them to schools in the United States. The five core concepts of the US elementary school computing curriculum are computing systems, network and the Internet, data and analysis, algorithms and programming, and impacts of computing. In 2005, Korea prepared ICT education guidelines, including five fields, their subfields, and achievement criteria for each subfield. In the 2015 revised curriculum, software education was introduced and five achievement standards were set. The ACM CSTA has 18 achievement criteria up to K-2 and 21 achievement criteria up to K-5. If we compare the 39 achievement standards of the US to Korea, Korea's 2005 ICT education guidelines include 25 of these, and the 2015 revised curriculum includes 5 of them. In this study, we aim to study the CSTA achievement criteria that second graders should know and the achievement criteria that fifth graders should know. This is compared and analyzed with Korea's 2005 ICT Guidelines and 2015 Software Curriculum. In comparison with the number of achievement standards, the US elementary school's computing achievement standards are much higher than in Korea. Comparing with each standard, there are many areas that are not covered in Korean curriculum, and we can see that the 2015 curriculum has rather receded from 2005.

• Journal of The Korean Association of Information Education
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• v.23 no.1
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• pp.9-18
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• 2019

In this study, the contents of the Software Education area included in the Practical Art textbooks of the elementary school were analyzed based on the achievement standards of the Software Education in the 2015 revised curriculum for exploring the characteristics of the Software Education and the direction to go. According to the results of the analysis, the five achievement standards presented by the Ministry of Education were assigned to 17 or 18 times according to the textbooks. Unplugged activities related to Algorithm and unplugged activities related to Computer Science were included in textbooks. Contents of [6P04-09] and [6P04-10] standards were shown differently according to textbooks.Based on the results, it is suggested that Subsequent studies with quantitative and qualitative analysis for six kinds of textbooks should be continue.

• Journal of the Korean Chemical Society
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• v.63 no.3
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• pp.196-208
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• 2019

This study analyzed achievement standards in the 2015 revised Science Education Standards as well as activities and assessment items in grade 7 science textbooks using science core competencies and subcomponents. Scientific participation and lifelong learning capacity was not involved in the achievement standards. Logical thinking of scientific thinking capacity, planning and carrying out investigation, analyzing and interpreting data, developing and using models, and constructing explanation of scientific inquiry capacity, collecting and selecting information of scientific problem solving capacity, and using various communication methods of scientific communication capacity were involved in the achievement standards. All five scientific core competencies including all subcomponents except rational decision making of scientific problem solving capacity and understanding and coordinating diverse thoughts of scientific communication capacity were involved in activities of science textbooks. All five scientific core competencies were involved in assessment items of science textbooks. Logical thinking and creative thinking of scientific thinking capacity, planning and carrying out investigation and constructing explanation of scientific inquiry capacity, identifying problems, collecting and selecting information, suggesting solutions, and performing of scientific problem solving capacity, using various communication methods, arguing based on evidence of scientific communication capacity, and being interested in science technology and society issues of scientific participation and lifelong learning capacity.

• Journal of the Korea Society of Computer and Information
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• v.21 no.1
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• pp.181-189
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• 2016

This study examined three elementary school computing curriculum - the CSTA K-12 computer science standards, the computing programme of the national curriculum in England, and the 2015 national curriculum in Korea - focusing on the educational objectives with the perspective of the revision of Bloom's Taxonomy of Educational Objectives. The CSTA K-12 computer science standards mainly addressed applying procedural knowledge and using digital technology is the main theme. The computing programme in England concentrated on understanding factual and conceptual knowledge of computer science, such as algorithms. The 2015 national curriculum also addressed applying procedural knowledge, but the main focus is making softwares and robots. The findings of this comparative analysis suggest that it is needed to set up concrete educational objectives for lower grade and make them related to the secondary education to make more coherent elementary-level learning objectives. And elementary-level computing learning objectives are needed to be organized with the perspective of knowledge and cognitive process level.

