• The Mathematical Education
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• v.54 no.2
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• pp.143-165
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• 2015

The purpose of this study is to find out the level relevance of the kindergarten curriculum in terms of the kindergarten and elementary school curriculum articulation. For this purpose, a model was developed to assess the level relevance of the curriculum. Next, the achievement standards of the curriculum were analyzed by using this model. Finally, teachers' guidebooks were analyzed, too. The following results were obtained from the analysis. First, five of the 14 achievement standards are rated as 'relevant', and nine of them were 'irrelevant'. Also, six of the irrelevant achievement standards were rated as 'overlap', two of them were rated as 'retrogression', and one of them was rated as 'gap'. I found a lot of problems with the level relevance in the kindergarten curriculum. As the results to analyze teachers' guidebooks, I found that there were the great frequency difference in the activities of teachers' guidebooks.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.263-271
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• 2017

Teacher reeducation is required to be comfortable with the 'Integrated science' subject as introduced in the 2015 revised curriculum. In this research, we designed in-service teacher training programs according to the types of secondary school science teacher's certificates, and developed ways to improve in-service science teachers' competencies. Through Delphi surveys with 22 science education experts, we investigated the features of the 2015 revised 'Integrated science' curriculum in light of its characteristics, purposes, contents system, contents, and so on, and explored teachers' competencies to teach the subject. Based on the analysis of the features of each type of secondary school science teachers' certification and required teacher competencies for teaching 'Integrated science', we developed three types of teacher training programs: in-service training courses for understanding the 2015 revised 'Integrated science' (Type A), in-service training courses for 'Integrated science' (Type B), and in-service teacher training certificate program for 'Integrated science' (Type C). For each teacher training program, we suggested the target of the training program in light of teacher certificates, operation systems, and ways to organize the program. In addition, we also suggested ways to improve 'Integrated science' teacher education programs for pre-service as well as in-service teachers, and examined ways to improve educational requirements for qualification in 'Integrated science' teaching based on the opinions of experts. Discussed in the conclusion are ways to design in-service teacher training programs for 'Integrated science' teaching and ways to improve 'Integrated science' teacher training.

• Annual Conference on Human and Language Technology
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• 2014.10a
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• pp.112-116
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• 2014

서답형 문항은 학생들의 종합적인 사고능력을 판단하는데 매우 유용하지만 채점할 때, 시간과 비용이 매우 많이 소요되고 채점자의 공정성을 확보해야 하는 어려움이 있다. 이러한 문제를 개선하기 위해 본 논문에서는 서답형 문항에 대한 자동채점 시스템을 제안한다. 본 논문에서 제안하는 시스템은 크게 언어 처리 단계와 채점 단계로 나뉜다. 첫 번째로 언어 처리 단계에서는 형태소 분석과 같은 한국어 정보처리 시스템을 이용하여 학생들의 답안을 분석한다. 두 번째로 채점 단계를 진행하는데 이 단계는 아래와 같은 순서로 진행된다. 1) 첫 번째 단계에서 분석 결과가 완전히 일치하는 답안들을 하나의 유형으로 간주하여 각 유형에 속한 답안의 빈도수가 높은 순서대로 정렬하여 인간 채점자가 고빈도 학생 답안을 수동으로 채점한다. 2) 현재까지 채점된 결과와 모범답안을 학습말뭉치로 간주하여 자질 추출 및 자질 가중치 학습을 수행한다. 3) 2)의 학습 결과를 토대로 미채점 답안들을 군집화하여 분류한다. 4) 분류된 결과 중에서 신뢰성이 높은 채점 답안에 대해서 인간 채점자가 확인하고 학습말뭉치에 추가한다. 5) 이와 같은 방법으로 미채점 답안이 존재하지 않을 때까지 반복한다. 제안된 시스템을 평가하기 위해서 2013년 학업성취도 평가의 사회(중3) 및 국어(고2) 과목의 서답형 문항을 사용하였다. 각 과목에서 1000개의 학생 답안을 추출하여 채점시간과 정확률을 평가하였다. 채점시간을 전체적으로 약 80% 이상 줄일 수 있었고 채점 정확률은 사회 및 국어 과목에 대해 각각 98.7%와 97.2%로 나타났다. 앞으로 자동 채점 시스템의 성능을 개선하고 인간 채점자의 집중도를 높일 수 있도록 인터페이스를 개선한다면 국가수준의 대단위 평가에 충분히 활용할 수 있을 것으로 생각한다.

