• Journal of Fisheries and Marine Sciences Education
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• v.17 no.2
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• pp.260-269
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• 2005

The purpose of this study was to analyze the teachers' perception of the 7th curriculum implementation. The subjects were 540 elementary school teachers. Investigation was conducted with questionaires which have 40 questions in 4 domains about the 7th curriculum. The results of the study were as follows: First, teachers' perception level of curriculum implementation was mechanical use(level 3). Second, in the comparison of level by implementing domains, the domains of the essential, ideology, educational objectives and evaluation were lower than the domains of educational contents, teaching methods and materials. Third, in the comparison of teachers' personal characterristics, there was no difference between male and female in all domains. But, by teaching career, experienced teachers were higher level in all domains. Also by length of in-service training with the 7th curriculum, when they have longer in-service training, they showed a higher level of curriculum implementation.

• School Mathematics
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• v.3 no.2
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• pp.233-248
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• 2001

In pthis aper, mathematical terms in 7th elementary mathematics curriculum(from now, in short, 7th curriculum)are reexamined critically. In 7th curriculum there are 123 terms, which seems to be selected cautiously But it is not sure. There are lots of evidences for selecting terms incautiously, Through these evidences, following conclusions are induced: (1) Terms were not selected strictly. There are many terms omitted in 7th curriculum, which are necessary for understanding mathematical concepts. (2) There were no rational principles for selecting terms in 7th curriculum. Any rational principles can not be found out among terms in 7th curriculum. (3) Mathematical terms and real life terms in 7th curriculum were not distinguished explicitly. There were some real life terms in 7th curriculum, which were significant for understanding mathematical concepts. But other real life terms which is significant also for understanding mathematical concepts were not contained in 7th curriculum.

• The Journal of Sustainable Design and Educational Environment Research
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• v.3 no.2
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• pp.1-21
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• 2003

This study will focus on analysing changes in subject content, teaching and learning methods, teaching model, and evaluation which have been brought about by the introduction of the 7th education curriculum, and on considering how many kinds of science labs are needed, and on proposing the desirable direction of building them. Methods for studying the goals above are as follows: First, considerations were given on how science labs must be structured and on which equipment are needed, which were done by analysing change of science education for future society, science subjects in the 7th educational curriculum, current situation of science labs, and science educational materials. Second, based on the need of students, it was examined how many science classes were needed, and through this the number of labs needed and users' requirement were analysed. Third, on the basis of the analysis above, existing conditions in planning science labs and the example of existing labs were examined.

• Journal of the Korean Institute of Educational Facilities
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• v.16 no.4
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• pp.71-78
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• 2009

After the introduction of the 7th revision of curriculum, educational facilities have been requested to change to face new curriculums and have been planned. But, it is actual condition that researches of curriculum and facilities seem to be insufficient. This research will re-establish in an angle of space-syntax based on existed research for home-base area of variation type in high school according to the 7th curriculum. And the each specific character of home-base area representing each type and strong / weak points of area structure of each home-base will be analyzed. And analysis result with the model of variation type in high school visit the on-the-spot inspection result which leads and comparison and with his interview back it leads and currently there is the objective to the evaluation the variation type in high school home-base which is planned regarding the suitable in real use. Each case to the school I visited the scene, not all high schools applied the 7th curriculum courses. Therefore, it is also home-base space capabilities were not being properly utilize. According to 7th curriculum, one of Hall-type home-base and Room-type home-base can be suitable when integration is higher. However, the way the current operational training, it is the best that Distributed-type home-base needs to be included in each curriculum block.

• The Transactions of the Korean Institute of Electrical Engineers P
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• v.53 no.4
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• pp.216-222
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• 2004

This research is that concern in mathematics education of Technical high school Department of Electricity in the 7th educational curriculum. we indicated problem compare 7th with 6th mathematics curriculum subject contents in Technical high school Department of Electricity. And examine major subject contents, analyzed contents of mathematics that must supplement and mathematics which use in major subject. Established contents of electricity mathematics education that need to major learning to satisfy target of technical high school technical education that is presented in the 7th training courses with this analysis. Also, we hope these results are into consideration when writing new mathematics text in Technical high school Department of Electricity.

