• The Mathematical Education
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• v.62 no.2
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• pp.269-287
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• 2023

Matrix theory is widely used not only in mathematics, natural sciences, and engineering, but also in social sciences and artificial intelligence. In the 2009 revised mathematics curriculum, matrices were removed from high school math education to reduce the burden on students, but in anticipation of the age of artificial intelligence, they will be reintegrated into the 2022 revised education curriculum. Therefore, there is a need to analyze the matrix content covered in other countries to suggest a meaningful direction for matrix education and to derive implications for textbook composition. In this study, we analyzed the German mathematics curriculum and standard education curriculum, as well as the matrix units in the German Hesse state mathematics curriculum and textbook, and identified the characteristics of their content elements and development methods. As a result of our analysis, it was found that the German textbooks cover matrices in three categories: matrices for solving linear equations, matrices for explaining linear transformations, and matrices for explaining transition processes. It was also found that the emphasis was on mathematical reasoning and modeling when learning matrices. Based on these findings, we suggest that if matrices are to be reintegrated into school mathematics, the curriculum should focus on deep conceptual understanding, mathematical reasoning, and mathematical modeling in textbook composition.

• Journal of Science Education
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• v.46 no.2
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• pp.178-194
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• 2022

This study analyzes the trend of domestic research related to science writing education. The subjects of analysis were 152 research papers related to science writing education in Korea from 2004 to 2021. The analysis criteria were set as the research problem, research subject, research method and research application etc. Result of the analysis shows a steady increase until 2014, but decreased afterwards. In the result of the research problems, it was found that most studies were about finding out the effects of scientific writing activities. The research subjects were mostly elementary, middle, and high school students. Qualitative research occupied a large proportion in the results of the research method analysis, and there were many mixed studies that combined quantitative and qualitative research. As for the research application method, the most applied research in regular classes. As a result of analyzing the effect of application, most of the studies were on science concepts, attitudes towards science, thinking skills, and creative problem-solving skills. Writing education such as experimental and observational writing in science classes has been steadily conducted since before the introduction of the 2007 revised curriculum. In particular, the importance of scientific writing as a text-based education is being emphasized from the 2007 revised curriculum to the 2022 revised curriculum overview. Writing is an important learning strategy in science education for students to generate, share, explain, and expand their ideas. Therefore, examining domestic research trends related to science writing education can provide important basic data for setting the future direction of science writing education.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.87-103
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• 2024

The content system table of the subject-matter curriculum is considered important in the Korean national curriculum, textbook writing, and teaching and learning in the classroom. However, studies that comprehensively organize the issues concerning the format of the subject-matter curriculum content system have been scarce. This study scrutinized the evolution of the content system from its inception in The 6th Curriculum to the most recent 2022 Revised National Curriculum, focusing on science curricular. The following issues and suggestions were derived for the format of the subject content system. First, caution should be exercised in using terms such as "domain," "field," and "category," and it should be clarified whether these terms are intended simply for logical differentiation or to serve as a content organizer with a specific emphasis. Second, the nature of components such as "core ideas," which can serve as innovative content organizers, should be strictly defined. Third, while the introduction of three-dimensional content elements such as "knowledge and understanding," "process and skill," and "value and attitude" is viewed positively, it is suggested that a further delineation be made, elaborating how each can be utilized to form core competencies. Fourth, the construction of the subject-specific content system in national curriculum needs caution because whether it will resolve or exacerbate the 'disparity between general curriculum and subject-matter curriculums' is uncertain. Finally, as an apparent pendulum motion of the subject-matter content system is observed in national curriculum documents, efforts should be made to ensure that it does not result in meaningless repetition, but instead achieves meaningful dialectical progress.

• Journal of the Korea Society of Computer and Information
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• v.28 no.4
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• pp.175-186
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• 2023

This study was conducted to explore the necessary conditions and support for stable operation of an expanded AI curriculum in education. A high school that has implemented an AI curriculum since 2020 was targeted, and students and teachers were surveyed on their perceptions of the AI curriculum, implementation and support strategies. The survey items were categorized into 1) experience with AI education, 2) implementation direction of AI education, and 3) expected effects through AI education, and the results were derived focusing on frequency analysis to identify trends. The analysis resulted in three implications. First, it was suggested that the activation of AI education. Second, the need to develop a hands-on AI curriculum and incorporate AI throughout the entire curriculum was highlighted. Third, it was emphasized that efforts to enhance the capabilities of teachers to implement AI teaching and learning, along with the expansion of physical infrastructure for hands-on education, are necessary.

• Journal of Engineering Education Research
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• v.25 no.1
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• pp.3-11
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• 2022

The purpose of this study is to empirically analyze the learning experiences of high school mathematics and science subjects of new students in science and engineering, and to provide basic data and respond to strengthen basic knowledge of science and engineering students in the future. The subjects of the survey were 481 freshmen in science and engineering at S University. First, as a result of analyzing the learning experiences of freshmen, the geometric subjects were significantly lower, which is the result of students' sensitive responses to transitional changes in the curriculum and SAT system after revision. In science, general elective subjects were higher than career elective subjects, and there was a deviation between science subjects, which is a result of reflecting the diversity and hierarchy of science subjects. Next, as a result of analyzing the difference in learning experience after revision compared to before the revision of the curriculum, the learning experience of Mathematics II increased significantly and the geometry decreased significantly. Both Chemistry I and II increased significantly compared to before the revision, and Earth Science I decreased significantly. This can be seen as a result of strategic choices based on obtaining grades in the CSAT and disadvantages in college entrance exams. As a result of the study, students' sensitive reactions to changes in the high school education environment were confirmed, basic mathematics and science-related courses were opened to alleviate variations in the academic ability due to elective courses, and countermeasures tailored to each university's situation.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.1-17
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• 2022

