• The Journal of Korean Association of Computer Education
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• v.9 no.3
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• pp.29-45
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• 2006

The IT(Information Technology) is very important growth power in the knowledge information based society. But there is nothing an educational program or system for putting the computer science education in the primary and secondary school into practice. We can talk this problem because of the national curriculum. This existing state brings to a conclusion not only to the political and administrative support but also to the national curriculum. These internal problems are two. First problem is the content in the computer textbook. And second problem is the connection between the computer science education curriculum of university and that of primary and secondary school. This study analyzed the relation about it. And this study suggested the ideal method for connecting those of them. Finally, the results of this study are two. First result is the necessary to reconstruct the domain knowledge of the computer based on the computer science for getting the identity. And second result is necessary to connect between the domain knowledge of the computer based on the computer science identity of university and that of primary and secondary school.

• The Korean Journal of Food And Nutrition
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• v.1 no.2
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• pp.25-30
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• 1988

To investigate, how many, what kind of nutritional programs in primary school curriculum, all the textbooks were collected and analyseds. Through this study, what 1 obtained, the results are summarized as follow 1 There are a lot of nutrition education program in primary school textbooks, but it is very shortage in learning in the classroom. 2. Nutrition education is done some by classroom teaching In lunch feeding school, but It is insufficient. 3. It assumes that nutrition education must be done in all the primary school, whether the lunch feeding school or not. The reason is, nutrition education is the foundation of health. 4. Through a classroom teaching regularly, nutrition education is going to be done throughly. It is necessary that nutrition educational materials must be exploited.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.213-226
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• 2002

The purpose of this research is to direct the 7th national primary science curriculum to be performed properly. The research is based on the questionnaire to investigate the primary teachers' appreciation of the curriculum. The questions are about the general aspect of the 7th curriculum and special treatises on science curriculum. Questionnaires were distributed to 1000 teachers, and 822 teachers answered them. According to the survey results the teachers' thoughts were as following: First, there must be enough time to develop a new curriculum. It is not desirable to change the old curriculum totally. There should be some continuity between the old and the new curriculum. Second, teachers appreciated that the learning resources and supplements were helpful, and interested students. Teachers thought that If equipment at class or school was not enough. Third, according to them the hierarchical structure of science curriculum was appropriate, but the contents need to be improved. Fourth, most teachers restructured the 7th science curriculum to adapt it to the class and school. They cooperated with one another in teaching science, and applied diverse teaching-learning methods according to the curricular contents and the grade levels. Teachers tried to evaluate all aspects of the students with various methods, but they felt it was hard. They were not active in developing evaluation tools as a team, and in objectifying the information about students. Fifth, teachers felt it was hard to implement the science curriculum according to different levels of the students. Based on the survey of teachers' thoughts, the following can be suggested for successful implementation and reorientation of the curriculum. First, teachers need learning opportunities to appreciate and adapt the 7th curriculum creatively. Second, they need guidances in implementing the different levels of the curriculum, and the information about the appropriate resources for it. Third, we need to control the relative difficulty of the curricular contents, and reduce the hours and quantity of the study. Fourth, we need to improve the school equipment and facilities. Networking and cooperation among education-related institutions are essential for better education. Fifth, it is desirable to develop concrete and diverse teaming models.

• 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.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.535-550
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• 2007

The purpose of this study was the identifying differences between physicists' expectations and teachers' representations about the primary physics concepts in elementary schools. For this, the material subjects analyzed were the 7th curriculum, the textbooks of elementary school and the texts using at the department of physics in many universities. The primary physics concepts extracted from the texts were to be fundamental and basic. Also, they were restricted to the domain of dynamics. And besides, the human subjects were physicists, professors and students majoring physics of the graduate school, researchers of institutes or laboratories and elementary school teachers. At the result of this study showed the scholars and teachers have the different opinions.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.4
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• pp.1172-1183
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• 2015

The purpose of this research is to analyze the recognition of the curriculum experts on 2015 integrated liberal arts and natural sciences curriculum revision. Research method is a delphi survey and the subjects are curriculum experts. The research results are as follows. Firstly, experts suggested common education for all students and students' opportunities to choose subjects. Secondly, the direction of curriculum revision was different by school level. The elementary school needs to foster convergence thinking. The middle school needs to educate common basic literacy education and the high school needs both the common education and the free choice of subjects by students. Thirdly, the separation of the liberal arts and natural sciences was caused by the separate thinking of custom, tradition and study and the separate exam application on liberal arts and natural science of college scholastic ability test. The solution about separation problem of liberal arts and natural sciences have been proposed to improve mathematics education and teachers' convergence education competency. Lastly, for the establishment of an 2015, integrated curriculum the reduction of the CSAT test area and the introduction of qualifying examination for English were required.

