• The Mathematical Education
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• v.59 no.4
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• pp.357-371
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• 2020

In the 2015 revised math curriculum, core competencies have been embodied and presented as skills and achievement standards. In this study, I analyzed aspects of the link between competencies, skills and achievement standards in the 2015 revised mathematics curriculum for elementary schools. According to the study, six mathematics curriculum competencies were presented evenly as 'skills' in each content area of elementary school, but reflected some of the sub-components of the curriculum, and some of them were presented as 'skills' but not as 'achievement standards'. In addition, the types of skills reflected in the achievement standards varied greatly by content area, but a few of specific skills such as 'understand' were found to be highly emphasized. Based on this, several implications were derived to further improve the implementation of competencies. First, 'skill' should be presented in a more systematic way and with more validity of extraction. Second, the extent to which competencies are presented in the achievement standards should be discussed. Third, Mathematics skills should be presented differently by grade(cluster) in achievement standards, 'Guidelines for Teaching and Learning' and 'Guidelines for Assesment'. Fourth, competencies related to content shall be presented separately and in detail.

• The Journal of the Korea institute of electronic communication sciences
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• v.9 no.5
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• pp.583-588
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• 2014

The purpose of this paper is to develop curriculum for the Department of Computer Application Based Army Contracts. Because the Army contract department is a retraining undergraduate degree program targeting noncommissioned officers in service, its curriculum has no choice but to differ from those of other departments. The curriculum of the Department of Computer Application focuses on the reeducation of noncommissioned officers in service and consumers of education. In addition to the subjects related to the scientific and informational movement of the military, the subjects needed to qualify for the second-degree military counsellor certificate are reflected in the curriculum, which is a first for regular universities. The appropriate curriculum of the Department of Computer Application will be proposed including subjects for noncommissioned officers to cultivate leadership skills for managing subordinates and various subjects road map of department specializations will be also developed.

• Journal of The Korean Association of Information Education
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• v.23 no.3
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• pp.229-235
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• 2019

By combining the elements of the game or game in education, it improves the interest of the students and improves academic achievement by creating an environment where they can participate directly. We propose a curriculum that can learn the core principles of the elementary curriculum through fusion. The proposed curriculum helps students to understand the principles of the elementary curriculum by learning the artificial intelligence method in board game form. Learning methods that incorporate such elements of the game will enable learners to learn the principles of IT so that they can develop their ability to understand objects from various perspectives and enhance their thinking skills. It is expected that the elementary artificial intelligence curriculum that incorporates the proposed gamification will contribute to the development of the information science curriculum, which has been highlighted recently from the 2015 curriculum.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.249-264
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• 2021

Many countries design and implement informatics curriculum based on core competencies to respond to the demands of development and reform in rapidly changing times. In this paper, we developed the core competencies framework of elementary information education by comparing and analyzing the core competencies and suggested the direction of the composition of elementary informatics subjects. We found that social-emotional skills, communication, creativity, responsibility, culture and ethics, problem-solving, collaboration and abstract competencies overlapped among the capabilities presented by each country and institution, and computational thinking and information technology utilization skills in Korea. Therefore, we proposed to reflect the core competencies of the framework in the elementary informatics curriculum. Moreover, we also suggested enhancing problem-solving skills, strengthening social responsibility and cultivating convergent skills to organize the curriculum. We hope that this thesis will expand the necessity of organizing an elementary information curriculum that reflects core competencies in the 2022 revised curriculum.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.25-31
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• 2022

The purpose of this study is to explore the implications for the systematic operation of the AI curriculum by analyzing the current status of the AI major curriculum in universities. To this end, This study analyzed the relevant curriculum of domestic universities(a total of 51 schools) and overseas QS Top 10 universities based on the industry demand-based standard of AI major curriculum developed through prior research. The main research results are as follows. First, in the case of domestic universities, Python-centered programming subjects were lacking. Second, there were few subjects for advanced learning such as AI application and convergence. Third, the subjects required to perform the AI developer job were insufficient. Fourth, in the case of colleges, the ratio of AI mathematics-related subjects was low. Based on these results, this study presented implications for the systematic operation of the AI major education.

• Journal of Korean Elementary Science Education
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• v.27 no.3
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• pp.261-272
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• 2008

This study focused on explicitly instructional effects about NOS(Nature of Science) of sixth grade students. Participants were 28 sixth grade students. Data sources included classroom observations of the explicit NOS science lessons, questionnaire, and interviews. 5 students among the participants were selected for the interviews. Date were analyzed for finding the changes of students' thoughts. Before the instruction, the majority of participants held naive views of NOS, but after the instruction, the majority of participants held informed views of NOS. Developing informed conception of NOS within curriculum is necessary to growth of science education.

