• Hwankyungkyoyuk
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• v.18 no.1 s.26
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• pp.1-30
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• 2005

Environmental education as worldwide sustainable education is effective when it is carried out as early as possible. But we do not have any aims and textbooks for environmental education in the elementary school. The purpose of this study is systematizing environmental syllabus as sustainable education. To achieve this purpose, firstly, the meaning of environmental education as sustainable education was conceptualized, secondly, the aims of environmental education was set up, thirdly, domains of environmental education was revised, and lastly, the syllabus for environmental instruction were created for each grade. Literature review was practiced over 143 textbooks and teacher's guidebooks from the 4th to 7th curriculum period. The result of this study follows. First, environmental education as sustainable education in the elementary school was conceptualized as an integrative education to keep the lifelong education and welfare. Second, the synthetic aim of environmental education as sustainable education in the elementary school was set up as 'cultivating desirable environmental people that behave for the sustainable future with environment-friendly value and attitude. Third, our environmental domains were divided into 11-12 independent areas, and ESSD (Environmentally Sound and Sustainable Development) was located on the subcategory of environmental domain. These domains were revised into three environmental domains and five sub-domains. Fourth, according to the aims of environmental education as sustainable education and five environmental domains, 253 objectives were established. Fifth, objectives of environmental education of 10 subject matters and integrative objectives were presented. Sixth, based on the objectives of domains and subject matters, 255 contents for environmental education in the elementary school were abstracted and distributed to each grade in the consideration of balance among domains and appropriateness of grades. Seventh, analytic results of textbooks of 7th curriculum shows heavy stress on the 'knowledge perception' section and deficiency on the altitudes and behavior section. The environment-related level and contents overlapped and fragmented deeply. Furthermore, 33 parts of textbooks could bring to mis-concept on environment.

• School Mathematics
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• v.19 no.2
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• pp.385-403
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• 2017

This paper analyzed the units of capacity and weight in the mathematics textbooks in terms of units, relationship between the units, and the need of standard units. The results of this study showed that there were differences in the representation of the units, the notation of units, the types of units, and the representation of basic amount of units in the mathematics textbooks developed by the 5th, 6th, 7th, 2007 revised, and 2009 revised national mathematics curriculum respectively. The mathematics textbook developed by the 2009 revised mathematics curriculum was found to be generally consistent with the International System of Units (SI). However, the way of defining 1kg through the weight of water was found to be different from the SI. The relationship between the units was consistently described only with a written sentence in the previous mathematics textbooks, but the 2009 revised mathematics textbook presents questions and pictures to foster students' understanding of the relationship. Finally, activities and questions are required for students to recognize the universality and convenience of the standard units through the inconvenience of arbitrary units. Based on these results, this paper provides implications for the development of mathematics textbooks in the units of capacity and weight.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.141-157
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• 2020

This study analyzed the content of national-level curriculum documents for the purpose of reviewing the overall status of population education in elementary and secondary schools in South Korea. Based on the results of the analysis, directions for the future of population education at school were proposed. Both the 2007-Revised Curriculum and the 2009-Revised Curriculum contain the contents of population education as a 'Cross-curricular learning topic' in the general curriculum influenced by the low birth rate and ageing society, yet not in the current 2015-Revised Curriculum. Furthermore, when the curriculum documents for the ten common subjects corresponding to the 'National Common Basic Curriculum' proposed by the 7th Curriculum were examined, only 'Home Economics' curriculum at the secondary school level and 'Social Studies' curriculum at the elementary and the secondary school levels adequately reflected the subject goals, characteristics, contents and achievement standards that correspond to those of population education. Based on the results of the curriculum analysis, the following five directions for population education at school are drawn. First, the purpose of population education at school should be stated using gender-neutral terms of 'response to low-birth and aging society' and it has to be emphasized that it is not to intervene in natural childbirth. Second, the subject which deals directly with the goals, content elements, and achievement standards of population education should be designated as the leading subject for population education. Third, with its inter-disciplinary nature, population education should be able to provide quality contents for convergence education. Fourth, the government should provide policy support to the leading subjects for population education so that more high schools may select the subjects as elective courses. Fifth, teacher education should be improved to enhance teachers' perceptions on population. This study asserts that 'Home economics,' which deals with human daily lives, is an optimal subject that can reflect population education in connection with real life. To this end, policy support should be provided for 'Home economics' so that it may fulfill the mission as a leading subject of population education.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.928-937
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• 2012

The purpose of this study was to analyze inquiry activities in high school chemistry II textbooks on the revised 2009 curriculum. It also compared them to the textbooks based on the 7th curriculum, which were published by the same companies. The results in this study turned out to be as follows: First, the number of the activities and rate of inquiry activities per total pages were quite different from each publisher, and all of them decreased. Second, there were too many activities for specific inquiry process elements. Third, the types of inquiry activities differ slightly between each publisher. Experimenting and thinking were the most used while practicing was the least. Fourth, in the inquiry context, activities in scientific context were prevalent and activities in usual context were the second most common. Comparing to the text book on the 7th curriculum, the use of technical-social context increased, however, the technical-social context as well as the natural-environmental context were not used enough, as they constitute less than 10% of the activities. From these results, chemistry teachers should introduce a variety inquiry activities in chemistry curriculum for resolving those problems. Also, textbook developer should accommodate the results of research about science textbooks.

