• Journal of the Korean Chemical Society
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• v.46 no.2
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• pp.169-176
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• 2002

In this study, the chemistry achievement of the Korean 8th grade students in the Third Inter-national Mathematics and Science Study-Repeat(TIMSS-R), which was administered internationally in 1999,was analyzed. By the 6th national curriculum, 31 chemistry problems were selected from the categories of 'classification of matter', 'structure of matter', 'chemical reactivity and transformations', 'physical properties and physical changes of matter', 'heat and temperature', 'subatomic particles', 'pollution', 'scientific method',and 'scientific measurements' among the total 143 problems. Based on the analysis of the percentage of cor-rectness on each problem, the weak and strong points of the 6th curriculum were discussed. The implications for the development of national curriculum and textbook are suggested.

• Korean Medical Education Review
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• v.19 no.3
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• pp.115-120
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• 2017

Despite the importance of how the premedical education curriculum is organized, the basic direction of the curriculum has not been evaluated at a fundamental level. In order to explore the basic directions of the premedical education curriculum, this study examined medical education as a university education, the historical basis of premedical education, and the direction of the premedical education curriculum. Historically, as medical education was incorporated into the university education system, premedical education developed based on basic science and liberal arts education. Accordingly, the direction of the premedical education curriculum began to split into two approaches: one believing in a basic science-based education intended to serve as the foundation of medical training, and the other believing in a liberal arts-based education intended to cultivate the qualities of a doctor. In recent years, however, the binary division in the direction of premedical education has ceased to exist, and the paradigm has now shifted to an agreement that premedical education must cultivate the basic scientific competence required for learning medical knowledge as well as the social qualities that a doctor should have, which are cultivated through the liberal arts. Furthermore, it has been asserted that the direction of premedical education should move toward the qualities that will be required in the future. With the fourth industrial revolution underway, the role of doctors is now being re-examined. This means that today's medical education must change in a future-oriented way, and the direction of the premedical education curriculum must be on the same page.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.229-255
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• 2020

In this study, considering the OECD's DeSeCo and 2030 projects, the curriculum to develop competency was expected to be more emphasized, and the evaluation standards of the 2015 revised mathematics curriculum for elementary school in Korea and the Australian curriculum were analyzed in depth. To this end, the capabilities newly emphasized in the OECD 2030 Project were examined in detail and examined how the Australian elementary school mathematics curriculum included capabilities in achievement standards and content descriptions. The achievement standards of elementary school mathematics curriculum in Korea and Australia were matched, and the contents of number and arithmetic domain were compared and analyzed, and the skill verbs included in the achievement standards were analyzed and compared to see how their competencies were reflected in the achievement standards. Based on the results of the analysis, implications for improving math achievement standards were derived to faithfully reflect the capabilities into the mathematics curriculum.

• KIPS Transactions on Software and Data Engineering
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• v.6 no.8
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• pp.411-418
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• 2017

The curriculum is about what to teach and learn, which is the basis for judging the level of knowledge. At the present time when the necessity of informatics education is emphasized, cultivation of human resources to actively cope with the SW-oriented society is the core of national competitiveness. The purpose of this study is to compare and analyze the quantitative aspects of high school curriculum based on higher education curriculum. Among the 18 knowledge areas, 'America' has 15 areas, 'UK' has 10 areas, and 'Japan' has 7 areas. However, 'Korea' has 6 areas, The purpose of this study is to understand the current status of Korea's information curriculum through the analysis of curriculum and to provide contents and implications for the curriculum revision.

• Journal of Korean Academy of Nursing
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• v.32 no.6
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• pp.917-928
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• 2002

The traditional nursing roles have become increasingly blurred. Nurses are now working in different ways and at higher levels of practice that enable nurses to adapt their roles and take on new responsibilities. The advanced role of nurses requires a different kind of master-level prepared education. Method & Result: This article describes an curriculum development process in preparing registered nurses for their advanced nurese' roles in the area of acute adult health nursing, geriatric nursing, pediatric nursing, neonatal intensive care nursing and oncology nursing. Several important issues to be solved regarding introduction of APN were also discussed. Conclusion: The curriculum that was proposed in the study will equip nurses to meet the challenges of future healthcare provision and will be a model to other areas of nursing practice and curriculum development.

