• Journal of Fisheries and Marine Sciences Education
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• v.20 no.2
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• pp.168-183
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• 2008

The purpose of this paper was to compare and analyze the elementary curriculum and textbook integration of social studies in Korea, USA, and England in terms of content integration and to make suggestions for the improvement of Korean social studies curriculum and textbooks. For this study, social studies curriculum and textbooks of three different countries were analyzed according to the three criteria: sequence, types and focus of integration. In this comparative study, five suggestions were made for the improvement of the Korean elementary social studies curriculum and textbooks. First, Korean social studies curriculum should have a subject focus at each grade level. Second, it is recommended that Korean social studies curriculum should present clear interrelations among geography, history, and civics at each grade level. Third, Korean social studies curriculum needs to have diverse criteria on which to select and organize themes. Fourth, Korean social studies textbooks need to have increased number of interdisciplinary large units. Fifth, it is necessary that the authors of Korean social studies textbooks integrate contents in consideration of students' life context in order to raise the relevance of the contents of history and geography.

• Journal of the Korean Data and Information Science Society
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• v.16 no.3
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• pp.603-608
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• 2005

The purpose of this qualitative case study is to understand how the idea of data view and information graphics is used in the social studios middle school textbooks. Data were collected through national curriculum documents and social studies middle textbooks for 7-9 grades. We set up three questions for this studies; what kinds of information graphics are used in the textbooks, how the graphics are organized in the social studies middle school, and how the 7th social studies curriculum is related with the 7th national mathematics curriculum. Through the data analysis, we found that 1) Photographs, illustrations, information maps, etc., are used and frequencies of their usages are in descending order, 2) double lines graphs, circle graphs, and stripe graphs nip often adopted for the comparison of populations, 3) the relation of the two subjects curricula is not so good, especially in the curriculum steps of information mads scatter diagrams, and comparison of populations. Finally we suggest that new web site of data view or information graphics be provided for two curricula, workshop of information graphics are needed for social studies teachers.

• Journal of the Korean Geographical Society
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• v.51 no.6
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• pp.935-955
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• 2016

This study aims to analyze the changes of goals and contents of middle school geography education following up the changes in the Korean social studies curriculum over time. The main findings are as follows. First, From the Syllabus period to the Third Curriculum, geography education, history education, general social studies education in the middle school social studies were directed and managed independently. However from the 4th to the 7th Curriculum, the demand for the virtual integration in middle school social studies increased sharply. Since 2009 revision, social studies suffered an identity crisis as integrated subject matter because history education was separated from the social studies and interdisciplinary units were abolished. In spite of much criticism, however, an odd form of social studies integrating geography and general social studies still remains. Second, the stronger the demand for the social studies integration in middle school, students' social studies learning load had become heavier due to severe competition with other areas to ensure more portion in the integrated structure of social studies. Since geography education did not reflect the new tendency of the geography in the integrated structure of middle school social studies, the gap between the geography and geography education has increased and knowledges of geography growing became separated from students' experience. In conclusion, the integrated structure of social studies in the middle school hindered the geography education development as it limited the autonomy of geography education in terms of curriculum development.

• Journal of the Korean Data and Information Science Society
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• v.16 no.4
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• pp.843-848
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• 2005

The purpose of this qualitative case study is to understand how the idea of data view and information graphics is used in the social studies high school textbooks. Data were collected through national curriculum documents and social studies middle school textbooks for the 10th grade students. We set up three questions for this study; what kinds of information graphics are used in the textbooks, how the graphics are organized in the social studies middle school, and how the 7th social studies curriculum is related with the 7th national mathematics curriculum. Through the data analysis, we found that 1) photographs, information tables, illustrations, etc., are used and frequencies of their usages are in descending order, 2) double lines graphs, and stripe graphs are often adopted for the comparison of populations, 3) the relation of the two subjects curricula is not well developed, especially in the curriculum steps of information maps, scatter diagrams, and comparison of populations. Finally we suggest that new web site of data view or information graphics be provided for two curricula, workshop of information graphics be needed for social studies teachers, and modification of the 7th probability and statistics curriculum.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.245-263
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• 1999

