• Journal of Fisheries and Marine Sciences Education
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• v.24 no.1
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• pp.123-135
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• 2012

The purpose of this study is to search for factor of obstructing curriculum reconstruction. we try to reconstruct curriculum for relevance and adequacy of educational content. There are many reasons for refusing mission of curriculum reconstruction. We searched the factor of obstructing curriculum reconstruction by survey and qualitative interview. According to the results of previous research, teachers are felt for strong demand of accountability and rigorous evaluation. In the future, the study of these themes will be approached by grounded theory and qualitative study because of nature of the reconstruction problem. Curriculum reconstruction is searched by teacher in real context of instruction and teaching.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.102-115
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• 2019

This study investigated how elementary school teachers reconstruct science curriculum and how they perceive about their experiences. In-depth interviews were conducted with four elementary school teachers who had experience in restructuring science curriculum. Two distinct types of reconstruction were found; restructuring within the subject and integrating between subjects. The teachers who were restructuring science curriculum from personal needs usually substitute, delete, add some contents or activities and change the order of unit within science subject. In contrast, the teachers who were participating in research school usually integrated science with other subjects, developing a new unit or project. The latter recognized the need of teachers' reconstruction of science curriculum more strongly and the importance of teacher's voluntary learning community in implementing the reconstruction. Though they had some difficulties in identifying students' interests and level of understanding and lack of time, all teachers valued curriculum reconstruction by relating it to teacher professional development, identity as a teacher, and job consciousness.

• School Mathematics
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• v.1 no.2
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• pp.617-636
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• 1999

This study was executed with the intention of guiding ‘open education’ toward a desirable school innovation. The basic two directions of curriculum reconstruction essential for implementing ‘open education’ are one toward intra-subject (within a subject) and inter-subject (among subjects). This study showed an example of intra-subject curriculum reconstruction with a problem solving area included in elementary mathematics curriculum. In the curriculum, diverse strategies to enhance ability to solve problems are included at each grade level. In every elementary math textbook, those strategies are suggested in two chapters called ‘diverse problem solving’, in which problems only dealing with several strategies are introduced. Through this method, students begin to learn problem solving strategies not as something related to mathematical knowledge or contents but only as a skill or method for solving problems. Therefore, problems of ‘diverse problem solving’ chapter should not be dealt with separatedly but while students are learning the mathematical contents connected to those problems. Namely, students must have a chance to solve those problems while learning the contents related to the problem content(subject). By this reasoning, in the name of curriculum reconstruction toward intra-subject, this study showed such case with two ‘diverse problem solving’ chapters of the 4th grade second semester's math textbook.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.6
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• pp.1673-1682
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• 2016

The paper is the principle of a curriculum, a recent method of teaching-learning in pedagogy, and intended for the exploration of the meaning of which reconstructs curriculum by narrative through practical exploration and narrative being discussed as the form of exploration. To date, Korean education showed an inclination of the traditional paradigm centered thinking and has emphasized the results by the method of scientific investigation. Even a curriculum reconstruction demonstrates documents that produce results without actually demonstrating the actual school setting. With communication one another is becoming increasingly important, we need the conversion of cognitive thinking that can express dilemma, contradictions, and complexities of the human world of which unexplainable by traditional paradigm mindset. Ultimately, the exploration of the direction that reflects a series of verbal, symbolic, and spiritual activities, which analyze lives of students, understanding and composing the meaning by using narrative, which talks about the experience of the human world in curriculums, is an important task for us.

• Journal of Korean Home Economics Education Association
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• v.11 no.2
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• pp.1-11
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• 1999

The purpose in this study is to identify beliefs about curriculum orientation of Korean secondary school home economics teachers for the development of home economics curriculum and the change of their curriculum orientation. The curriculum orientations explored were academic rationalism, technical, cognitive process, personal relevance, and social reconstruction. A mail questionnaire, Individual Curriculum Orientation Profile (ICOP), was used to survey randomly selected 525 home economics teachers. Home economics teachers agreed with the cognitive process as their predominant curriculum orientation. The second predominant type with which home economics teachers agreed most was personal relevance orientation. Home economics teachers’age, major, college type, and teaching years were significantly related to the academic rationalism curriculum orientation, and the college type for bachelor’s degree was significantly related to the technical curriculum orientation. Age and major in master’s degree were significantly related to the social reconstruction curriculum orientation.

• The Mathematical Education
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• v.58 no.4
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• pp.567-588
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• 2019

This study is a follow-up to Lee(2019). Lee(2019) investigated the method of collecting information on the curriculum of elementary and middle school math teachers, when differences were observed between elementary and middle school math teachers in the method of collecting information on the curriculum. Following Lee(2019)'s study, this study looked at the perceptions and experiences of high school math teachers in their curriculum.At the time when the curriculum was changed from time to time, the authority for restructuring curriculum was strengthened. In addition, the role of teachers as 'curriculum restructuring practitioners' became important. However, previous studies have pointed out the structural problem that teachers empathize with the necessity of restructuring the curriculum and have a negative perception of the willingness to practice the curriculum. Therefore, the researcher examined high school teachers who are sensitive to the characteristics and evaluation of the highly hierarchical mathematics subjects. A total of six interviews were conducted with ten high school mathematics teachers in three groups of ten years of teaching experience. Through this, it was possible to observe how teachers as curriculum reconstruction practitioners had thought about curriculum restructuring, and I could observe what difficulties teachers' experienced. This suggests that teachers have two ideas for restructuring the curriculum: 'realistic curriculum reconstruction' and 'ideal curriculum reconstruction'. In addition, the teachers found that there are 'sides of incongruity in the school system' and 'difficulties in the management of teachers'.

