• Journal of Fisheries and Marine Sciences Education
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• v.28 no.6
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• pp.1894-1906
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• 2016

The purpose of this study is to analyze the setting and directions of cross-curricular learning topics based on research on experts' recognition of cross-curricular learning topics. The study method adopted was Delphi, and the subjects selected were curricular experts. This study has drawn following results: first, regarding the essence and problems of cross-curricular learning topics, even among the experts, there is no opinion agreed about cross-curricular learning topics' concept, essence, or characters. Second, more detailed discussion is demanded to select cross-curricular learning topics and set up a guideline about the operation. Third, it is needed to examine closely if presently suggested cross-curricular learning topics are duplicated or not and consider related subjects connected with those cross-curricular learning topics to improve education more systematically. Fourth, it is necessary to conduct more profound and systematic research on core competence that can embrace those cross-curricular learning topics. Fifth, to cope with changes in society and demands at school, it is needed to discuss how cross-curricular learning topics should be added or which learning topics should be added.

• Communications of Mathematical Education
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• v.38 no.1
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• pp.27-48
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• 2024

In order to prepare for changes in future society, cross-curricular learning is emphasized, and the need to link cross-curricular learning topics and subjects is increasing. However, there are few studies on how to deal with cross-curricular learning in mathematics education. This study analyzed the contents and methods of cross-curricular learning topics in subject-specific curriculum and mathematics textbooks. As a result of the study, the curriculum can be categorized into four types according to the variety of cross-curricular learning topics applied and the presence or absence of a main cross-curricular learning topic, and the mathematics curriculum belongs to the type where some cross-curricular learning topics are dealt with passively and there is no main topic. On the other hand, the analysis of 10 math textbooks for grades 5 and 6 according to the 2015 revised curriculum showed that, unlike the curriculum, various cross-curricular learning topics were applied in the textbooks, mainly environment and sustainable development education, safety and health education, career education, character education, and economic and financial education. In addition, in mathematics textbooks, cross-curricular learning topics appeared in various types such as materials, questions, explanations, illustrations, and in many cases, they appeared mainly as materials or illustrations. Based on these findings, implications were explored and suggested on how to integrate and apply cross-curricular learning topics in mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.2
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• pp.161-180
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• 2005

The purpose of this study is to delve into how elementary mathematics textbooks deal with the areas of triangles and quadrilaterals from a viewpoint of the Didactic Transposition Theory. The following conclusion was derived about the teaching of the area concept: The area concept started to be taught perfectly in the 7th curricular textbook, and the focus of area teaching was placed on the area concept, since learners were gradually given opportunities to compare and measure areas. As to the area formulae of triangles and quadrilaterals, the following conclusions were made: First, the 1st curricular, the 2nd curricular and the 3rd curricular textbooks placed emphasis on transposition by textbooks, and the 4th curricular, the 5th curricular and the 6th curricular textbooks accentuated transposition by teachers. The 7th curricular textbooks put stress on knowledge construction by learners; Second, the focus of teaching shifted from a measurement of area to inducing learners to make area formula. Namely, the utilization of area formula itself was accentuated, while algorithm was emphasized in the past; Third, the way to encourage learners to produce area formula changed according to the curricula and in light of learners' level, but a wide range of teaching devices related to the area formulae were removed, which resulted in offering less learning chances to students; Fourth, what to teach about the areas of triangles and quadrilaterals was gradually polished up, and the 7th curricular textbooks removed one of the overlapped area formula of triangle.

• Education of Primary School Mathematics
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• v.24 no.2
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• pp.83-102
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• 2021

Curricular noticing is about how teachers understand the content and pedagogical opportunities inherent in curriculum materials. Since the enacted curriculum differs depending on which aspect of the curriculum material is paid attention to and how to interpret it, it is necessary to focus on Curricular Attending and Curricular Interpreting in Curricular Noticing for enhancing the teaching expertise of preservice teachers. First, this study categorized the objects that preservice elementary mathematics teachers attended when planning the lesson for rate. Second, in order to find out the reason for paying attention to those objects, it was analyzed what factors were related to interpret. By discussing the results, implications were drawn on how to use Curricular Noticing in preservice teacher education to enhance the pedagogical design competency of preservice elementary mathematics teachers.

• The Mathematical Education
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• v.40 no.1
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• pp.53-66
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• 2001

The purpose of this work is to activate mathematics class in the extra curricular activity under the 7th curriculum. For that purpose, we investigate the current management of the extra curricular activity in the secondary school mathematics, and analysis the result. We suggest the main counterplan to activate mathematics class of extra curricular activity as following; (1) Develope teaching materials and programs for mathematics class. (2) Get the mathematics laboratory.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.269-277
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• 2016

Recently, there has been a dramatic increase in the number of cases that have formed and operated teachers' learning communities through cross-curricular consulting at the school level. The purpose of this study is to explore cross-curricular instructional consulting as an activity of teachers' learning communities at the school level, and investigate the effect of cross-curricular instructional consulting on middle school science teaching. We analyzed features and limitations of cross-curricular instructional consulting revealed in three case studies in middle school, including open classes and instructional consulting sessions, and conducted additional instructional consulting on the same videotaped science classes with science experts from outside. According to the results, science inquiry experiments are often replaced with text reading and interpreting, students' misconceptions and exact scientific representations are ignored, and the goal setting as well as class coverage has been questionable and disputable in science classes resulted from cross-curricular instructional consulting. Discussed in the conclusion are the necessity of cross-curricular instructional consulting in middle school, and ways to overcome limitations of the method of cross-curricular instructional consulting, including alternatives to a praise-only policy in cross-curricular instructional consulting, ways to use cross-curricular instructional consulting without compromising the subject's essence, and ways to improve the undue authority of consultants.