• Journal of Veterinary Science
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• v.23 no.6
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• pp.86.1-86.5
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• 2022

Veterinary education is the foundation of veterinary services in the country. Starting from the service sector in the army, veterinary education and practice in Thailand have been standardized and progressed toward international veterinary standards. The 6-year Doctor of Veterinary Medicine core curriculum is deployed to develop the curriculum for each Veterinary Education Establishment (VEE). The challenges for veterinary education and practices reflect the country's expectations of veterinary services. With regional and global collaboration, the VEEs have been developing tools and learning platforms for delivering qualified veterinary graduates that fit fast-growing society needs.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.429-436
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• 2020

In this study, we examined students' science academic achievement through an analysis of the national assessment of educational achievement(NAEA) from 2015 to 2018 when the 2009 revised curriculum was applied. This study analyzed achievement average scores by gender and region and also analyzed the trend of the rate of achievement level in order to understand the characteristics of students' academic achievement. In addition, we analyzed the characteristics of the affective aspect using a survey of students' attitudes (confidence, interest, value, and willingness to learn) toward science. The main findings are as follows; First, the average science score shows a tendency to decrease year by year at the middle school level. Second, when analyzed by achievement level, the decline in the advanced group was large, and the rate of the below basic group increased. Third, comparisons of the average achievement scores by gender, female students' scores were generally high and the difference in achievement scores between male and female students tended to increase. Fourth, a characteristic gap was found between regional scales that increased in the advanced group. The results of a questionnaire on students' attitudes show that the four constructs of the students' attitudes had a significant correlation with the average achievement scores. In addition, the mean and positive response rates on the confidence, interest, and value of science in the above proficiency group increased but decreased in the below basic group. These results can be used as basic data for revising the curriculum, improving teaching and learning, and establishing educational policies.

• Journal of Science Education
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• v.36 no.1
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• pp.35-48
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• 2012

The purpose of this study was to analyze inquiry activities in the middle school science textbooks focused on the unit 'Nutrition of Plants' of the 2007 revision curriculum and the corresponding unit 'The Structure and Function of Plants' of the 7th curriculum in terms of content, process and contexts of inquiries. The average number of the inquiry activities in the unit 'Nutrition of Plants' was 9.2, which was a 3.8 decrease than in the unit 'Structure and Function of Plants'. In the respective of process of the inquiry activities, 'observation' was most prevailing in the basic inquiry process and 'data interpretation' was most prevailing in the integrated inquiry process in both of the units. In the respective of the types and contexts of the inquiry activities, 'experiment/observation' was most prevailing and the percentage of the natural scientific contexts was larger in both of the units. In the unit 'Nutrition of Plants', the components of the integrated inquiry process and the percentage of personal contexts were larger than in the unit 'Structure and Function of Plants'. And simulation activities were newly presented and technical contexts and natural environmental contexts were included in the unit 'Nutrition of Plants'. This study makes a suggestion that a wider variety of inquiry activities should be included when new science textbooks are developed.

• Journal of the Korean earth science society
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• v.43 no.2
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• pp.324-347
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• 2022

Geological information on the Korean Peninsula plays a significant role in science education because it provides a basic knowledge foundation for public use and creates an opportunity to learn about the nature of geology as a historical science. In particular, the Mesozoic Era, when the Korean Peninsula experienced a high degree of tectonic activity, is a pivotal period for understanding the geological history of the Korean Peninsula. This study aimed to analyze whether content regarding the geology of the Mesozoic Era are reliably and consistently presented in the 'Geology of the Korean Peninsula' section of Earth Science II textbooks based on the 2015 revised curriculum. Four textbooks for Earth Science II were analyzed, focusing on the sedimentary strata, tectonic movement, and granites of the Mesozoic Era. The analysis items were terms, periods, and rock distribution areas. The consistency within and among textbooks and of textbooks and scientific knowledge was analyzed for each analysis item. Various inconsistencies were found regarding the geological terms, periods, and rock distribution areas of the Mesozoic Era, and suggestions for its improvement were discussed based on these inconsistencies. It is essential to develop educational materials that are consistent with the latest scientific knowledge through collaboration between the scientific and educational communities.