• Journal of the Korea Society of Computer and Information
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• v.24 no.2
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• pp.217-225
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• 2019

In this paper, we proposed comparison of software education units according to 2015 Revised National Curriculum. Comparative analysis of 6 Practical Arts textbooks was conducted especially on the software education units. The analysis criteria were decided to be unit system, unit structure, learning objectives, the way of placing contents, activities, supporting materials, providing resources, and evaluation. As a result, the software education units have secured a lot of quantity compared to the total number of units. And the affective domain of the learning objectives is shown to be lacking. All the textbooks were uniformly arranged the component of contents described in 2015 revised national curriculum. Cooperative activities are strengthened compared to the previouse curriculum. On the other hand, evaluations have a large variation among textbooks and some have fewer types.

• The Journal of the Korea Contents Association
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• v.16 no.2
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• pp.588-599
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• 2016

This study aims to provide suggestions for improving national curriculum monitoring system. To achieve this goal, we analyzed the Korean national curriculum monitoring system in terms of actual problems and challenges faced by school teachers, and drew criteria for analyzing overseas curriculum monitoring system. Based on the criteria, we investigated the Australian and Singaporean national curriculum monitoring system. We especially carried out interviews with school teachers, principals, officials in Ministry of Education, and tried to identify the actual condition of curriculum monitoring system beyond superficial investigation of them. The results of this study provide four suggestions such as integrated way of monitoring, multi-way open system, and substantial approach into monitoring operation which will lead into meeting with the purpose of the monitoring system of national curriculum.

• International Journal of Human Ecology
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• v.15 no.1
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• pp.23-37
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• 2014

This study critically appraised the accumulated articles based on the critical science perspective on Korea's home economics education. The 55 articles published from 1993 to 2011 were identified and placed into three categories: Critical science paradigm, practical problem-focused curriculum, and systems of action. The common result across categories was that some authors did not fully understand the concepts of practice, a practical problem-focused curriculum, the practical reasoning process, and the systems of action. A positive outcome of including a critical science perspective in the Korean national curriculum will be seen when systems supporting this perspective, such as those providing more specific information on a critical science perspective and the relevant textbook accreditation standards, are available. We present a proposal based on considerations of a national curriculum, teacher education, relevant philosophical perspectives, and classroom practice.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.43-60
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• 2017

The purpose of this study was to compare the configuration changes of content elements and inquiry activities between 2009 and 2015 revised national elementary school science curriculum, and to examine the trends in achievement standards. The results of this study were as follows. First, the number of content elements presented in the 2015 revised science curriculum was slightly decreased in comparison to 2009 revised one, but fell short of goal level for revision, that was to cut 20 percent of present achievement standards. The characteristics of changes in achievement standards were to enhance the relation to practical life, to integrate the content elements separated, and to adopt the achievement standard to introduce new concept. Second, the number of inquiry activities presented in the 2015 revised science curriculum was also slightly decreased, and to be linked with the changes of achievement standards. In some cases, the range of inquiry activity was adjusted, or the unit to present it was changed. Teacher should know exactly about the elements to be changed in the 2015 revised national elementary school science curriculum, and it will be needed them to make an efforts in the cause of its smooth application.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.4
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• pp.537-552
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• 2010

This paper attempts to study for preliminary model for consulting school curriculum. To accomplish this goal, the meaning of school-based curriculum, supervision of school curriculum, supervision of curriculum consulting are examined. Second, The condition for supervision of school curriculum is reviewed in line of curriculum context. They are discussed problem of supervision in Korea through the diagnosis of present condition. Third, Model development for the consulting in the school curriculum is attempted for building creative curriculum management. Finally, the conception of school curriculum consulting, feature of model, and the item of actual applications are discussed.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.924-943
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• 2001

The purpose of the study is to analyze and compare the primary science curricula of Korea, China, and Japan. Science textbooks for Korea and China and national science curriculum guides for Korea and Japan were analyzed in terms of the scope and sequence of the topics. The number of primary science topics dealt with is greatest in China, followed by Korea, then Japan. In addition to the wide range of topics, the Chinese curriculum also shows more in-depth coverage of topics. On the contrary, the Japanese curriculum has the least number of topics and shallowest depth of coverage. Korea seems to be in the middle between China and Japan. The similarities of the curricula in these East Asian countries is greatest between Korea and China. and the least between China and Japan. The similarities between Korea and Japan is somewhere in the middle. Korean primary science curriculum shows a comparatively even distribution of topics across grades. A relatively smaller number of sub-topics are introduced at each grade level, especially in the area of earth science and physics. On the contrary, in the Chinese curriculum, sub-topics tend to be concentrated at a certain grade level, thus major topics are dealt with in a grade or two. The Japanese science curriculum has fewer topics than those of the other countries, and generally one or two sub-topics appeared in a grade or two.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.214-225
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• 2005

