• Journal of Fisheries and Marine Sciences Education
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• v.16 no.1
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• pp.69-83
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• 2004

The purpose of this study is to examine the implementation of the elective curriculum in academic high school. Elective curriculum of the high school seems to take more important status than that in the 6th national curriculum. The number of elective subjects of the high school increased from 60 different subjects for the 6th national curriculum to 79 different subjects for the 7th national curriculum. In addition, students can make their own courses and have a right to choose the subjects. In order to ascertain how elective subjects are being implemented and whether students can choose the subjects they wish to learn, this study conducted a national survey. The results of this survey are as follows. Despite the emphasis of the 7th national curriculum on the elective subjects in academic high schools, the curriculum implementation of elective subjects seems to be unacceptable. In most schools, only two typical courses such as humanities/social sciences and natural sciences courses are being offered for students as elective courses, and the scope of elective subjects students can choose appears very narrow. That's why we need to do research in order to improve implementation of elective subjects.

• The Journal of Sustainable Design and Educational Environment Research
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• v.5 no.2
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• pp.14-30
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• 2006

This study is to explore effective implementation strategies of elective-based curriculum in high schools, and to infer some implications for the improvement of school facilities. For the purpose, this study did three things. First, it tried to find the degree to which students are provided with the courses they want to take for the elective-based curriculum. Second, it explored effective implementation strategies of elective-based curriculum in high schools with the introduction of students' 'pre-application and lottery-allotted system' of high school admission. Third, it tried to infer the changed policy's implications for the improvement of school facilities. As a result of the study, three points are to be emphasized for the future plan and design of high school facilities. First, different school facilities are needed for each school because each school would implement different types of school curricula. Second, schools should be provided with different sized classrooms and different number of classrooms because three different types of students are assigned for each school as a result of new students' allocation policy. Third, new measures should be taken to provide students who are assigned to unwanted schools with opportunities to take courses outside their schools because students assigned by lottery system cannot have so much opportunity as students who are allocated to chosen schools.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.31-51
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• 2020

The purpose of this study is to review and draw lessons from the case of Family and Consumer Sciences(FCS) curriculums in Ohio and to provide implications to the designing of HE elective courses for high schools in Korea. For this, 19 curriculum documents that are available from the website of the Ohio Ministry of Education were analyzed. As a result of the analysis, the following conclusions were drawn: First, following the example of the Ohio Pathway which was developed in consideration of the characteristics of the field, college admission, student's interests, and the societal change, it is recommended that Korean HE curriculum consider developing HE Pathway that reflects the characteristics of Korean HE education system. Second, Ohio's FCS curriculum offers a well-structured system consisting of total 18 courses and contents within the four broad FCS Pathway themes. Thus, it is suggested that the Korean Home Economics Education Association organize a task force to develop 'HE Pathways'-'College majors'-'Elective career focused courses', and student-centered career exploratory elective courses focusing on the students' needs. Third, it is necessary for HE teachers and professors to newly develop basic elective courses which lays the foundation for understanding of Home Economics and help students to follow advanced HE elective courses. Lastly, there is a need for designing career-focused elective courses that can provide practical resources for the college admission process by interviewing college admission officers, education specialists, career counselors, college admission specialists, home economic professors and teachers.

• 대한공업교육학회지
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• v.30 no.2
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• pp.45-59
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• 2005