• School Mathematics
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• v.7 no.2
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• pp.193-219
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• 2005

This study looked into the procedures of and the status on the implementation of the new mathematics curriculum at the secondary school level(7th through 10th grades). This study examined schools and the teachers were subjects for the actual implementation of the mathematics classroom. More specifically it examined the degree to which the particular innovation ideas of the 7th mathematics curriculum(i.e., reorganization , student-centeredness, diversification/specialization) were being carried out at every stage of the curriculum implementation. Nationwide survey for teachers including students were conducted along with classroom observation and teacher interviews. For an in-depth study into the process and the product of mathematics curriculum implementation, two provincial boards of education participated in the project as research partners. Detailed documentation on the classroom practices were made in order to provide schools and teachers including policy makers with relevant and practical suggestions for further improvement of mathematics curriculum implementation. It was found that mathematics teachers generally were reconstructing the contents giving the priority to the needs of the learners. The concept of learner-centered-ness was reflected in teaching objectives, contents, instructional methods and evaluation. In most schools observed, emphasis was given to the reorganization of the curriculum contents fitting to the concept of 'student-centered' curriculum. The efforts by teachers to diversity and/or specialize the curriculum contents with consideration of various educational conditions such as student readiness, student abilities, classroom equipment and facilities, school locations and environment were found.

• Communications of Mathematical Education
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• v.34 no.2
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• pp.119-134
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• 2020

Korea, where the national curriculum is run, can change school education by specifying basic competence in the common curriculum of elementary and middle schools for students to pursue school learning and real life. The numeracy as a basic competence should not be limited to mathematics, so it needs to be specified in the national curriculum covering several subjects and guided through various subject curriculums. To this end, the study proposed concepts, components, and levels of numeracy and proposed ways to reflect them in the national curriculum and other subjects' curricula. To ensure its validity, the UK, Canada and Australia curriculum are analyzed, and the results of the survey are proposed for various education experts. This study proposed two ways to briefly state the numeracy in the national curriculum and to imply the contents related to the numeracy in each subject curriculum, and to present the concepts, components and levels of numeracy in the national curriculum in detail and to describe numeracy code in each subject curriculum. These suggestions obtained high consent from experts.

• Journal for History of Mathematics
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• v.20 no.4
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• pp.175-190
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• 2007

In the nineteenth century was Augustus De Morgan, British mathematician, a great mathematics teacher. Although his name is well known to everybody who is interested in set theory, his major mathematical legacy would arise from his novel research in logic. In this article, we first investigate De Morgan's life briefly; we then consider his precious philosophy of mathematics education based on his students' remarks and his works. Finally, by considering his teaching style, we highlight some of the ingredients that go into making a great mathematics teacher.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.33-46
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• 2021

Inquiry occupies an important place in science education, and research related to inquiry is widely conducted. However, due to the inclusiveness of the concept of "exploration," each researcher perceives its meaning differently, and approaches may vary. In addition, criticisms have been raised that the results of classes using inquiry in science education do not guarantee meaningful changes to students. Therefore, this study attempts to identify the trend of SSCI-level research papers dealing with inquiry in science education over the past three years to confirm the current status and effectiveness of the inquiry. Researches used in the analysis are International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education, and limited to those that directly suggest "inquiry (enquiry)" as a keyword. Based on extracted 75 papers, the classification process was conducted, and an analysis frame was derived inductively by reflecting the subject and characteristics. Specific cases for each category were presented by dividing into three aspects: perception and perspective on inquiry, support and strategy for inquiry, and teacher professional development for inquiry. The results of examining the implications for scientific inquiry are as follows: First, rather than defining inquiry as an implicit proposition or presenting it as a step-by-step procedure, it was induced to grasp the meaning of inquiry more comprehensively and holistically. Second, as to whether the inquiry-based instruction is effective in all aspects of the cognitive, functional, and affective domains of science, the limitations are clearly presented, and the context-dependent and subject-specific properties and limitations of inquiry are emphasized. Third, uncertainty in science inquiry-based instruction can help learners to begin their inquiry and develop interest, but in the process of recognizing data and restructuring knowledge, explicit and specific guidance and scaffolding should be provided at an appropriate timing.