• Journal of the Korean Society of School Health
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• v.6 no.2
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• pp.56-68
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• 1993

The primary school age are important period that the children exchange the deciduous teeth for permanent teeth, there are so many outbreak of dental caries which is major oral diseases periodontal disease begins, and malocclusion may be brought about. The purpose of this study is to suggest the fundamental data for enforcement of dental health in primary school age as analyzing the curriculum contents and amount on dental health in primary school course. The data were investigated from 103 volumes of 139 textbooks of second semester in 1992 and first semester i 1993 except some subjects that the quantitative analysis is impossible such as arithmetic a problem in arithmetic, observation, music, fine arts and so on. The contents of all textbooks were analyzed separating into paragraph and picture, the contents for dental health were classified into amount, item, teaching method. The results are as follows: 1) The paragraphs on public health were 3.992 among total paragraphs 69,789 as 5.72%. And the picture were 7.41% as 923 pieces of total 12,457 ones. 2) For dental health, there were 73 paragraphs of 69.789 ones (0.10%) and 42 pieces of 12.457 pictures (0.34%). 3) According to the investigation of curriculum that had the paragraphs related to dental health the most, it turned out to be in order of physical education nature. Right life story, and right life story, righ life, physical education for the picture. And for the grade, it appeared to be in order of sixth, third first grade for the paragraphs and first, third, sixth grade for the pictures. 4) In the attitude and knowledge of item for dental health by grade, it turned out that the paragraph was 76.71%, the behaviour was 23.29%. On the other hand, the knowledge was 35.17% and the attitude was 64.28% for the picture. 5) At the commentary of curriculum in primary school, the goal of health education by each grade was just keep clean and strong teeth, know the role of teeth and the cause of dacayed teeth, and prevent it in second and third grade.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.3
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• pp.169-188
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• 2008

This thesis presents the 'Information and the Library' curriculum and the roles of teacher-librarians. Related to 'The School Library Promotion Law', this thesis presents the effects teacher-librarians instruct 'Information and the Library' curriculum to the school libraries, and the challenges related to this curriculum. This thesis contains the role and work of three kinds of staff in the school library. implementation of primary and secondary 'Information and the Library' curriculum for information literacy instruction in the school libraries, the effects by 'Information and the Library' curriculum. and challenges of 'Information and the Library' curriculum. Conclusively, teacher-librarians should accomplish their own instructional activities with 'Information and the Library' curriculum in the school curricula as differentiated work from librarians.

• Journal of the Korean Geographical Society
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• v.49 no.6
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• pp.949-969
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• 2014

The purpose of this study is to analyze the share of global citizenship education in the 2009 Revised Social Studies (geography area) School Curriculum of the Republic of Korea. I selected the achievement standards of the geography domain in the fifth and sixth grades as the subjects of analysis. The chosen subjects were examined using content analysis: I used KrKwic, a Korean language content analysis tool, to analyze the content and drew a semantic network of the analysis results using UciNet/NetDraw. I found that the geography domain of the 2009 Revised Primary School Curriculum included the concepts of and factors of global citizenship education. However, global citizenship education did not account for a major portion of the curriculum, and the curriculum achievement standards were noticeably nation-state centered. Global citizenship education factors were not closely associated with to other related factors in fact, they even revealed a isolated pattern. These findings suggest that the inclusion of global citizenship education in primary geography education is limited, because the connections between global citizenship education and related contents, such as the environment, sustainable development, conflict, and cooperation, are probably impeded. Globalization accompanies the transformation of territories, identities, and the relations between nation-states and the world, although nation-states continue to play a significant role in the globalized worlds. Therefore global citizenship education, a educational trend focusing on the global community, is particularly important and is required in the geography curriculum of the global era. I expect that the examination undertaken in this study to contribute to future curriculum revisions regarding globalizatin and global citizenship.

• Education of Primary School Mathematics
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• v.4 no.1
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• pp.31-41
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• 2000

There has been much concern and worry about executing school curriculum from the year 2000 because the seventh curriculum is based on the complicated' differentiated education' concept. Now the new textbook has been developed according to the curriculum. This paper will reinforce the understanding of the curriculum and textbook in school math. In order to do this, this paper will present questions on three subjects to help school teachers and people related to math education to probe and discuss the benefits and problems of teaching math using the new textbook. The three subjects are based on the contents included in certain chapters of the math textbook. These are 1) understanding mathematics concepts using manipulatives or concrete objects, 2) doing math projects or problem solving activities 3) learning mathematics using calculators. furthermore, it is emphasized in this paper that math teachers must keep in mind that they should execute instruction in their own way using the 'textbook' not as a bible but as a guideline.