• Journal of Wellbeing Management and Applied Psychology
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• v.4 no.3
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• pp.10-22
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• 2021

Purpose: This study aims to be used as a reference for setting the direction of university major education & policy. Research design, data and methodology: The satisfaction survey were nine major curriculum surveys for each college, targeting students enrolled in a university. One university consisted of 9 colleges and 49 departments or majors. The survey period is approximately one month. Results: The highest item in the major curriculum reflects the educational goal of the department, with a score of 3.95. Conversely, the lowest item is 3.65 points, indicating that the major curriculum offers a wide range of subjects to choose from. As the questions are higher than the average score (3.83 points), the major curriculum is helping me grow my competency through academic achievement (3.90 points), the major curriculum is helping me set my career and finding a job (3.88 points), The major curriculum suggests specific performance standards for judging the achievement of a set target competency (3.88 points), and the major curriculum reflects social demands and changes (3.85 points). Conclusions: Students want that their major education faithfully reflects the educational goals of their major and that major education helps their ability to grow for academic achievement.

• Journal of The Korean Association of Information Education
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• v.21 no.1
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• pp.97-104
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• 2017

This paper evaluates the appropriateness of the proposed robot education curriculum to consider conceptual understanding and learning activities model considering the curriculum and achievement criteria in order to make it easier to apply for a course in robot area. The professors of dept. of computer education at national universities of education reviewed the importance of education contents system and appropriateness of education period. Based on the results of the review, the conceptual elements and achievement standards of each sub-area were revised and supplemented, and then evaluated in three stages. Finally, the educational elements of the concept factors and achievement criteria were agreed upon. The proposed robotic computing education information systems and the achievement standards for schools in the area, as well as to match the grade level of the students without distinction variety of robots will be able to take advantage of computing education activities to reorganize the robot computing courses.

• The Journal of Korean Institute of Information Technology
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• v.16 no.12
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• pp.115-125
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• 2018

The one of goals of the 2015 revised national curriculum is the successful application of achievement standards-based assessment, which assesses both the results and process of learning, ensuring that all students have achieved the educational objectives, to schools. Therefore, an achievement standards and evaluation support system is required to manage a whole process of teaching and learning based on achievement standards and provide the personalized assessment feedback to students to improve their achievement levels. In this paper, we perform a design of integrated data model and system of teaching plan, subject content, assessment plan, assessment result, and feedback data is required based on an achievement standards repository. In addition, we create a student's dashboard webpage, which representing different types of achievement of the student, and perform the comparative analysis of data models to evaluate the quality of the proposed model.

• 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 earth science society
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• v.27 no.7
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• pp.730-744
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• 2006

The United States curriculum reform movement has recently started in each area of science education. The initiatives on curriculum reform stem from a notion that the low rate of science curricula offered in schools has been a serious problem. The schools in the United States are not only facing a lack of offerings within science curricula but also low enrollment in science courses, especially in physics, chemistry, and earth science. This trend resulted in low performances on international achievement tests including TIMSS and PISA. This paper introduces the efforts to solve existing problems through curriculum reform; including ChemCom, BioCom, EarthComm, and Active Physics. In this paper, a discussion is presented to show how the curricula can help address the status quo in science education. More specifically, this paper focuses on curriculum reform in high school earth science (EarthComm), providing a closer look at the scope and sequence of the reform movement. EarthComm was chosen because it was released based on the development of the National Science Education Standards (NRC, 1996). Consequently, EarthComm became a curriculum that espoused the visions of the Standards, which has been guiding the reform of the US curriculum. At the end of this paper, two research outcomes of the EarthComm curriculum implementation in schools are discussed in terms of student learning and differences from conventional curricula.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.47-56
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• 2016

In order to nurture creative talent in the 21st century knowledge-based society in elementary education software is carried from the year 2018. The educational content and achievement standards to conduct a software education had been made in the 2015. In this study, the recognition of educational software for elementary school teachers 199 people is investigated. Findings are as follows. Elementary education is the first software required, and is lacking in 17 hours. Second, the idea of a common training software education, teaching and learning methods, evaluation methods, how to develop information materials. Third, lower cognitive development and educational materials for the teaching methods appropriate for understanding, achievement standards for achievement standards. Therefore, should allow teacher training teaching materials development, assessment methods, teaching methods suitable for the achievement standards available to all teachers throughout the school know.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.197-205
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• 2019

