• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.717-728
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• 2019

The cultivation of creative convergence talent has become more important than ever, the Korean curriculum has also undergone many changes, aiming for convergence and integrated education. In addition to these changes in science and curriculum, we examined the changes in perception and Professionalism(PCK) of integrated science education of science teachers over the past decade. For this study, 359 elementary and secondary science teachers in 2008, when the 2007 revised curriculum was applied, and 360 elementary and secondary science teachers in 2018, when the 2015 revised curriculum was applied, were examined for 10 years of changes in perceptions and PCK of integrated science education. The conclusions from the analysis were as follows. First, in 2018, elementary and secondary science teachers were found to have a statistically significant increase in awareness of integrated science education. Nevertheless, cognition was found to be 'normal'. Second, teachers' perception of the necessity of improving the professionalism of teachers, providing teaching and learning materials, reducing the contents of learning, reducing the number of students and securing flexible timetables, and raising the perception of integrated science education for students and parents as a condition for the success of integrated science education, was analyzed to be significantly higher in 2018. Third, the results of PCK survey through self-diagnosis, teachers' PCK on integrated science education, such as competence to secure curriculum contents knowledge, comprehension of curriculum and class composition related to integrated science education, teaching strategy for integrated, creation of teaching and learning environment for integrated teaching, efforts to improve administrative constraints and the professionalism of integrated science education, was significantly higher than it was ten years ago. Therefore, the recent emphasis on convergence education has increased the experience of applying convergence classes in the field of education, and it was seen as a result of the continuous efforts of science teachers to meet the changes in the education paradigm.

• The Journal of Korean Association of Computer Education
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• v.23 no.1
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• pp.37-44
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• 2020

As the importance of artificial intelligence(AI) education is emphasized recently, policies and researches are being promoted to develop the AI curriculum or courses for K-12 students in worldwide. In this study, researcher analysed a synthesis of contents and standards on AI education curriculum to present implications for AI education in the elementary and secondary schools. As a result, Korea and the United States are proposing national curriculum standards to provide the basis for AI curriculum establishment in school sites and to provide guidelines for various related policies such as teacher training programs. The EU's AI education is characterized by its curriculum and online courses to ensure that all citizens of the EU have AI literacy, rather than designating students or subjects at specific school levels. In terms of educational contents and levels, Korea, United States, and EU's curriculum or standards includes basics and applications related to machine learning and neural network based on the fundamental concepts and principles of artificial intelligence.

• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.733-742
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• 2017

In recent years, There is a growing demand for more instructional hours because of the shortage of classes required for the software education included in the 2015 Revised Practical Arts Curriculum of elementary schools. Therefore, the Korea Association of Information Education developed the Informatics Curriculums Standard Model from 2014 to 2016 to revise the next 2020 curriculum. However, the KAIE curriculum lacks linkages with secondary school informatics curriculum and is not composed of core concept-based achievement criteria so that teachers have a lot of difficulties in reconstructing and operating the KAIE curriculum. In this study, four core concepts of information ethics were selected by conducting Delphi survey focusing on the teachers of elementary schools. In other words, we selected the core concepts of the information ethics domain: internet etiquette, personal information protection, information life, and copyright protection. Also, we suggested 16 specific criteria for the core concepts.

• The Mathematical Education
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• v.58 no.1
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• pp.121-138
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• 2019

The purpose of this study was to analyze the trends of domestic research on mathematics teacher education in terms of the period, topics, methods, subjects, and mathematics content strands. For this purpose, a total of 220 research articles dealing with mathematics teacher education were analyzed, which have been published since 2000 by the Korean Society of Mathematics Education in the three journals: (a) The Mathematical Education; (b) Education of Primary School Mathematics; and (c) Communications of Mathematical Education. Regarding the period when the research was conducted, the number of articles on mathematics teacher education has been rapidly increased since the late 2000s. Regarding the topics, research on teacher orientation has been the most frequent topic and the studies dealing with professional development for teachers, teaching practices, or teacher knowledge tend to be popular. Regarding methods, survey and case study have been most frequently employed in studying mathematics teacher education. Regarding subjects, the main participants were in-service teachers, pre-service teachers, elementary school teachers, and secondary school teachers, respectively, who were in charge of a regular class. Finally, regarding mathematics content strands, previous studies on mathematics teacher education were not specific to mathematics content strands. Given these results, this paper closes with important implications for future research directions on mathematics teacher education in Korea.

• The Mathematical Education
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• v.41 no.1
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• pp.127-137
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• 2002

Discrete Mathematics is newly introduced into the 7th Elementary and Secondary School Mathematics Curriculum of Republic of Korea. Every high school can choose Discrete Mathematics as an optional course from year 2002, but mostly from year 2003. According to its characteristics and objectives in the curriculum, we should know how to implement Discrete mathematics. But it is hard to predict whether Discrete Mathematics will be successful or not, since many studies have shown the lack of readiness for the course. In this study, we analyze the Discrete Mathematics text book developed recently in 2002. Then we see how Discrete Mathematics can be implemented. First, we suggest how the contents in the Discrete Mathematics text book are related to the mathematical values. This will clarify instruction and learning methods in Discrete Mathematics classrooms. Secondly, rich and various discrete contents should be taught. Students should appreciate the realistic merits of discrete mathematics. Thirdly, evaluation methods and their examples will be presented based upon the contents of she text. The evaluation that distinguishes individual achievement levels is closely related with implementation of Discrete mathematics in schools. Finally, we point out the weakness of Discrete Mathematics contents in the 7th curriculum to prepare ourselves for the 8th curriculum.