• Journal of the Korean Chemical Society
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• v.63 no.6
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• pp.486-504
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• 2019

This study analyzed achievement standards in the 2015 Science Education Standards as well as activities and assessment items in the Integrated Science, Chemistry I, and Chemistry II textbooks using science core competencies and subcomponents. All five scientific core competencies, in order of scientific thinking capacity, scientific inquiry capacity, scientific communication capacity, scientific problem solving capacity, and scientific participation and lifelong learning capacity, were included in the achievement standards of Integrated Science. Scientific thinking capacity, scientific inquiry capacity, and scientific communication capacity were included in the achievement standards of Chemistry I. The achievement standards of Chemistry II only included scientific thinking capacity. All five scientific core competencies were involved in activities of Integrated Science, Chemistry I, and Chemistry II textbooks and the highest propotion was scientific thinking capacity and scientific inquiry capacity. All five scientific core competencies were involved in assessment items of Integrated Science, Chemistry I, and Chemistry II textbooks and the highest proportion was scientific thinking capacity.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.163-175
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• 2020

The purpose of this study is to propose a method for analyzing suitable achievement standards for the nature of science curriculum. This can be done by introducing various analysis methods, as well as using practical examples to analyze the achievement standards that are the starting point for teaching and learning in the 2015 revised curriculum. In this paper, three methods are shown: ① the method suggested by the Gyeonggido Office of Education, ② the method using understanding verbs of backward design, ③ the method using Bloom's revised taxonomy. In addition, we propose a method to analyze the achievement standards of science curriculum utilizing the characteristics of science curriculum. This method takes advantage of the above three analysis methods. After separating the content and performance verbs, subdividing the performance verbs into the performance verbs of six aspects of understanding and restatement of the achievement standards, the restatement of achievement standards enabled the analysis of in-depth achievement standards by linking to a process-focused assessment plan considering the level of thinking by utilizing the two-dimensional framework of Bloom's revised taxonomy. Through this study, I hope that elementary school teachers will develop meaningful teaching and learning methods that utilize the essence of the subject through in-depth analysis of the achievement standards of science as a subject.

• The Mathematical Education
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• v.59 no.4
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• pp.357-371
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• 2020

In the 2015 revised math curriculum, core competencies have been embodied and presented as skills and achievement standards. In this study, I analyzed aspects of the link between competencies, skills and achievement standards in the 2015 revised mathematics curriculum for elementary schools. According to the study, six mathematics curriculum competencies were presented evenly as 'skills' in each content area of elementary school, but reflected some of the sub-components of the curriculum, and some of them were presented as 'skills' but not as 'achievement standards'. In addition, the types of skills reflected in the achievement standards varied greatly by content area, but a few of specific skills such as 'understand' were found to be highly emphasized. Based on this, several implications were derived to further improve the implementation of competencies. First, 'skill' should be presented in a more systematic way and with more validity of extraction. Second, the extent to which competencies are presented in the achievement standards should be discussed. Third, Mathematics skills should be presented differently by grade(cluster) in achievement standards, 'Guidelines for Teaching and Learning' and 'Guidelines for Assesment'. Fourth, competencies related to content shall be presented separately and in detail.

• Journal of the Korean earth science society
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• v.42 no.4
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• pp.470-475
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• 2021

This study aimed to explore alignments among three curricula based on the contents of the university level curriculum. The 2015 revised curriculum, International Baccalaureate(IB), and Next Generation Science Standards(NGSS) were selected for this study, and a college textbook was analyzed to compare the curricula. As the age groups studying the curricular were different, we reorganized them according to school ages prior to conducting the study. The results of the analysis were: first, the contents of the 2015 revised curriculum did not sufficiently elaborate on the natural hazards related to humans, unlike the university level, IB PYP, and NGSS curricula. Third, there are different ways of introducing scientific vocabulary curricula, meaning that the number of scientific vocabularies in the 2015 revised curriculum was less than that in the IB, PYP, and NGSS.

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.164-182
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• 2015

This study aims to analyze science-gifted elementary students' understanding of 'Living Things' with ontological domains. As research subjects, this study selected 80 science-gifted students who belonged to Education Institute for Science-gifted Elementary Students at University of Education, and this study came to the following conclusions. Firstly, the gifted students thought of animals as living things most, out of which humans accounted for the highest rate. They were also found to evaluate the importance of living things depending on benefits and harms to humans. Secondly, when judging 4 domains of living things, animals, plants, static inanimate objects and dynamic inanimate objects, the gifted students did not have difficulty judging animals, plants and static inanimate objects, but 4 of them judged the moon, a dynamic inanimate object, as a living thing. In the aspect of reaction time, they spent more time judging plants than animals. This study classified their standards of judgement on living things into ontological categories. As a result, it was found that 31 and 33 out of them had standards of judgement corresponding to the category of matter and the category of process respectively, and only 16 of them had standards of judgement corresponding to the category of mental states. Thirdly, how to make a waterwheel and images of euglena and paramecium were shown to 10 of the gifted students who suggested simple movements as characteristics of living things. As a result, 7 of them changed their standards of judgement from the category of matter to the category of process, while 3 of them changed from the category of matter to the category of mental states.