The purpose of this study was to examine the content relevance of the 7th national primary science curriculum and textbooks. To fulfill the purpose of the study, we 1) analyzed the 7th national science curriculum of Korea, Californian science standards, the national science curriculum of England and Japan, and current Korean and Japanese science textbooks, 2) conducted a nationwide survey to gather opinions from students, teachers, and professors of teachers colleges about the relevance of the science curriculum and textbooks. Main findings of this study are as follows: First, the science contents at each grade level should be determined by the students' characteristics, not by an equal portion rule among physics, chemistry, biology and earth science. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoid. Third, the number of topics at each grade level should be reduced, and the similar topics and themes should be integrated for students' deeper understanding. Fourth, the number of science concepts and activities should be reduced to an appropriate level considering the time allotment for science classes, teachers workload, laboratory conditions, etc. Fifth, differentiated curriculum, such as in-depth and supplementary course, should be described not in science contents, but in teaching and learning strategy.

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.75-100
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• 2017

The 2015 revised national curriculum has been implemented to first year students in elementary school, and will be expanded to middle school and high school from next year, 2018 school year. As of this year, the ways of implementing the curriculum and supporting teachers to better implement the curriculum into their classrooms are crucial. This study explores the implications for building curriculum supporting and implementing system by investigating relevant systems in foreign countries, such as Australia and England. In order to achieve the purpose, this study conducts literature review and previous studies in regards to the curriculum implementing and supporting system, interviews with curriculum developers and teachers, and analyzes their web-sites of the two countries. The results shows that active communication is essential among curriculum developers and curriculum implementers including school teachers and other stake-holders, and this communication can be achieved by building systematic ways; second, professional development for teachers should be recommended by supporting integrated and systematic teaching-learning process; third, the principal agent for curriculum implementation, school teachers, should have the autonomy for implementing the curriculum. The detailed ways for realizing the three implications are suggested.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.621-630
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• 2020

This study compared and analyzed the contents of secondary earth science curriculum in Mongolia and South Korea to check the contents of earth science education in both countries and to prepare basic data necessary for future earth science curriculum revisions. The research questions of this study are: first, to understand the changes and current operating conditions of earth science curriculum in both countries, to compare and analyze with other foreign cases, and second, to compare and analyze the contents of earth science and curriculum in both countries. The TIMSS evaluation framework is used to compare and analyze the earth science-related contents included in the science curriculum of middle schools. For analyzing the contents of high school, the contents of NGSS in the United States and the earth science curriculum contents of high schools in South Korea were mixed and the analysis frameworks were created and validated by experts. As a result of the study, countries that follow the Russian-style education system did not organize and operate earth science as an independent science subject, and deal with earth science-related content in the natural geography area of the geography subject. The earth science contents covered in middle school science curriculum in both countries, 18 of the 27 content elements of the TIMSS content analysis framework were matched in Mongolia and 20 in South Korea. In high school curriculum, the contents of earth science in Mongolia were described more briefly and not covered than in South Korea. In particular, the Mongolian geography curriculum dealt with many environmental issues. The emphasis on the operation method of the earth science curriculum in Mongolia and the contents related to the environment can be used as a reference when developing an interdisciplinary integrated curriculum of science and social studies in South Korea.

• Journal of the Korean Chemical Society
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• v.48 no.1
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• pp.66-76
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• 2004

This study is to compare and analyse the high school chemistry curriculum in Korea and Japan from the viewpoint of the structure, objectives, contents, teaching-learning method, and assessment plans. From the comparative analysis, we found some common and different aspects. The suggestive ideas which is useful for study of Korean science curriculum were deduced, such as more expansion of selective subjects and enhancing the guidance, more flexible teaching methods, enhancing the individualized instruction plans suitable to each student's condition, careful selection of educational contents and enhancing the base and foundation, and transition period.