We analysed current elementary and secondary school curriculum and subjects of social studies and ethics focused on environmental education. The criteria of content analysis is what are the keynotes of environmental education (environmentalism or ecology). In lower grades, most of curriculum and subjects are described on the standpoint of ecology. But in upper grades, environmentalism becomes the keynotes of environmental education. Ethics curriculum and subjects are constructed on the basis of ecology, On the other hand social studies and its curricula are written out skewed to the environmentalism. Overall, it seems that environmentalism and ecology are scattered in curriculum and subjects of social studies and ethics without coherent keynotes.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.1013-1026
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• 2012

The 2007 revised social studies curriculum emphasizes history education in particular. Thus the contents of the history section previously scattered through 3rd, 4th, 5th and 6th grades are now integrated into the first and second semesters of the 5th grade in elementary social studies. Therefore, this research intend to gain insights that could be used as a reference when making next social textbooks by analyzing social textbooks of the 7th and the 2007 revised curriculum. The conclusions of comparative analysis on social textbooks of the 7th and the 2007 revised curriculum are as follows: The textbook units according to the 2007 revised curriculum were a reorganization of the contents from the 7th's 6th grade 1st semester contents per unit in a chronological flow. Meanwhile, the topic was introduced to supplement historic contents afresh. The 2007 revised curriculum focused on the life history, cultural history, personal history.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.76-98
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• 1999

As an attempt to systematize the environmental education in schools according to the 7th curriculum, this study extracted the contents of environmental education to which Social Studies Education can approach in the social studies lessons. This study analyzed these contents from the goals of environmental education and from its contents and, as a result, it found out the following: (1) in the aspect of ‘knowledge’ and ‘skills’, Social Studies and the goals of environmental education have direct relations with each other, and (2) Social Studies can be taught in the aspect of ‘environmental pollution’, ‘environmental preservation ＆ alternative’ ,‘human environment’, ‘population’, ‘inderstrialization & urbanization, ‘resources’, and so on. By utilizing various teaching and learning methods of Socal studies education, We can approach the goals of environmental education: ‘attitudes’ and ‘participation’. We think that ‘problem solving ability’ is main teaching method” in Socal Studies.

• The Journal of the Korea Contents Association
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• v.17 no.2
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• pp.646-655
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• 2017

This research aims to propose the necessity of conducting safety education to undergraduates majoring in social welfare studies and suggest a curriculum developing plan founded on social concern over safety along with its importance in the middle of changing welfare environment. I surveyed 12 experts with Delphi method conducted descriptive statistical analysis, and then verified reliability of the irresponses and validity of contents. As a result of the research, the curriculum was named as "Social Welfare and Safety" and proposed to be operated as "a regular course (3credits/3hours․2credits/ 2hours)". In terms of objectives and goals of the curriculum, 9 themes were proposed including "Establishment of safety awareness and necessity of safety management" and "Studying safety management methods depending on different types of facilities". For the curriculum contents, 20 themes were proposed including "Safety management by social workers" and "Countermeasures for safety accidents in social welfare facilities". In order for the new curriculum to be successfully conducted, follow-up studies should be conducted on details regarding operation of the curriculum such as curriculum operation manuals, curriculum guidelines, etc.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.5
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• pp.1224-1237
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• 2013

This study explored the effective ways of managing the intensive-curriculum based on the analysis of current situations in adopting the curriculum at schools. In order to achieve the study goals, interviews with five middle school teachers were conducted and the literature regarding current situations about adopting the intensive-curriculum were analyzed. Based on the study results, effective ways of designing curriculum were discussed and teaching models were developed according to the subject areas.

• Korean Journal of Child Studies
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• v.20 no.4
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• pp.213-229
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• 1999

This study examined the effectiveness of an Emotional Education Curriculum. The subjects were 55 five-year-old children attending a kindergarten located in Kangbuk-gu, Seoul. Using the pre- and post-test model, the Thinking, Feeling, Behaving Curriculum was employed two to three times a week for 15 weeks in the experimental group. Data were analyzed by t-test and ANOVA. This study indicates that the Thinking, Feeling, Behaving Emotional Education Curriculum was effective in understanding young children's emotional self-perception and empathy, but the curriculum was only partially effective in improving young children's social behaviors.