It summarized and analyzed how the definitions of prism, which is the main mathematics education contents of the upper grades of elementary school, have changed from the teaching period to the 2015 revised curriculum. To this end, the definition method was divided into three methods, and how each method was used in each curriculum was examined. Through this, it was confirmed that the definitions of prism were quite different for each curriculum period. In addition, the implications for the definition of each prism were compressed and presented. It will be an opportunity for the textbook author to think about what is a more meaningful definition method of prism.

• Fashion & Textile Research Journal
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• v.26 no.1
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• pp.15-24
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• 2024

At a time when the direction of the middle and high school curriculum is being discussed in line with the change in the future education paradigm to the 4th industrial revolution and the post-COVID-19 era, this study attempted to establish the identity of middle and high school clothing life education by exploring the clothing life contents with content analysis method and analyzing the 'clothing life industry' related educational content of the curriculum revision period. Following the revision of the curriculum, the contents related to the middle and high school 'clothing life industry' were not systematic. In the 2022 revised curriculum, the 'clothing life industry' and the digital fashion industry are presented as content related to the 'clothing life industry', so it is expected that the textbooks implemented in the educational field in the future will mention specific content about this. In addition, research on the direction of sustainable clothing life is also needed because the 'clothing life industry' can be an important cause of environmental pollution from production to consumption. Above all, it is expected that follow-up studies will be conducted to enhance the value of clothing life education in the future in the reality that the awareness of middle and high school clothing life education is low.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.07a
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• pp.385-386
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• 2023

2022 개정 교육과정에서 정보과 융합 선택 과목인 소프트웨어와 생활이 신설되었다. 교과의 '가치를 창출하는 소프트웨어' 단원은 소프트웨어 스타트업의 프로젝트 수행 과정에 대한 이해를 바탕으로 소프트웨어 구현능력을 성취 기준으로 제시하고 있다. 그러나, 고등학생 대상 소프트웨어 스타트업 교육 방법에 대한 국내연구가 거의 없어 교과용 도서 개발에 어려움을 주고 있다. 이에 본 연구에서는 2022 개정 교육과정과 소프트웨어 스타트업 교육에 대한 국외 연구를 분석하여 고등학생 대상 소프트웨어 스타트업 교육의 방향을 제시하였다. 본 연구에서 제시된 내용은 소프트웨어와 생활 교과용 도서를 개발하는 데 도움이 될 것으로 기대된다.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.483-499
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• 2021

The curriculum localization policy is closely related to the decentralization and autonomy policy, which is a direction of the 2022 revised curriculum. In particular, considering the continuously expanding and changing environment and contents in science education, the localization of the science curriculum has the advantage of advancing to expertise through diversity. In this paper, through experts' perception of the science curriculum localization policy, the implications of the curriculum revision were confirmed, focusing on 'MPOE(Metropolitan and Provincial Offices of Education) curriculum arrangement and implementation guidelines(hereinafter referred to as 'guidelines')' and the achievement standards revision of science curriculum. In conclusion, study participants considered that the possibility of expanding the localization of the curriculum was high due to the unique characteristics of science practices. And they recognized the level of localization at the 'district office of education or village'-level between MPOE-level and school-level. When localization reaches the school-level in the future, it was considered necessary to discuss linkage with teacher policies such as teacher's competency, noting that the level of teachers could become the level of localization. In addition, there was a common perception that in order for the science 'guidelines' to be localized, 17 MPOE must be given the authority to autonomously organize some achievement standards in parallel. It was considered that 'restructuring or slimming of achievement standards' should precede localization of achievement standards in connection with this. On the other hand, it was predicted that the curriculum localization policy would enhance the aspect of diversification and autonomy of the science curriculum, and the establishment of achievement standards was directly related to evaluation, so it recognized the need to refine policies such as new description for evaluation clause in future science 'guidelines'. Finally, considering science and characteristics, it was mentioned that it is necessary to specify regional intensive science education policies in the 'guidelines' themselves beyond the localization of teaching materials.

• Korean Journal of Childcare and Education
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• v.18 no.1
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• pp.23-50
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• 2022

Objective: The purpose of this study was to develop an early childhood teacher's autonomy scale in the implementation of the Early Childhood Curriculum and to verify its validity and reliability. Methods: A literature review and a delphi survey were conducted in order to explore conceptual characteristics and develop a preliminary questionnaire. A main survey was conducted on 375 early childhood teacher to test their item quality, validity and reliability. Results: The final scale was composed of 24 items with four factors: 'support for child-centered play environment and interaction' (7 items), 'use of learning community' (4 items), 'cooperation and participation with family and local community' (6 items), and 'flexible daily management' (7 items). And the scale was verified as a stable and reliable tool. Conclusion/Implications: This is expected to contribute to the correct understanding of children's education and to actively realize the autonomy of early childhood teachers in the implementation of the Early Childhood Curriculum.