• Journal of the Korean earth science society
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• v.38 no.5
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• pp.378-392
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• 2017

Teacher quality is a topic of international concern, as it impacts student learning and teacher preparation. This study compared the undergraduate secondary science teacher preparation programs from two universities in Korea with those of Oregon, USA. We examined the programs' structural curricular coherence, conceptual curricular coherence, and curricular balance. Structural curricular coherence was determined by examining the overarching goals of the institutions' programs, the organization of the programs of study in terms of meeting those goals, and outside bodies of evidence. All universities were in structural coherence for various reasons. Conceptual curricular coherence was determined by examining students' perceptions of the connection between their preparation and their clinical practice. In case of Korea, most students from both universities were not satisfied with their practical preparation. In the US, the students from both institutions felt well prepared to transition to inservice teaching. To determine curricular balance, we examined the institutions' preparation programs looking at the credit hours taken in the four main areas of the teacher knowledge base: GPK (General Pedagogical Knowledge), SMK (Subject Matter Knowledge), PCK (Pedagogical Content Knowledge), and CK (Contextual Knowledge). The total credit hours taken in each category was very similar by country but the application and field component in the USA was far greater than those of Korea where the focus was heavily on SMK and PCK. The main reason for these may be the nations' licensing and employment processes.

• Journal of The Korean Association For Science Education
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• v.14 no.1
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• pp.45-57
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• 1994

The purpose of this study is to verify whether the FAST program is the Inquiry Science Curricular Materials, through the Comparison and Analysis of Inquiry Activities between the FAST program and our Secondary Science Books. The results of this study are as follows ; 1. FAST has 226 tasks of the Inquiry Activities, which is analyzed over two times than our text. 2. In level one, FAST holds the parts of Synthesizing Results and Evaluation, Hypothesizing and Designing an Experiment but u.ese aren't found in our text. 3. In level two, our text is analyzed No Discussion 72.2%, Demonstrating or Verifying the Content of the Text 82%, but FAST has Discussion Guided 81.8%, and isn't found any tesk of Demonstrating or Verifying the Content of the text. 4. In level three, our text is exposed a typical type I and analyzed Inquiry Index 15-25 ( Middle ), but FAST is found type IV, excepting Manipulating Apparatus and Observation and analyzed Inquiry Index over 35 ( Very - High ). Therefore, FAST Program is proved to be the desirable Inquiry Science Curricular Materials. In future, this worker is to arrange the results of the following paper as follows ; 1. The verification of the FAST Program by means of the Integrated Science Curricular Materials. 2. The development of the Inquiring, Integrated Science Curricular Materials through the results of the preceding study.

• The Journal of Fisheries Business Administration
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• v.39 no.3
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• pp.139-170
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• 2008

Considering the educational influence in university, developing and coordinating curriculum is important for faculty members, students and other stakeholders. In spite of the structural shift of society and environmental diversity, there are few research that analyzing or examining the curricular constitution and change till quite recently. This paper aims to explore the curricular constitution and change between 1987 and 2008 in fisheries business administration based on time-series analysis and also analyzes fisheries business administration curriculum through investigation of other course of studies in many colleges and cross-check the difference and similarity between Gyeongsang national university and Pukyeong national university in Korea. The result of this study shows that most of the fisheries business administration subjects in past days are dramatically revised and enhanced and also there are some difference and similarity concurrently between Gyeongsang national university and Pukyeong national university. The analyzing curriculum of fisheries business administration will help develop sustainable curricular constitution against further change and give more advantage for identifying the essence of fisheries business administration.

• Korean Journal of Health Education and Promotion
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• v.10 no.2
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• pp.22-31
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• 1993

Presently, in the countries, such as America and Japan which are better in socio-economical conditions than Korea, in Taiwan which is similar in them to us, and even in Thailand and Philippine which are thought lower in them, health education is taught as one of curricular subjects in elementary and secondary school levels. In Korea, however, the importance of teaching health education as a curricular subject has been recognized among many professionals of health since a long time ago. Along with current rapid development of polytechnique and industry, various kinds of serious health hazard have appeared even in our daily life, so it has been urgently needed that people have comprehensive knowledge and skills to resolve one's own health problems. Among various conditions needed to resolve the health problems in our society, it is one of the most effective precedures that health education is taught as a curricular subject at least in elementary and secondary school levels. For this, the followings are inevitable ; reformation of school health organization and laws involving health, development of teaching materials in health and training of health educators.