• Research in Mathematical Education
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• v.15 no.1
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• pp.81-91
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• 2011

The aim of this study was to explore the grade 1-3 students' geometrical thinking level descriptors based on van Hiele level descriptors. The data were collected through collection of geometric curriculum materials such as indicators and learning standards in Basic Education Core Curriculum and mathematics textbook for grades 1-3. The findings were found that 1) Inconsistency between descriptors appeared on mathematics curriculum and Thai mathematics textbooks. 2) Using topics on textbooks as criterion for exploring 5 of 7 descriptors appeared on Thai mathematics textbook indicated geometrical thinking levels based on van Hiele's model merely level 0 (Visualization) across textbooks for grades 1-3.

• 한국지구과학회:학술대회논문집
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• 2003.09a
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• pp.3-10
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• 2003

Curriculum reform has been a significant emphasis for most of countries all over the world for the past few years. It was the first time for Taiwan to develop a new Science and Life Technology curriculum Standards (SaLTS) for grades 1 through 9 compulsory educations. The SaLTS features integrated science content with the aim at motivating students to learn science and encouraging students to apply science to their everyday life, which is practically well aligned with the philosophical essence and foundations of Earth Systems Education (ESE). This paper calls attention to the importance of the inclusion of ESE into the forthcoming science curricula of Taiwan and worldwide and provides some exemplary ESE-inspired curriculum and instructional modules that have been successfully implemented in the secondary schools of Taiwan. Hopefully, this paper can shed some lights on the future development of the ESE-based science curricula, instructional modules, and teacher preparation programs.

• Proceedings of the Korea Society of Information Technology Applications Conference
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• 2007.11a
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• pp.133-133
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• 2007

• Journal of the korean Society of Automotive Engineers
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• v.26 no.5
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• pp.69-75
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• 2004

• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.237-243
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• 2018

The purpose of this study is to analyze the contents related to a subject 'Earth and Mooon' from elementary science textbooks of the 2009 revised curriculum and elementary science textbooks of the 2015 revised curriculum. For the research, the team selected and analyzed the contents of the 'Earth and Moon' unit in the elementary science textbooks of the 2009 revised curriculum and 2015 revised curriculum. As a result of the research, first, there has been no significant change in achievement standards of the curriculum as the science textbook revised from 2009 curriculum to 2015 curriculum. Second, the two curriculum did not differ much in specific textbook contents statement or development, but they showed much change in presentation of exploration activities in curriculum as well as the specific exploration activities presented in the textbooks. Third, compared to science textbooks of the 2009 revision the 2015 revision used more pictures and illustrations. Forth, there have been few changes related to experimental observation, but the activities to organize the unit in 2015 revision have been strengthened compared to the 2009 revision.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.2
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• pp.247-272
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• 2019

The purpose of this study is to analyze the teaching of statistical graphs according to elementary mathematics curriculum. To do this, we set up three research questions as follows. First, what is the change in achievement standards related to the teaching of statistical graphs in elementary mathematics curriculum? Second, what is the change in the teaching of the drawing of statistical graphs in elementary mathematics curriculum? Third, what is the change in the teaching of understanding of statistical graphs in elementary mathematics curriculum? For the first research question, we analyzed the achievement standards related to the teaching of the statistics of the 2015 revised curriculum from the first curriculum. For the second research question, we analyzed how to provide students with the opportunity to draw graphs(number of drawings) and whether to present the basic frame of the graphs(frame provided). For the third research question, we analyzed questions in the textbooks based on the graph understanding; 'reading data', 'finding the relation between data', 'interpreting data', 'understanding the situation'. As a result of the analysis, the achievement standard in the curriculum has changed in the direction of fostering statistical thinking, and it has been changed to emphasize the interpretation of the graph so as to make the graph drawing easy. However, 'interpreting data' and 'understanding the situation' were still lacking.

• 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.

• Cartoon and Animation Studies
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• s.48
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• pp.271-310
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• 2017

This paper examines the composition and the content of media art which is an art education subject in a national curriculum of Australia; and discusses implications for Korean education curriculums. Media covered by Media Art subject in Australia are the multi types of general media including TV, movie, video, newspaper, radio, video game, the internet, and mobile media; and their contents. The purpose of ACARA's media art education curriculum is to improve creative use, knowledge, understanding, and technology of communication techniques for multiple purposes and the audiences. Through the Media Art subject, both the students and the community are able to participate in the actual communications with the rich culture surrounding them and to develop the knowledge and understanding of the 5 core concepts of language, technology, system, audience and re-creation while testing the culture. The implication of this study is as the following. ACARA's media art education curriculum has been developed as an independent educational program and has a special significance within Australian education curriculums. Although ACARA's media art education curriculum is formed as an independent subject, it is suggested within the curriculum to instruct in close connection with other subjects upon execution. Its organization and elaborateness in curriculum composition are very effective in terms of the teacher's teaching-learning design and as well as the evaluation. This seems to show a good model of leading media literacy curriculum. ACARA's media art education curriculum can be a great reference in introducing media literacy to Korean national education curriculums.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.37-54
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• 2013

This study aimed at examining the characteristics of the Korean home economics achievement standards at secondary education level, and comparing with those of U.S. home economics national standards. The specific research questions were as follows. First, the characteristics of Korean and U.S. achievement standards were examined respectively. Second, the standards of the two countries were examined in terms of the grades involved, development areas, specification level, sequence of courses, and format of statements, adopting the analysis framework of Lee, Jang, and Park(2012). Third, the achievement standards of the two countries for specific content areas, i.e. 'understanding adolescents' and 'understanding family' were compared in terms of the styles and format of statements. The findings suggest that in developing the Korean achievement standards, integration with the curriculum and detailed and specific statements are important to facilitate adoption at schools. The results of the comparison with the U.S. national standards indicates that it is important to emphasize academic rationale to home economics as a subject by clearly presenting the concepts, contents, and categories. Also, the standards will need to be stated in specific terms to allow practices and evaluations, rather than in terms that reflect value judgments.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.129-141
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• 2006

The purpose of this study is to explore the content hierarchy of ICT curriculum in elementary school. Korea Ministry of Education has been released the 2nd ICT curriculum by last year. Over the past few years, several studies have been focused on the problem of 1st curriculum. But there has been no study that tried to find the internal justification of computer subject matter. Also there has been different hierarchy each and every textbook. And, we explored a standards of selection and a principles of organization of computer subject matter. then applied it to the content hierarchy of 2nd ICT curriculum. We tried to find relations with the content hierarchy and the types of thinking learner use. We suggests that computer subject can be organized by hierarchy of content and learners experiences. It can be logically organized between different grade, horizontally organized between same grade.