• Journal of Christian Education in Korea
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• v.68
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• pp.77-112
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• 2021

This study is based on the research of the first year, which is the National Research Foundation of Korea's R&D subject for middle-grade researchers. In this study, the practical curriculum development of the education for love - an according to the psychoanalytic perspectives of F. Dolto(1908-1988) - is suggested as follows. The first is 'the reconstruction of the directions of curriculum and its specific aims in accordance with such directions.' The reconstruction of the directions of curriculum aims at leading our future generation to live as a subject of desire through the mutual-communication of love. The second is 'the reconstruction of the tasks of curriculum and its specific contents in accordance with such tasks.' The reconstruction of the tasks of curriculum pursuit to help our future generation through the converting the education for love into the paradigm of desire of Agape to live as a subject of desire forming a whole personality and practicing the desire of Agape in daily life. as a source of desire. According to these aims, the reconstruction of directions of curriculum are presented as following: firstly, 'curriculum for the mutual-communication between subjects of love' and secondly, 'curriculum for the subject of desire'. The reconstruction of tasks of curriculum are like these: firstly, 'converting the education for love into the paradigm of desire of Agape', and secondly, 'forming a whole personality through the education for love'. Thus, with respect to two specific aims in accordance with the reconstruction of directions are suggested like these: Firstly, 'constructing a subject as a speaking existence' and secondly, 'realizing the subject as the autonomous source of desire'. In the two specific contents in accordance with the reconstruction of tasks are presented as following: Firstly, 'realizing the truth of the desire of Agape'.' Secondly, 'practicing the desire of Agape in daily life.' The third is 'the reconstruction of curriculum by life cycle' are suggested. They include the fetal life, infants and preschool children life, and childhood life. In further study, it is required to contain adolescent period. It will be useful to help them to recover their self-esteem with the experience of true love, especially, out-of-school young generation overcome negative perspectives and prejudice in the society, and challenges to their dreams and future through proper utilization of the study outcome. The outcome of this study, which presented practical curriculum development of the education for love based on the understanding of psychoanalytic 'desire of subject' can be used as basic teaching materials for our future generations. Furthermore, the results can be used as a resource for educating ministers and lay leaders in the religious world to build capabilities to heal their inner side as well as the society that is tainted with various forms of conflict. These include general conflicts, anger, pleasure and addiction, depression and suicide, violence and murder, etc. The study outcome can contribute to the prevention of antisocial incidents against humanity that have recently been occurring in our free-semester system implemented in all middle schools across the country to be operated effectively. For example, it is possible to provide the study results as lecture and teaching materials for 'character camp' (self-examination and self-esteem improvement training) and 'family healing camp' (solution of a communication gap between family members and love communication training), which help students participate in field trip activities and career exploration activities voluntarily, independently, and creatively. Ultimately, it can visibly present the convergent research performance by providing the study outcome as preliminary data for the development of lecture videos and materials including infant care and preschool education, parental education, family consultation education, and holistic healing education. Support from the religious world, including the central government and local governments, are urgently required in order for such educational possibilities to be fulfilled both in the society and the fields of church education and to be actively linked to follow-up studies.

• Journal of the Korea Convergence Society
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• v.9 no.6
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• pp.9-16
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• 2018

The purpose of this paper is to reveal the limitation of previous studies on curriculum re-construction and to suggest an alternative for curriculum re-construction. Through the literature review, this paper finds that previous studies quiet over the direction about selecting as well as organizing contents. In order to overcome the weaknesses of previous studies, this paper embraces the interest of learner for establishing the direction of curriculum reconstruction. To be more specific, this study shows that how can the ideas of growth, habit, and interest of John Dewey connect to contents-selecting and organizing in the process of instruction. As a result, this paper helps curriculum discourses to make progress for various direction and helps teachers to reconstruct the contents based on interests of their students.

• Journal of the Korean Society of School Health
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• v.32 no.1
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• pp.20-31
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• 2019

Purpose: The purpose of this study is to examine the satisfaction level toward school sex education and its effect on character cultivation by reconstructing a unit, sex and health, included in the current health education curriculum. Methods: The study is a mixed research which utilized both two-way ANOVA & MANOVA methods, and qualitative content analysis. A total of 279 middle school students participated in the pre-test and the sex education program using the reconstructed curriculum. Then, a total of 253 participated in the posttest. Results: The results showed an increase in the satisfaction level toward school sex education (p<.05) and in character (p<.05) in both male and female students. There was no significant difference between male and female students. In the total test for character cultivation, there were no interacting effects between the test and gender (p>.05). Also, in the qualitative analysis, the program helped students to build character including self-care skills Conclusion: By revising the unit of sex and health to meet the needs and demands of the students, curriculum reconstruction increased the students' satisfaction and had a positive effect on their character cultivation.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.1028-1038
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• 2004

This study investigated how the 7th national elementary school science curriculum was implemented at science classrooms. Data from surveys with 140 elementary schools, 18 science classroom observations, and in-depth interviews with teachers were used to examine the characteristics of elementary school science instruction. Based on the data, I explored (1)how science curriculum is operated in terms of objectives, contents, methods and evaluation of school science, and (2)how student-centeredness and localization themes are reflected on the reconstructed school science curriculum. It was found that the degree of the reorganization of the national curriculum at the teacher level was minimal. And most of the elementary teachers followed the directions and contents of the science textbook and teacher's guidebook regardless of their own local situations. For most teachers, restructuring science curriculum meant reordering the sequences of the contents, and adding or deleting some units or topics. I also examined why elementary teachers have difficulty in reconstructing science curriculum at the classroom level. The necessity of curriculum reconstruction at the teacher level is also discussed.