• 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 the Korean Data and Information Science Society
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• v.16 no.4
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• pp.843-848
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• 2005

The purpose of this qualitative case study is to understand how the idea of data view and information graphics is used in the social studies high school textbooks. Data were collected through national curriculum documents and social studies middle school textbooks for the 10th grade students. We set up three questions for this study; what kinds of information graphics are used in the textbooks, how the graphics are organized in the social studies middle school, and how the 7th social studies curriculum is related with the 7th national mathematics curriculum. Through the data analysis, we found that 1) photographs, information tables, illustrations, etc., are used and frequencies of their usages are in descending order, 2) double lines graphs, and stripe graphs are often adopted for the comparison of populations, 3) the relation of the two subjects curricula is not well developed, especially in the curriculum steps of information maps, scatter diagrams, and comparison of populations. Finally we suggest that new web site of data view or information graphics be provided for two curricula, workshop of information graphics be needed for social studies teachers, and modification of the 7th probability and statistics curriculum.

• Journal of the Korean earth science society
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• v.43 no.4
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• pp.557-566
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• 2022

The purpose of this study was to examine the status of the field application of the Science II career electives with the application of the 2015 revised curriculum up to the 3rd year of high school. This study focused on examining high school science teachers' perceptions of the student-participatory class and process-centered assessment in Science II subjects, which are career-intensive high school science electives. A total of 192 science teachers responded to the survey questionnaire, and 12 teachers participated in interviews. In the in-depth interviews conducted to supplement the survey results, questions were asked about changes in the overall class, the status of student-participatory classes, and changes in the assessment of Science II subjects due to the emphasis on process-centered assessment. The main research results included teachers' perceptions of changes in teaching and assessment methods with the application of the revised curriculum, the degree to which the eight skills used in Science II classes develop the key competencies of science, and the teaching and assessment methods commonly used in Science II classes. Science teachers generally agreed with the purpose and necessity of introducing student-participatory classes and process-centered assessment, which are the core purpose of the 2015 revised curriculum. However, they had difficulties in practice due to the excessive content of Science II subjects. Problems were also encountered with securing objectivity and fairness during assessments and the operation of online science classes due to COVID-19.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.17-30
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• 2001

The 7th Science Curriculum of Korea is applied in elementary schools from 2000, and the New Science Curriculum of Japan is applied in schools from 2002. In this study, we made a comparison between the 7th Science Curriculum of Korea and the New Science Curriculum of Japan in relation to Elementary school in aspects of construction, aim, and contents. The major findings of this study are as follows. 1. The New Science Curriculum of Japan presents a specific aim, treatment of content, and process skills according to grade, but the 7th Science Curriculum of Korea does not classify them according to grade. Hence the 7th Science Curriculum of Korea emphasize on the sequence between grades. 2. In aim of Science Curriculum, the 7th Science Curriculum of Korea show more emphasis on the practical application than the New Science Curriculum of Japan. 3. In construction of content, a area of science content is handled with gradual advance in several grades and several areas of content are treated in a grade in the 7th Science Curriculum of Korea. On the contrary, a area of content is treated intensively in a grade in the New Science Curriculum of Japan. Therefore, the 7th Science Curriculum of Korea shows more reflection of connection and hierarchy between grades. 4. The statements of the 7th Science Curriculum of Korea are centering around specific matters and include specific activities, but the New Science Curriculum of Japan focuses on concepts to team and does not state specific activities.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.279-295
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• 2014

The Korean national curriculum will be revised in 2015. Before revisions are to be made, we must discuss the direction the curriculum changes will take. In this study, we compare the contents of the current 2011 elementary school mathematics curriculum in Korea with the Common Core State Standards for Mathematics (CCSSM) in the United States. The results from this comparative analysis may be helpful in the revision of the Korean mathematical curriculum. We find that the CCSSM introduces certain mathematical concepts earlier and in greater detail than the Korean curriculum does. The CCSSM also covers a broader range of mathematical concepts. These results indicate that the Korean curriculum needs to emphasize conceptual understanding, as well as procedural skill and fluency, in the early grades. Moreover, the 'grade band' is unnecessary in the mathematics curriculum. The Korean curriculum revision process must be debated more intensely, must be made public, and must take into consideration the key points of CCSSM.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.2
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• pp.111-135
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• 2005