• Journal of Korean Academy of Nursing
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• v.42 no.7
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• pp.917-927
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• 2012

Purpose: A curriculum development model is presented to examine the processes necessary to develop new programs or evaluate existing programs within the philosophy of outcomes-based education in nursing, especially in the context of accreditation. The philosophy of outcomes-based education is to produce individuals who can demonstrate the evidence of competencies in designated areas of education. For nursing education, this means competencies in performing the role of professional nursing as defined by the profession and social needs at the beginning level upon completing a nursing program. Methods: A curriculum development model has been developed analytically based on the literature and experiences. Results: A 10-step process framework incorporating the tenets of outcomes-based nursing education is illustrated. Conclusion: This curriculum development framework can be applied in developing new educational programs in nursing or to evaluate and revise existing programs in anticipation of the accreditation process that is moving with a full force in such countries as Korea.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.79-89
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• 2009

In this study, we explored the meaning of science education in an inclusive education setting tram the view of the epistemological approach, and discussed the principles and theories for constructing an educational program. Also, we explored the possibility of inclusive education in science education by suggesting principles for practice: accommodating science curriculum macroscopically, adapting science curriculum microscopically, considering diversity in science instruction, sharing the differences in science teaching and learning, and restructuring the assessment system in science education. We also reviewed the case on learning basic concepts in optics for the visually impaired according to the principles discussed. In conclusion, we discussed the considerations for the practice of inclusive education in science education and inferred further research problems.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.219-229
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• 2024

The purpose of this study is to analyze the concerns and difficulties encountered by authors involved in the development of integrated science textbooks. Specifically, it focuses on their experiences with understanding and implementing the 2022 revised science curriculum. We collected 89 opinions from textbook authors and categorized them into several key areas: understanding the terminology and descriptors provided in the curriculum, structuring learning content, inquiries and activities, and the depth and scope of learning content. The analysis revealed that the most difficulty encountered by the textbook authors was in defining the level and scope of learning content. Many also expressed concerns and difficulties related to the ambiguity of terms and predicates. In terms of the composition of learning content, difficulties were identified in concerning the repetitive descriptions of achievement standards and the discrepancy between the arrangement of achievement standards and the flow of learning. Regarding inquiries and activities, there were experiments presented that were difficult to experience or actually implement, along with limitations in activity composition due to the need to optimize learning volume. Given the importance of high-quality textbooks for effective science education at the national level, it is crucial to establish effective communication channels between curriculum developers and textbook authors. Additionally, a robust support system for textbook development should be established.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.625-633
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• 2018

The goal of this study is to investigate the features of Korean eighth graders' achievement and its trend in Chemistry in TIMSS 2011 and TIMSS 2015, and to explore its implications for Korean science curriculum and in teaching science. With three science educators and six science teachers, we analyzed the characteristics of Korean eighth graders' achievement in Chemistry by test-curriculum matching analysis. According to the trend analysis of science topics with released items for Chemistry in TIMSS 2015, Korean students' percentage for correct answers has dropped in topics such as regularities in chemical reactions, oxidation-reduction, etc. since these topics are covered after the ninth grade in the 2009 revised curriculum. For science cognitive domains, Korean students showed weaknesses in 'applying' domain in TIMSS 2015. Based on the results, we suggested implications for improvement in middle school chemistry curriculum and how to improve science teaching and learning for students' better science competencies and real-world application of science knowledge.

• School Mathematics
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• v.15 no.4
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• pp.759-783
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• 2013

Both curriculum and textbooks play an important role in the process of didactical transposition from mathematics as a science to school mathematics. The 2009 revised national curriculum for mathematics introduced the system of grade-band, so its achievement criteria for mathematical contents tend to be addressed more and less generally in the curriculum. We need to investigate whether the achievement criteria were applied meaningfully in elementary textbooks for mathematics. This study aims to recognize the connection between the curriculum and the textbooks and make a suggestion for composing the following curriculum and its textbooks. To do this, we analyzed the mathematics textbooks for 1~2 grades in relation to the mathematical contents as per reconstructed one of curriculum achievement criteria, the mathematical terms and symbols, and the mathematical processes -mathematical problem solving, mathematical reasoning, mathematical communication. Based this analysis, futhermore, this study includes some didactical discussions and implications for development of mathematics textbooks in 3~4 and 5~6 grade-bands.