• Journal of Korean Elementary Science Education
• /
• v.29 no.3
• /
• pp.243-251
• /
• 2010

The purpose of this study is to investigate the relationships between elementary school teachers' points of view about the organization of the science curriculum and their views on the nature of science (NOS). We surveyed 132 elementary school teachers' view points about these two kinds of views, analyzed the data by their variables, and compared the two viewpoints with their personal details. The elementary school teachers thought the science curriculum should be emphasized through the process more than contents. They thought the contents of the science curriculum should be integrated rather than separated. As teachers' career progressed, they focused on the contents more than the process. On the other hands, because elementary school teachers showed the NOS views as relativism, deductivism, decontextualism, content, and instrumentalism, when we plotted sub-viewpoints of NOS in process-content dimension, we thought it would be similar distributions with point of views on the organization of science curriculum. However, there was no meaningful relation. This showed that teachers' views on the organization of the curriculum and the NOS are totally different. These findings suggest further research is needed to find how factors influence elementary school teachers' views on the organization of the science curriculum and what inclinations can occur in science classes with their different views.

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

• Journal of the Korean Society of Earth Science Education
• /
• v.4 no.1
• /
• pp.32-42
• /
• 2011

The purpose of this study is to provide meaningful basic materials for organizing a science curriculum in future by analyzing the status and changes of contents about astronomical phenomena in textbooks according to the changes of the science curriculum of elementary school. A main target of analysis is science textbooks of elementary school in curriculums from 1st to 7th. For the analysis, the analytic frame based on contents in astronomy textbooks of teachers colleges and colleges of education was used. The result of the analysis is as in the following. First, astronomy accounted for average about 7% of all pages of textbooks in all of science curriculums. The 1st educational curriculum had the most learning quantity of 10.40%, and the 6th curriculum had the least quantity of 4.39%. These results show that astronomy was not a small part and was considered important in each science curriculum of elementary school considering that earth science accounted for 17-26% of all pages in elementary school science curriculum. Second, the things that have been dealt with in common in all science curriculums from 1st to 7th of elementary school are the shape of the earth, the rotation and the revolution of the earth, the occurrence of the seasons, the apparent motion of the sun, the status and motion of the moon, the movement of a star, the brightness and distance of a star, constellations, the sun, planets and others. These contents are expected to be dealt with continuously as basic contents to organize astronomy regardless of the changes of curriculum. Third, in science curriculum of elementary school, astronomical phenomena based on life experiences regarding the earth, the moon and the sun are mainly dealt with in the first and the second grade. Contents requiring principles-understanding and research are dealt with in the fifth and sixth grade. These results show that elementary school science curriculum dealing with astronomy reflects the developmental stages of students and considers principle of learning possibility.

• School Mathematics
• /
• v.4 no.4
• /
• pp.657-675
• /
• 2002

This paper is to make strides toward an enriched understanding of the difficulties and issues raised by applying the 7th mathematics curriculum to elementary school classrooms. A general overview of the curriculum is presented in line with teaching and learning methods emphasized in the curriculum. Four classroom episodes are presented in brief in order to diagnose the problems in situating the curriculum in elementary mathematics classrooms. These episodes deal with lessons emphasizing activity rather than its associated concepts or principles, overusing multimedia data, pursuing play rather than its associated thinking, and distributing various individual worksheets in the name of differentiated instructional methods. In addition to the episodes, interview data with elementary school teachers also are presented as needed. This paper discusses two aspects of activating the curriculum into elementary mathematics classrooms. One deals with the issues of the curriculum and textbooks themselves, and the other covers those of research trends on mathematics education and teaching practices. This paper finally emphasizes a collaborative working relation among classroom teachers, mathematics educators, and policy makers with their own places and roles.

• Journal of Korean Elementary Science Education
• /
• v.40 no.3
• /
• pp.295-310
• /
• 2021

For the continuous growth and development of students, continuity of learning content according to the school level is essential. However, research on the continuity of kindergarten education and elementary school science curriculum is relatively insufficient. In this respect, it is necessary to precede the analysis of the continuity between the science-related learning content presented in kindergarten education and the science curriculum in elementary school. In this study, the 2015 science curriculum was organized into 14 small sections, and the core contents of science education in kindergartens and elementary schools were presented as correspondence. As a result, it was possible to classify learning contents presented only in kindergarten, learning contents presented only in elementary schools, and learning contents showing a clear continuity between kindergarten and elementary school. This study is meaningful in that it presents implications for the continuity between the science curriculum of the kindergarten curriculum and the elementary school curriculum.

