• Journal of the Korean Home Economics Association
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• v.44 no.5 s.219
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• pp.129-142
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• 2006

The purpose of this research was to find the solution of problems originated from financial illiteracy. To accomplish this task, the content which supposed to be taught in the area of personal finance in the Elementary, Middle and High School curricular were identified based on the previous research. Then, the personal finance content taught in public education system were analyzed rising content analysis of over 100 text books related to Personal finance education, such as Home Economics, Social Science, Economics, and Human Life Sciences, etc. Based on the results, followings were concluded. In spite of the fact that only few personal financial education topics were included in the 7th Education Curriculum, many topics taught in the subject of Social Science were duplicated in the Home Economics Curricular. To accomplish the ultimate goal of personal financial education, an introduction of the new course(Personal Finance) in the regular curriculum like U.S. is strongly recommended.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.585-594
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• 2014

In terms of development for CMC computer science curriculum was started from 2006 year, and it was confirmed at 2013 year and adapting through 1 to 8 grade. CMC is focused on the "Develop computer fluency, not just computer literacy", "Develop thinking process skills, not just content mastery", and "Highlight the interconnectedness of knowledge, not just address a topic/subject in isolation" as a base of the curriculum. CMC have selected core factors which are Thinking process skills, Computer literacy integrated with fundamental concepts and thinking skills, Thematic integration, Spiral curriculum, and Scalability. Once CMC have been developed as a common computer curriculum by India government, both of computer training course and textbook development were conducted by government. In addition, they are trying to enforce the computer education. It suggests to Korea some significant points which were the necessity of Computer education as an independent subject and the requirement of Software education and Computational thinking as an educational content.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.951-962
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• 2009

Examining research papers and other texts on the subject, this study summarizes previous studies, with focus on circulation as a subtopic of Earth Systems Education. In relation to the Earth Systems unit included in the revised 10th-grade science textbook, this study explains the meaning of Earth Systems and the basic concepts of Earth System Science. It surveys the origin and application of Earth Systems Education, which developed primarily in the U. S., and introduces its objectives, concepts, and communicated content. It also reviews the contents of Earth Systems Education adopted in the Korean school curriculum, and provides a comparative analysis of the content on circulation appearing in Earth Science I textbooks. Finally, it is proposed that an understanding among educators of Earth Systems and of its necessity as a subject of education is imperative for Earth Systems Education to become firmly established as a compulsory component of the national school curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.163-192
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• 2016

In this study, we analyzed what STEAM-related subject contents, except mathematical knowledge, are contained in 2009 revised elementary mathematics 6th grade textbooks and teacher's manuals. The STEAM-related subject contents in the textbooks and the teacher's manuals were examined by unit, by semester, and by strand of the content in the elementary school mathematics curriculum. The results are the following: First, in each unit and in each strand of mathematics, the most frequent STEAM-related subject content is storytelling, followed by the STEAM-related subject contents of technology and engineering, natural science, and social studies in order. On the other hand, the number of culture, physical education, music and fine arts contents is very small. Second, the number of STEAM-related subject contents in the textbook for the second semester(textbook 6-2) of the 6th grade year is 61 more than that in the textbook for the first semester(textbook 6-1). The number of non-storytelling STEAM-related subject contents in textbook 6-2 is 107, 2.7 times more than that in textbook 6-1. Third, the teacher's manual for textbook 6-1 is insufficient in complementing the textbook units which lack in STEAM-related subject contents, while the teacher's manual for textbook 6-2 is comparatively good in its complementing role. Therefore, it is recommended that we develop different STEAM materials for our 6th grade mathematics classes.

• Journal of the Korean Institute of Educational Facilities
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• v.2 no.2
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• pp.41-50
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• 1995

The large increase in the number of students and the current rapid social change requires the expansion of educational facilities for the improvement of the educational content and its method, the usefulness of educational media, and the improvement of teaching and learning activities. The educational facilities have largely served is done efficiently and it results in a functional harmony of these two aspects. In order to maximize this harmony, and thus maximize the efficiency of school education, we must analyze the human engineering factors of educational facilities through human being that is the main subject of education, humans. Therefore to maximize the efficiency of school education, we must analyze the human engineering factors of educational facilities through human being that is the main subject in learning and living. In Conclusion we suggest the following six analying standards on human engineering of educational facilities; 1. adequacy 2. suitability 3. healthfulness 4. safety 5. beauty 6. modernity.

• Research in Mathematical Education
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• v.8 no.2
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• pp.95-106
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• 2004

The purpose of this paper is to diagnose the problems of the revision process of the curriculum, and identify the issues in relation to the 7th mathematics curriculum. From the review on the curriculum revision process in Korea, three issues were identified; timing and scale of curriculum revision, research and curriculum revision, and the relationship between the revision of the overall curriculum and that of a subject curriculum. Regarding the mathematics curriculum, the three issues were raised for further discussion; lack of philosophy behind the mathematics curriculum, optimization of mathematics educational content, and differentiated curricula for students of different abilities.