• Journal of the Korean Chemical Society
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• v.56 no.4
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• pp.509-517
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• 2012

In this study, the illustrations of 27 middle school science textbooks developed under the 2007 Revised National Curriculum were analyzed in the aspect of gender-role stereotyping, and the results were compared with those of the 7th National Curriculum. The types of the illustrations were classified, and the frequencies of pupils and adults who appeared on the illustrations were counted by gender, and the types of activities and the character of them were also analyzed by gender. In all results of the analyses, the differences between male and female decreased in comparison with those of the 7th National Curriculum. More male pupils appeared in the illustrations than female pupils. The frequencies of learning activities were balanced by gender, but other activities were described as focusing on male pupils. The frequencies of male adults outnumbered female adults. While the ratio of female adults was high in houseworks, that of male adults was high in outdoor activities. The jobs of adults were also illustrated as male-centered. Most pupils and adults were found to be active. Both ratios of pupils and adults for each gender were relatively similar.

• The Journal of the Korea Contents Association
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• v.10 no.3
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• pp.454-462
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• 2010

The current curriculum in the 7th informatics, which simply highlights the use of applied programs rather than enhancing creativity through learning several principles in information science and thus making it hard to have optimism on the future as a powerhouse in IT. By diagnosing these problems, Education Ministry revised the existing curriculum to have a more scientific access to the informatics. However, the curricular revision fails to meet the needs of learners sufficiently because it tends to put the considerations of theoretical specialists before the learners them selves. This paper compares and analyzes the overall understanding of learners on informatics, current-curriculum and 7th revised curriculum and that of college-level, thus offering the student-centered one. Also, the research tries to bridge the opinion gap between developer and learner by looking into the understanding level of university majors about the current curriculum. In doing so, thesis may provide the basis on exploring new approaches and contribute to establishing 7th revised curriculum in school.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.437-457
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• 2019

In this study, we analyzed how the content and achievement criteria of the Geometry domain of Korean elementary school mathematics curriculum have changed. To this end, based on the analysis framework based on the 2015 revised curriculum, the achievement standards for each period were classified into continuous, extinct, and additional types, and their characteristics were examined. In the domain of Geometry, continuous achievement standards accounted for 51% of the total, and there were many achievement standards that remained unchanged in grade and domain. The extinctive achievement standard is 20.4% of the total, and the mathematics contents that were rapidly introduced due to the modernization of mathematics in the 3rd curriculum were eliminated the most from the 4th curriculum, and after the 7th curriculum, With the introduction of staged curriculum and the system of school year group, the contents of learning were either integrated or moved to middle school. The additional achievement standard was 28.6% of the total, and the achievement standard was added the most with the introduction of spatial sensory development in the 7th curriculum. The GAct that the additivel achievement standard is more than the extinction achievement standard in the Geometry domain is the result of the efforts to actively introduce the geometric contents appropriate to the times despite the great flow of curriculum revision of the curriculum reduction. It is hoped that the results of these studies will be used as basic data in the formation of new achievement standards in future curriculum development.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.289-296
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• 2002

The purpose of this study is to analyze STS contents in the elementary school science textbooks developed under the 7th national curriculum. Major findings from the analyses are as follows: (1) The Percentage of STS contents included is 26% by the number of pages, and 40% by the lesson hour, Higher proportions of the STS contents are found in the domains of ‘energy’ and ‘material’. By grade level, the coverage of 5th grade textbooks is relatively low. (2) Most STS topics are related to science rather than technology or society. (3) In many cases, STS contents are used in the whole processes of a lesson. (4) Most activities are 'group activity' or 'experiment.observation'. There are few activities of 'role playing', 'spot study' or 'interview'. These results indicate that recent STS education trends are reflected on the revised textbooks well. However, it is suggested that some improvement is needed, such as diversification of topic or activity.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.95-118
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• 2013

The purpose of this study was to analyze the contents of housing related to characters, objectives, and contents of FCS curricular from the 1st to 2009 revised curriculum of secondary school. The data were downloaded from the NCIC homepage(http://www.ncic.re.kr/2012. 04. 08) from the 1st(1955. 08) to 2009 revised curriculum(2012. 03) of secondary school. After examining the characters and objectives of each curriculum, contents of housing was analyzed by units and context elements of middle and high school separately. The titles of the subject, the objectives, the instructions, the leaning spheres, weekly hours, grade and gender of candidates, the emphasis of the instruction, etc. have been changed through the curriculum revision. The 6th curriculum was the main period to open to both genders, the $7^{th}$ was the period to combine with technology, the 2007 version was to change the structure of contents of home economics, and the 2009 version switched technology home economics from mandatory to optional in high school. The character of the courses was presented at the 1st curriculum, but it was left out from the $2^{nd}$ to $5^{th}$ curriculum. From the $6^{th}$ curriculum, the characters were separately given to middle and high school. The character of housing area started to appear only in high school home economics from the $7^{th}$ curriculum. The course objectives were described in all curriculum of both middle and high school. This applies to housing area as well. The course objectives have been modified in order to reflect value changes due to social issues. During each curriculum, contents of housing continued to change in context, course load, and candidates. Reflection of housing trends and social needs were the main causes of the change. 2009 version emphasizes on eco-life and sense of community.

• The Mathematical Education
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• v.47 no.4
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• pp.487-503
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• 2008

In this paper, descriptive assessment method for middle school mathematics was evaluated by developing a framework for designing and grading problems for descriptive assessment and analyzing the effectiveness of the problems. The new descriptive assessment problems were developed by reviewing the current 7th National Mathematics Curriculum of Korea and aligned mathematics textbooks to define a set of problem design principles and evaluation framework for the assessment strategy. The developed problems were first pilot tested and then revised based on the feedback from the test. The final version was field tested by 100 students in 7th grade middle school. After the field test, the problems were graded by two middle school math teachers and one math education researcher to determine the overall correlation between graders and also to analyze effectiveness of the evaluation framework of the test. This result of this study is expected to assist in the further development of descriptive problems and grading framework by providing a reference work for teachers to better understand the process and the limitations of executing the new assessment strategy.