The purpose of this study is to develop and operate a curriculum which is able to connect a vocational high school to a general high school. That curriculum makes it possible to meet the necessity of accepting the learning rights for the students of a small scale school located in a rural community. And also, it is able to broaden the implementation of the elective-centered curriculum in the $7^{th}$ curriculum. So, We developed a connected curriculum model which fulfills to the utmost the requirement of a few students who want to go to a collage after finishing vocational high school and who want to get a job after finishing general high school in a electing their subjects and then operated it with student's moving to the connected schools on a Saturday. In this study, we got the results as follows: First, we prepared the curriculum environments which can accept the learning-demands of students in a small scale school located in a rural community. To do so, we publicized the curriculum of a vocational high school connected to that of a general high school, made questions, and organized the committee of students, parents and teachers and so on. Second, we organized and implemented the connected curriculum so that a small number of students could learn the subjects they demands. So, a small number of the vocational high school students could have learned the 'Math I' and 'English Conversation' which were not allowed in their school. And also, a small number of the general high school students who hope to have an occupation after graduation could have learned 'Web Design' subject. Third, we examined the problems and presented the solving methods according to organizing and implementing the connected curriculum. So we could have served as an aid on building up the foundation of the generation of the elective-centered curriculum.

• English Language & Literature Teaching
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• no.4
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• pp.53-84
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• 1998

The purposes of the present study were to give the new direction of teaching English based on the 7th English curriculum, and to show some useful insights on English teaching in the 21st century. The 7th English curriculum was developed in two parts: as a required subject and as an elective subject. As a required subject, the English curriculum applies to the third grade of elementary school through to the first grade of high school. The elective subject of the English curriculum applies to the second and third grades of high school. In the 7th curriculum reform, a proficiency-based language program will be applied in the form of intensive and supplementary courses at the same levels irrespective of differences based on students' abilities, schools and regions. Linguistic functions, communicative functions, subject matters are included in the content area in language organization. Limiting the length of sentences is applied at elementary school only and is not applied at higher levels.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.145-154
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• 2021

This study aims to investigate teachers' perceptions of the composition of high school science elective courses ahead of the 2022 curriculum revision, and to derive implications for the organization of the 2022 revised science curriculum in preparation for the full implementation of the high school credit system. To this end, a survey was conducted by randomly sampling high schools across the country. A total of 192 science teachers responded to the questionnaire. In addition, 12 high school science teachers were selected as a focus group, and in-depth interviews were conducted to investigate opinions on the restructuring of elective courses in science. Main research results include 129 (67.2%) science teachers in the survey answered that the current 2015 curriculum's science and elective courses system should be maintained. In the next curriculum, when reconstructing science elective subjects, it is necessary to provide an opportunity to experience the entire contents of each science field through Science I·II system as before, and to ensure student choice in preparation for the credit system. In addition, the opinion that general elective subjects should be organized to include all the contents of science I and II subjects was the highest. Through in-depth interviews, science teachers emphasized that the current science I subject system allows access to the content areas of science as much as possible as the number of subjects is small, and that subjects, such as physics, where the hierarchy of concepts is important, should deal with important content within one subject rather than divided by area. On the other hand, in the current I subject system, there is no subject for liberal arts students to choose from, so teachers suggested that science electives should be organized by subdividing each content area. Based on the research results, the necessity of organizing high school science elective courses in consideration of the purpose of the high school credit system, ways to organize science-convergence elective courses as subjects for all students regardless of career aptitude, ways to organize science-career elective courses, and ways to organize science elective courses in connection with the college admission system were proposed.

• School Mathematics
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• v.5 no.1
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• pp.27-42
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• 2003

The current 7th National Mathematics Curriculum had been developed as a learner-centered curriculum and begun to apply to high school since 2002. This paper discusses issues related to the high school mathematics curriculum application into high school. The mathematics curriculum for grades 11 and 12 was developed primarily as a learner-centered one to provide five elective courses according to the needs of students based on their future occupation and attitudes. Discussion starts with the differences of the five elective courses: the three of them have dependent and sequential structure and the two are totally different with regards to their levels of difficulty and the content they span. It is claimed that the frameworks of the 2005 National Ability Test for the College Entrance and the minimal enrollment requirements of several influential colleges' admission policy make the high school mathematics education very rigid, unflexible, and anti-educational. Several suggestions to recover and imp-rove the high school mathematics education and the spirit of the 7th curriculum are presented.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.321-330
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• 2014

