• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.9-16
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• 2022

This study attempted to analyze the achievement criteria of the 2015 special curriculum middle school physical education curriculum based on Bloom's new education goal taxonomy. To this end, 184 sentences based on the common curriculum and basic curriculum achievement standards of the relevant curriculum were analyzed into a total of 24 combinations of 4 dimensions of Bloom's new education goal taxonomy and 6 dimensions of cognitive courses. The results of the study are as follows. First, in the case of the special curriculum physical education and middle school achievement standards, unlike the analysis of the basic curriculum of elementary schools shown in previous studies, the 'procedural knowledge-applying' combination was the most common, and it was confirmed that there was a hierarchy by school level. In addition, the dimensions of knowledge and cognitive processes were relatively diverse, confirming the key points of physical education and middle school classes for disabled students. Second, in the case of the common curriculum among the lower curriculum, knowledge and cognitive process dimensions were relatively diverse except for cognitive process dimensions such as 'remember', and higher knowledge and cognitive process dimensions such as 'metacognitive knowledge' and 'creative'. Third, in the case of the basic curriculum among the lower curriculum, the 'procedural knowledge-applying' combination was excessively concentrated at 60.7%, which was analyzed to require improvementsary.

• Journal of Korean Home Economics Education Association
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• v.9 no.1
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• pp.39-52
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• 1997

The purposes of this study are 1) to identify the position and the problems of Home Economics in Elementary School, and 2) to propose orientation for the future curriculum revision. Elementary Home Economics, historically, has been partially practiced as a part of Practical Arts Education. As a results, the nature of Home Economics Education has been distorted and lacked the disciplinary consistency with Middle School Home Economics Education： the curriculum of Home Economics Education ignored the importance of the understanding family life as well as underscored the technical skills. The identified status and problems has on implication for the subject’s further development. The propositions for Elementary Home Economics Education which has the original intention, are as follows：(1) the curriculum of Practical Arts Education must be built on theorectical base and criteria. (2) the name of subject, Practical Arts Education, must be changed to [Technology$.$Home Economics]. (3) the contents of the subject must be practical which to promote motivations and interest of students.

• Research in Mathematical Education
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• v.5 no.2
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• pp.133-141
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• 2001

One of the most fundamental problems in education in Korea up to yet is that teaching-learning activities in the classroom are carried out without considering each student\\`s interest, ability aptitude and other attributes. In 1995, National committee on Educational Reform of Korea recommended big changes on various aspects of the education system of the nation. In 1997, just before so-called the \\\"International Monetary Fund (IMF) crisis \\\" in Korea, Ministry of Education announced the seventh amendment of national curriculum. The foundation of new national curriculum is the implementation of a \\\"differentiated\\\" curriculum. Also, the new curriculum strongly suggests \\\"performance assessment\\\", which was introduced to the nation in mid 1990\\`s. However, most mathematics teachers have reluctant to both new curriculum and performance assessment.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.94-101
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• 2022

For the purpose of this study, in order to adapt to the era of intelligent informatization in the 4th Industrial Revolution, we propose an information processing and analysis technology education plan that can solve problems through information search and collection. To this end, first, we explored the necessity and content of information processing and analysis technology in hyperconnection, hyperintelligence, and hyperconvergence under the theme of various majors in IT, focusing on understanding information technology in the software and hardware curriculum. Second, the curriculum improvement plan was proposed based on information literacy, computing thinking skills, and cooperative problem-solving skills for efficient software and hardware-linked curriculum operation based on information processing and analysis technology. Third, I would like to emphasize that it is essential to secure connectivity between other studies for future innovation in new technologies related to computer technology, machine technology, and infrastructure technology through hyperconnection, hyperintelligence, and hyperconvergence in the software and hardware curriculum. Through this, we intend to cultivate creative convergence talent required by the future society.

• International Journal of Internet, Broadcasting and Communication
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• v.8 no.2
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• pp.43-48
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• 2016

In the present knowledge and information society, knowledge and use of information and communication technology(ICT) is very important for every citizen. Also, for national power of a nation, IT-related industries need to be supported since those industries can be reconstructed in a short period of time unlike other industries. In this sense, identification and education of gifted children in IT become a serious national issue. Since 2013, gifted education has been conducted as a form of convergent education by government policy. However, there have been controversies on convergent education for gifted education. The purpose of this paper is to analyze the usefulness of convergent curriculum for gifted education in IT. For this purpose, gifted children in IT in a gifted education center are analyzed. By comparing the entrance ranking and graduation ranking, it is concluded that the current convergent gifted curriculum may not be efficient.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.194-206
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• 2002