• Journal of the International Relations & Interdisciplinary Education
• /
• v.2 no.2
• /
• pp.1-8
• /
• 2022

In March 2021, the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School> issued by the Ministry of Education of China clearly pointed out that it is necessary to adhere to child oriented. This goal of this policy is based on the idea of "living education" proposed by Mr. Heqin Chen in 1940, which indicates that a true understanding of children is necessary before talking about educating them. The core goal of "bidirectional articulation" is to strengthen the sense of articulation between kindergartens and elementary school, scientifically prepare for and adapt to school enrollment, and promote the smooth transition of children. Moreover, the <Guidance Points for Kindergarten Readiness Education> and the <Guidance Points for Elementary School Adaptation Education>, which were released at the same time as the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School>, also place special emphasis on the cultivation of children's life preparation and adaptability. The aim of the bidirectional articulation "bridging" is to realize a two-way exchange of curriculum between kindergarten and elementary school, and to reform the curriculum at three levels through the curriculum spirit of "gamification", the continuous curriculum structure, and the developmental curriculum evaluation.

• Journal of Elementary Mathematics Education in Korea
• /
• v.15 no.3
• /
• pp.579-598
• /
• 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 Elementary Mathematics Education in Korea
• /
• v.14 no.3
• /
• pp.633-658
• /
• 2010

This study aimed to analyze the debate on the Elementary School Mathematics Contents in the new National Elementary Mathematics Curriculum developed in 2006. With this, the feature of the new National Mathematics Curriculum compared with the past 7th National Elementary Mathematics Curriculum was investigated. And the drafts on developing the new National Elementary Mathematics Curriculum were investigated as well. Three main controversies were identified. The first controversy was related to the item which had been dealt in middle school curriculum and moved to elementary school in the new National Mathematics Curriculum (e.g. equations, direct proportion and inverse proportion). The second one was related to the order of teaching fraction. The third one was related to the fact that problem solving became one of the five domains in Elementary School Mathematics Curriculum. Those controversies came from a basic belief on the ranges and depths of elementary school mathematics, didactical point of view, or thoughts on what should the content in the National Mathematics Curriculum be. The issues and suggestions that were discussed in this paper might serve to improve the National Mathematics Curriculum.

• Journal of Korean Elementary Science Education
• /
• v.22 no.2
• /
• pp.173-180
• /
• 2003

The purpose of this study was to investigate about current status of science field study in elementary schools. A total of 72 elementary teachers in Busan and Gyungnam districts were involved and the data from questionnaire was gathered. The questionnaire was comprised two parts: items on general level include the epistemological aspect and actual condition and items on concrete level according to chapters of elementary school science curriculum. The major findings are as follows: 1. Many teachers cognize the requirement of science field study in 7th Korean elementary school science curriculum is larger than 6th one. But they respond the actual number of science field study in 7th curriculum is nearly equal to 6th. 2. In analysis to grades, the actual number of field study decrease as grade is high. 3. In the science content aspects, the requirement of field study is the largest on biology domain and earth science domain. 4. Many teachers have pointed out “the difficulty of administration for field study” and “inappropriated surrounding of their school” as the problems of science field study in elementary school.

• Journal of Fisheries and Marine Sciences Education
• /
• v.22 no.2
• /
• pp.287-302
• /
• 2010

The purpose of the study was to figure out elementary school teachers' Stages of Concern(SoC) between senior teachers and new comers to integrated units of integrated curriculum which was revised in 2007 and applied in 2009 by using CBAM. Seventy-four home-room teachers in elementary schools took part as participants. For data collection, as Hall and Hord suggested in 2005, Questionnaire of Stages of Concern was used. Profiling of teachers' concern and one-way ANOVA were employed in data analysis. In the results, 55% of the teachers were in the stage of Awareness. In the stage of Informational, 22% of the teachers were appeared. Most of elementary teachers' concern about integrated units was closed to indifference of self-interest level. The difference of concern between senior teachers and others will be illustrated as findings. The results of the study provided that factors which influenced teachers' concern about the curriculum. Physical factors such as a curriculum guideline or on-line system to access boarder-cross curriculum influenced teachers' concern. Little intervention about the boarder-cross curriculum appeared in elementary schools. The authors of the study suggested to emphasizing the roles of facilitator for the revised curriculum.