• Journal of the Korean Chemical Society
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• v.56 no.1
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• pp.115-127
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• 2012

This is a survey research which investigated perceptions of 85 elementary and secondary school science teachers on inter-disciplinary teaching in general. It is expected that the results of this survey will help to find out the necessity, the appropriate time, the proper approach and the obstacles of inter-disciplinary education. Results indicated that 49.5% of the teachers were aware of inter-disciplinary teaching and 61.2% of the teachers agreed with the necessity of implementing inter-disciplinary strategy. However, considering difficulties in objective assessment and burdens of college entrance exam preparation, they responded that inter-disciplinary teaching could be more appropriate and feasible to be implemented for lower graders at elementary schools than secondary school students. Of the answers to the integrated approaches, 57.6% of teachers chose the theme-based approach, and 16.5% chose the problem-based approach. When they chose the theme-based approach, they stated the reason of educational readiness. On the other hand, when they chose the problem-based approach, they stated the reason of educational obligation which assumes that a problem solving needs inter-disciplinary approach. The teachers also selected 'lack of knowledge on other subjects' and 'lack of time to prepare teaching materials' as major predicaments in implementing inter-disciplinary approach. This suggests that there needs a clear and specific teaching strategy along with a guidance to teaching materials for inter-disciplinary teaching.

• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.286-301
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• 2017

Nowadays, the public as well as science educators pays much attention to the fourth industrial revolution and wonders what will happen to the societies in the future. Thus, this study aimed at predicting the education environment which will be brought from the fourth industrial revolution, and suggesting the solutions or tasks to be investigated in science education. Through the literature review, this study categorized the major changes of future society into a wild fluctuation of job market, the shift from possession-based economy to sharing economy, post-urbanized and distributed system, and the crisis of dehumanization. According to the four major changes, this study predicted the future environment that will occur to the educational system. First, the students should the competences necessary for the future and the school curriculum will be changed in terms of width and depth. Second, sharing economy may bring about the open platform similar to MOOC (Massive Open Online Course) or TED. Third, the manifestation of artificial intelligence in education will enable the individual and paced learning, and thanks to the change, the concept of distributed cognition will be more focused in education research. Fourth, the collaborative learning and character education should be more stressed to resist the dehumanization. This study suggests relevant tasks and issues that should be tackled for the successful change in primary and secondary schools.

• Journal of Engineering Education Research
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• v.22 no.3
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• pp.11-17
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• 2019

With technology rapidly changing our economic, cultural and social realities, the question of how to educate the generation for the fourth industrial revolution has been a pressing issue. The purpose of this study is to review teachers' perception regarding the educational change in the fourth industrial revolution. For this purpose, we surveyed 420 school teachers and administrators. Most teachers highly understand The Fourth Industrial Revolution and they think AI(Artificial Intelligence) is a core technology. They recognize The Fourth Industrial Revolution is very important and great influence in the education field. For this, they need educational innovation in the education field. Elementary school teacher perceive understanding Elementary school teachers think that understand The Fourth Industrial Revolution and change of curriculum is highly important. And, Secondary school teachers perceive that the change of education system and class is very necessary. Lastly, STEAM education is the most appropriate to prepare for a changing society.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.194-203
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• 1999

The purpose of this study was to longitudinally analyze Korean students' trend on science-related affective characteristics and provide descriptive data for improving the quality of Korean science education. In this longitudinal study. 3603 students and 4737 students were sampled in elementary and secondary schools. respectively in January 1997 and March 1998. The result showed that students' affective characteristics were decreased with statistical significance(p<0.05) during elementary and junior high school periods. but students' affective characteristics were increased during high school period. Affective characteristics of male were significantly higher than those of females' (p<0.05). Difference on affective characteristics between female and male students was being decreased by increasing grades. Students' affective characteristics in metropolitan areas were significantly higher than those in regional areas and difference between them was increased in 1999 comparing to 1997. The students' affective characteristics in 1999 were lower than those in 1997 totally.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.177-190
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• 2006

Numerous aims of laboratory activities have been suggested by a number of researchers in science education; however the lists of aims very according to researcher. As such, there is still no agreement educational goals on the in science laboratory activities by experts in science education. The purpose of this study was to obtain a consensus using the Delphi technique on the aims of laboratory activities from expert community. This expert community consisted of four scientists, four science educators, six elementary school teachers, and seven secondary school teachers. The list of aims obtained from the expert community were tested with the Wilcoxon Signed Rank Test to determine whether IQR between 2nd and 3rd was convergent. Results of this study produced, lists of aims of laboratory activities according to school science level. There were seven aims for elementary school science, nine aims for secondary school science, and thirteen aims for university science.