This article describes the major themes to change in historical and philosophical perspectives of science education that lead the US and Korean science curriculum reform movements since 1957. Inquiry teaching and criticism of teaching science as inquiry in the late 1950s and the 1960s, Science-Technology-Society (STS) Curricula, and Science Literacy and the 1980s science literacy crisis are discussed. In the US, three major curricular projects as responses to the scientific literacy crisis are exemplary such as the Project 2061 sponsored by the American Association for the Advancement of Science, the Project on Scope, Sequence, and Coordination (SS&C) initiated by the National Science Teachers Association (NSTA), and the National Science Education Standards (NSES) published by the National Research Council. To identify how each set of national content standards differ, we compared specific content standards related to the theory of plate tectonics in Earth and Space science in grades 9-12 over the three national standards: Benchmarks of AAAS, NSES of the NRC, and SS&C of the NSTA. Against this historical background of the US science education reform movements, the curriculum reform movements in Korea is briefly discussed. In general, Korean science curriculum reform movements have reflected and resembled the recommendations of the US reform movements. In addition, it is important to note that throughout the history of curriculum revision in Korea, there have been continuing pendulum swings between a theoretical, discipline-centered curriculum and a liberal, humanistic, and student-centered curriculum, which pays more attention to students in terms of their interest and psychological preparedness. In conclusion, the sixth and seventh national science curriculum revisions reflect rather a student-centered movement by reducing technical and sophisticated topics, taking constructivism learning theory into consideration, and adding more STS related topics.

• Journal of the Korean Home Economics Association
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• v.50 no.8
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• pp.21-40
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• 2012

This study is to respond to the urgent demands of both society and times on public schools in regards to training an educated person who can cope with the financial environment of this diversified modern society. Therefore, this study will explain the concept of Financial Consumer Education and its trends of several other countries. By focusing on the current state of Korean Financial Consumer Education, it will call attention to the needs of introducing Financial Consumer Education to the school curriculum in order to educate students about finance systematically. To support our viewpoint, this paper analyzed and organized the materials concerning Financial Consumer Education in two curricula (2007 and 2011 Revised National Curriculum), and in a Practical Arts (Technology Home Economics) textbook of the 2007 revised version. Hence, the purpose of this study is to explore the desired direction and revitalization of Financial Consumer Education by analyzing the existing curricula. Even though the content of finance education begun from one of the subcategories of consumer education called 'Financial Management,'the number of research about financial education through public education has been increased in response to the social and academic consensus. Therefore, we suggest the re-conceptualization of consumer education for financial education is necessary. Therefore, this paper suggests that Financial Consumer education in a Practical Arts (Technology Home Economics) should not be regarded as only one of the components of Consumer Education. Instead, by raising it to the status of Financial Customer Education, it is required to teach the learners to improve their personal financial management skill as well as to help them achieve financial knowledge, skill, and attitude as financial consumer.

• The Journal of Korean Association of Computer Education
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• v.19 no.4
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• pp.21-31
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• 2016

As the science and technology advances, the side effects of information and communications technology use become a social issue and the social demands to strengthen the informatics ethics in the curriculum of elementary and secondary schools becomes great. The contents of informatics ethics education is included in the current curriculum for elementary and secondary school, but they are embedded in multiple subjects without the holistic guidelines for the informatics ethics curriculum. Therefore it can have duplications of the contents or missing among subjects as those subjects are elective in the secondary school. In this study, we proposed a holistic curriculum for informatics ethics education and developed the education program based on subject integrated curriculum model and the cyber internet ethics education model to solve problems of informatics ethics education. The program was practised for 291 students of $10^{th}$ graders for 5 months and effectiveness was proven by the high attainment of ethics understanding. This subject integrated education program is proposed to solve the structural problems of informatics ethics education in 2015 curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.5 no.4
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• pp.315-320
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• 2004

Digital technologies have largely changed our way of life in a time-space traditional paradigm. Information Technology(IT) has become the most primary measurement in evaluation of social value. So the efficient education for IT has a big responsibility for the better living conditions. The importance of IT education continue to grow more and more. The intent of this work is to enforce the competitive power of IT education under open-education and to develop the special model of the practical IT curriculum for industry. The proposed curriculum is consisted of various modules which can be easily adapted to real world. So someone who finished IT curriculum can be re-educated the only necessary module with this developed model.

• Journal of Educational Research in Mathematics
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• v.27 no.1
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• pp.137-156
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• 2017

This study was designed to gain insights into investigating pre-service secondary mathematics teacher education for technology integrated curriculum. The progressive expansion of supporting system for those education in US, TPACK, teacher belief, and analysis frameworks for teacher education program were explored. A survey on the technology courses in 42 mathematics education departments was analysed. Technology courses were not opened in 1/3 of the departments because of the lack of lecturers or objection of the faculty members. Common visions as well as curriculum realignment, financial supports are required for implementing technology integrated mathematics education