• Research in Mathematical Education
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• v.1 no.1
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• pp.43-59
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• 1997

Now in Korea, the 7th curriculum reform is underway. The main difference of the seventh curriculum compared with former curricula is that it puts much emphasis on individual difference. It is a "differentiated" curriculum. The basic directions of the 7th mathematics curriculum are as follows: 1. Offer various mathematical subjects for "Selective Educational Period" (Grades 11 and 12). 2. 30% reduction of mathematical contents. 3. The reconciliation of domain names of school mathematics. 4. The use of computers and calculators in mathematics classrooms.

• School Mathematics
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• v.3 no.1
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• pp.1-23
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• 2001

In this paper, contents related to problem solving in 7th elementary mathematics curriculum analyzed in five aspects: problem solving stages, problem solving strategies, problems, problem posing, and assessment on problem solving abilities. From the results and processes of analysis, following conclusions are obtained: First, it is difficult to say the contents related to problem solving in 7th elementary mathematics curriculum are prepared organically. Second, it is difficult to say that contents related to problem solving in 7th elementary mathematics curriculum reflect results of recent researches.

• The Journal of Korean Association of Computer Education
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• v.10 no.2
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• pp.1-8
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• 2007

Although the core of national competitiveness in the knowledge information society lies in IT, school education at the moment is failing to execute systematic and organized computer education. Recently, the 7th on-demand partial amendment of educational curriculum at national level is being executed in full-scale. Educational curriculum for elementary and middle class at national level is the systematic and organized program for cultivation of competent persons in order to foster the desired image of human kind for the future society pursued by the nation. For such reason, stabilization of program for cultivation of competent persons for establishment of true IT superpower is not irrelevant with the 7th amendment of the educational curriculum. Therefore, this thesis shall look into the 7th national level education curriculum at level of general outline as well as their particulars, and present means of amendment of computer subject educational curriculum through the means connecting the issues raised in general outline and their particulars regarding the direction of the amendment of the national level educational curriculum for establishment of true IT superpower.

• Journal of Fisheries and Marine Sciences Education
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• v.12 no.1
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• pp.83-97
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• 2000

This article refers to the processions and the improvement of the 7th revised curriculum development for the Fisheries and Merchant Marine High School, published at Dec. 30, 1997. The general point of the 7th revised curriculum development was to cultivate creative Korean who will lead the epoch of globalization and information and to perform the learner-centered curriculum. Moreover, it defines the nature of Business High School not as completive but as continuing education. Based on this view, the improvment of 7th revised curriculum has been searched in varous sides. The group of general researchers and cooperators consisted of 12 members who were of university professors, teachers, related business men and executives in the administration branches, and the total researchers of 7th revised curriculum development were 90 members. The basic orientation of the research for the revised curriculum development was as following : The improvement of basic ability, job-analysis ability, integrity of theory and practice, acquisition of the certificate of national qualification, interrelation and cooperative role division between school and industrial fields, extension of self-decision ability of school and local society, protection of learner-selection right and maintaining close relations with the business-educational organization under life-long education system. Thus on the whole, the research for educational goals and contents, instructions, learning theory and evaluation is being processed with a high activity, based on the above mentioned plan of 7th revised curriculum development. At the same time, the methods and the models are being investigated. At last, it is to be noted that, in such as the 7th revised curriculum development research in this case, the effort should not be spared to harmonize the basic technological knowledge of the specialists in the Fisheries and Merchant Marine field and the cultural, liberal arts of personality education.

• Journal of the Korean earth science society
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• v.26 no.7
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• pp.640-651
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• 2005

This study was to analyze the subject objectives of Middle school 7th grade Science textbooks based on the Korean 7th curriculum by using Klopfer’s taxonomic system and find out how much compatible they were with the requiring objectives of the curriculum. Particularly, this study makes educational objectives for textbooks coherent wit the requiring objectives of the curriculum, through the analysing the problems. The results are follows. The Middle school science educational objective of the 7th curriculum sets up almost of the objectives through all of the domains of the Klopfer’s taxonomy system, except the operational function (Category G.0), and emphasizes on emotionable domain (Category $H.0\~I.0$) more. However, comparing with an encouragement objective rate of NSTA, Middle school Science textbooks based on the 7th curriculum were published putting more importance in a cognitive domain, and the intention objective (Category I.0) was not mentioned.