The purpose of this study is to derive ways to support Integrated Science curriculum implementation by evaluating the results of Integrated Science teacher training programs conducted by the Ministry of Education to support the settlement of 2015 revised Integrated Science curriculum. Teachers' output from the teacher training programs and interviews with training instructors in the 2017 Integrated Science Leading Teacher Training program were analyzed to derive the features of the Integrated Science curriculum and support plans for the implementation of Integrated Science in schools. Teachers who participated in the 2017 Integrated Science Leading Teacher Training program developed teaching, & learning and evaluation plans through participatory training sessions, where the achievement standards most selected by teachers were [10IS08-03] and [10IS09-04]. Through the text mining analysis of these achievement standards, we explored the implementation realities such as reconstruction of achievement standards, teaching and learning methods, learning materials, evaluation methods, and subject competencies. In addition, we analyzed exemplary reconstruction models of achievement standards in light of best integrated instruction, student-participatory instruction, and developing science competencies. Based on the results, we propose teacher training support plans and further studies for the implementation and settlement of the Integrated Science curriculum.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.178-193
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• 2023

The aim of this study was to investigate differences in the achievement standards from the 2015 to the 2022 revised national science curriculum and to present the implications for science teaching under the revised curriculum. Achievement standards relevant to primary science education were therefore extracted from the national curriculum documents; conceptual domains in the two curricula were analyzed for differences; various kinds of centrality were computed; and the Louvain algorithm was used to identify clusters. These methods revealed that, in the revised compared with the preceding curriculum, the total number of nodes and links had increased, while the number of achievement standards had decreased by 10 percent. In the revised curriculum, keywords relevant to procedural skills and behavior received more emphasis and were connected to collaborative learning and digital literacy. Observation, survey, and explanation remained important, but varied in application across the fields of science. Clustering revealed that the number of categories in each field of science remained mostly unchanged in the revised compared with the previous curriculum, but that each category highlighted different skills or behaviors. Based on those findings, some implications for science instruction in the classroom are discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.579-598
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• 2011

In this study, the 2011 elementary school mathematics curriculum was analyzed compared to the 2007 elementary school mathematics curriculum with a focus on changes in specified learning topics. First, the topics which are dealt with in the 2011 curriculum were critically discussed. Second, prominent features which can be found in learning topics in 2011 curriculum were found. The following three conclusions which can be obtained from above analyzed results were presented. First, system for curriculum development is necessary to supplement. The process of draft development for public hearing and final curriculum development is not exposed anywhere. It is necessary to clean up and disclose this process in order to study and develop next curriculum. Second, it is necessary to modify the way of stating in curriculum. it is necessary to specify and use the expressions to some extent the meaning of which are not sufficiently established and the meaning of which are ambiguous. Third, the achievement standards set by 2011 curriculum needs to be consistent. The principles for stating achievement standards are necessary. it is necessary to review the link between elementary and middle school curriculum is well-made.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.169-179
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• 2014

The purpose of this study is to research about the effects on improvement academic achievement of students based on the core learning standards of science. The researcher selected experimenter and started this study as a graduate student who is majoring in science education, experimenter chose to study 48 Sixth graders in elementary schools in B city for research group(24 students), Comparison group(24 students). The study was conducted from March to the end of July 2014. The teacher who is doing activity of professor in research group and the comparison group is science education specialist. Researcher and experimenter frequently exchange their opinions for control variables of teacher. The results are as follows. First, based on unit time strategies based on core achievement standards classes are effective in improving students' academic achievement. Elementary school teacher has difficulty in teaching for all subjects based on unit time strategies. Second, based on unit time strategies based on core achievement standards classes showed high level of satisfaction in perception of students. Thus it can be seen that teaching strategies of unit time based on the core achievement standards is effective to academic achievement improvement. The proposal for further study based on the results is as follows. First, research is needed to study the teaching methods that have practical and theoretical study time and lesson application opportunity for teaching strategies of curriculum unit time. Second, experimental studies that using strategies of unit time based on the core achievement standards are needed about learning method that can be applied in a variety of subjects.