In this study I compared Korea's elementary school mathematics curriculum and its handbook with Japan's curriculum and its handbook. Based on that work, I induced some suggestions which is useful to develop mathematics curriculum in the future. First, the purposes of Korea's elementary school mathematics curriculum focused on the system of mathematics, scholastic ability and learning volition. On the other hand, Japan's curriculum concentrated on the utility of mathematics in daily life and the motive of learning mathematics. Secondly, purposes of mathematics education written in Japan's curriculum handbook, differing from Korea's, are closely divided into concrete items. Finally, purposes of mathematics education in each grade, written in Japan's curriculum handbook, are presented in outlined form according to general purpose of mathematics curriculum. The merit of this way is that the researcher could display flexibilities and creativities in making mathematics textbook.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.2
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• pp.494-509
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• 2013

The purpose of this study is to analyze the articulation between kindergarten curriculum and subject of Korean language in an elementary school. Analysis was conducted with following findings. Firstly, out of 696 activities related with elementary school curriculum, those related with Korean language marked the highest number with 281. Secondly, as for articulation between subject of Korean language and themes of kindergarten life, environment and life marked highest with 173, Thirdly, in the area of kindergarten life, listening/speaking marked top with 173, followed by literature 87. Based on this findings, we are able to grasp present state of articulation between Nuri course guide book for five-year old kindergarten children and subject of Korean language in an elementary school and further would like to utilize it as basic data to boost articulation between curriculums of kindergarten and an elementary school.

• Journal of Korean Home Economics Education Association
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• v.14 no.1
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• pp.15-25
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• 2002

The purpose of the study is to analyze the technology$.$home economics textbooks of family life in the 7th curriculum for the middle school students and the direction of future policy to improve the curriculum for further revision. For this purpose, 10 different textbooks prepared for 7th Curriculum and published in 2001 were examined and obtained the following major findings 1. It was gradually strengthened that the part of family life in home economics textbooks for middle school students. 2. The part of family life in technology$.$home economics a in middle school textbooks of the 7th curriculum tried to adapt diverse learning programs and many fixtures were included to improve its learning efficiency. 3. Since the contents of family life parts in technology$.$home economics textbooks consisted of practically and empirically appliable. it must be suite useful for the middle school students.

• Journal for History of Mathematics
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• v.33 no.1
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• pp.55-71
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• 2020

In this study, the situation of publishing middle and high school mathematics textbooks used at the period of the first curriculum were investigated. In the period of the first curriculum, middle and high school textbooks were used from 1956, and middle school textbooks were used until 1965, and high school textbooks were used until 1967. First of all, the announcements of the ministry of education related to the textbook authorization were examined in the government official gazettes of 1956~1967. However, there were considerable typographical errors in these announcements of the ministry of education. So textbooks used at that period were examined, and typographical errors were corrected by cross-checking the bibliographic information.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.257-271
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• 2001

This study investigated the new revised Mathematics curriculums of elementary schools in Korea and Japan at the end of the 20th century. The comparison was made especially with revising direction, purposes, and contents of elementary school mathematics curriculum in both countries. I began by comparing and confirming the ratio of instruction hours of Mathematics to the total instruction hours of all the subjects at as whole. This comparison was done of the elementary and middle school mathematics. The next part of the study was to compare in detail the purposes of revised mathematics in elementary and middle schools of both countries. Particular attentions was paid to the important revised points of Japanese elementary school Mathematics. Finally, I concluded by comparing the contents of elementary school Mathematics of the two countries. New mathematic text books in both countries having been published by revised curriculum, puts the future task in comparing, in detail, the concrete contents of each textbook.