• Journal of the Korean Home Economics Association
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• v.48 no.9
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• pp.89-102
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• 2010

The purpose of this research was to elucidate the relevance of the area of home economics in practical arts (technology & home economics) curriculum to green growth education, finding applicable cases of green growth education content in the field of home economics education. Given this base, we performed a survey with people who majored in home economics education and elementary school teachers on how green growth education related to their education. We studied applied cases and performed a survey by open-ended questions that extracts the green growth education content. In synthesizing the results of these studies so far, we have concluded that home economics education is much related to green growth education, and that with a change of people's conceptions when relating school life to household life, home economics can be a very useful subject that can lead to the practice of the green growth education.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.91-106
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• 2007

The purpose of this study was to provide the information for the development of gender-equality oriented content of Technology Home Economics subject. For this purpose, a total of 404 male and female middle high school students in Chuncheon city were sampled and asked to estimate the degree of practical use and preference for the 47 units of Technology Home Economics subject. Results were summarized as following : 1. The 47 units were classified into 4 groups on the basis of similarity in the degree of practical use and preference: 23 units estimated as 'better than average' by male and female students were classified into group 1; 4 units estimated as 'better than average' by female students but as 'less than average' by male students were classified into group 2; 10 units estimated as 'less than average' by male and female students were classified into group. 3; 10 units estimated as 'far less than average' by male and female students were classified into group 4. Most of the units in Home Economics area were classified Into group 1 or 2, but most of the units in Technology area were classified into group 3 or 4. 2. Gender difference was confirmed between male and female students' estimation of the degree of practical use and preference for the 47 units. In about three-quaters of the units in Home Economics area, female students' estimation of the degree of practical use and preference was higher than male students' estimation. In about half of the units in Technology area, male students' estimation of the degree of practical use and preference was higher than female students' estimation. However, possibility was detected in several units of Technology Home Economics subject that gender difference could be decreased.

• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.55-66
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• 2009

The purpose of this study is to assist understanding the integrated subjects and to obtain implications required on the actual operation of curriculum by analyzing content elements and basic inquiry activities in the revised "wise lift" curriculum 2007. The result of this study is as follows. First, the formation of elements in contents of "wise life" deals with the passage of time based on changing seasons, myself and family in the 1st grade and the concept of space based on home and a village in the 2nd grade. Six main subjects and twelve activity subjects are presented per each grade. Second, number of activity subjects and content elements are reduced as compared with 7th curriculum so that the responsibility of operating classes based on activities is reduced and the purpose of rationalizing contents is somewhat fulfilled. Third, eliminating a relevant domains decisively when presenting the activity subjects assures the identification and purpose as the integrated subject focused on inquiry activities. Fourth, the result of analyzing the course-relevance on content elements shows that the allotment per each domain and course is less considered but the relevance of social studies is higher regardless of non-course characteristics as the integrated subject. Fifth, according to the component ratio of basic inquiry activities, 'Observing' and 'Debating' were presented as the most essential activities, and 'Measuring' and 'Making' were relatively low. By considering characteristics of course requiring balanced and various experiences of inquiry activities, additional discussions are required on appropriateness of the component ratio. Sixth, 'Observing' was increased and 'Debating' and 'Making' were decreased on the main activities in this revised curriculum as compared with 7th curriculum.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.226-241
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• 2007

The purpose of this study was to elucidate elementary school teachers' pedagogical content knowledge regarding the subject of "weight and pressure in water". 6 elementary teachers in charge of the 6th grade were selected for this study. The 7 hour lessons were observed over $15{\sim}20$ days, and a variety of data including scenarios, questionnaires for teachers, interviews of teachers were analyzed. As a result of this study, teachers who had long career histories thought that the purpose of teaching science was to teach the use of science principles, and teachers who had only taught for a relatively short time thought the purpose was satisfying students' curiosity. Most of the teachers felt that the science content knowledge related to buoyancy was insufficient. They had acquired most of the science content knowledge from teaming experiences in middle and high schools. The pre-service teacher education programs didn't help them to satisfactorily acquire the science content knowledge under analysis here. Most of the teachers taught the science lessons according to the order of sequence as shown in the science textbook. They didn't teach the contents that they thought were needed if they were not already included in the science textbook. Only one teacher who had taken science courses in high school managed the science classes freely according to his own thoughts and opinions. From the results of this research, it could be concluded that most elementary school teachers did not have enough pedagogical content knowledge to teach their students effectively.