Changes are expected in the future, and the future society will expect changes in education. Science curriculum needs to reflect such demands for changes in the future of education. Hence, this study explored ways to reflect the changes demanded by the future society in science education. In this study, we investigated the major issues and directions for improvements based on the findings from questionnaires given to 447 primary and secondary school science teachers as well as in-depth interviews with 12 experts. We explored the problems of the 2009 revised national science curriculum including organization of science elective courses, fusion 'science' as an elective course, intensive course-taking of science, career-focused science curriculum, variation of completion units in science elective courses, and fairness of science elective course selection in college entrance. In addition, we proposed ways to organize science curriculum around core competencies and STEAM education suggested by science teachers. According to the results, we need to add such key competencies as basic learning abilities, self-identity, and moral competencies to science curriculum in addition to existing key competencies including problem solving and communication. Regarding the fusion science, experts contended that convergence of science courses should come before that of science and other subjects, and that STEAM with science as the axis was the desired form of convergence. We also need to establish a curriculum development center that exclusively focuses on science curriculum research and development.

• Journal of the Korean Chemical Society
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• v.52 no.1
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• pp.96-106
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• 2008

The purpose of this study was to identify the actual conditions of operation in school and investigate the perceptions of science teachers and students regarding the 7th elective-centered curriculum of high school science subjects. For this study, a questionnaire survey was conducted for the selected subjects including 127 high school science teachers and 763 high school students in their third year who had experienced the 7th elective-centered curriculum. As a result of the study, concerning the way to present the elective subjects of science, many cases were the alternative way and the group-elective way in humanity courses while natural science courses had the alternative way and the free-elective way in most cases. In other words, in many cases, the right of elective was given within a limited range. The result of the investigation on science teachers' perceptions on the elective-centered curriculum was that negative views dominated as a whole. Especially, earth science teachers showed the most negative attitudes. The number of biology and chemistry teachers who supported students' right to opt subjects were lower than that of physics teachers and earth science teachers who were against it. To help students make a right choice, many viewed that the system of the college Scholastic Ability Test should be complemented in order to prevent any disadvantage to each elective subject or that it was necessary to have systematic and realistic career education. As the result of investigating the perception of high school students in their third year regarding the elective-centered curriculum, they were usually not very satisfied with it. As the reason for it, many said the selection right was limited. Many others also expressed that there were lack of public relations and education on subjects and careers. Based on these results, limits still exist in accepting all demands although there are a lot of efforts made to smoothly adjust supply and demand of science teachers as well as students' electives in the field of school. It is considered necessary to come up with counterplan and complements to prevent basic science from being neglected or lower academic achievement in the subject of science from happening, and at the same time to harmoniously deal with supply and demand of science teachers as well as the issues of students' demands given the actual conditions of school.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.112-122
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• 2021

The goal of this study is to explore ways to restructure Convergence Elective Courses in science in preparation for the high school credit system, ahead of the 2022 revised science curriculum. This study started from the problem that the 2015 revised science curriculum has not guaranteed science subject choice for students with non-science/engineering career aptitudes. To this end, a survey was conducted by randomly sampling high schools across the country. A total of 1,738 students responded to the questionnaire of 3 science elective courses such as Science History, Life & Science, Convergence Science. In addition, in-depth interviews with 12 science teachers were conducted to examine the field operation of these three courses, which will be classified and revised as Convergence Elective subjects in the 2022 revised curriculum. According to the results of the study, high school students perceive these three courses as science literacy courses, and find these difficult to learn due to lack of personal interest, and difficulties in content itself. The reason students choose these three courses is mainly because they have aptitude for science, or these courses have connection with their desired career path. Teachers explained that students mainly choose Life & Science, and both teachers and students avoid Science History because the course content is difficult. Based on the research results, we suggested ways to restructure Convergence Electives for the 2022 revised curriculum including developing convergence electives composed of interdisciplinary convergence core concepts with high content accessibility, developing convergence electives with core concepts related to AI or advanced science, developing module-based courses, and supporting professional development of teachers who will teach interdisciplinary convergence electives.