• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.178-193
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• 2023

The aim of this study was to investigate differences in the achievement standards from the 2015 to the 2022 revised national science curriculum and to present the implications for science teaching under the revised curriculum. Achievement standards relevant to primary science education were therefore extracted from the national curriculum documents; conceptual domains in the two curricula were analyzed for differences; various kinds of centrality were computed; and the Louvain algorithm was used to identify clusters. These methods revealed that, in the revised compared with the preceding curriculum, the total number of nodes and links had increased, while the number of achievement standards had decreased by 10 percent. In the revised curriculum, keywords relevant to procedural skills and behavior received more emphasis and were connected to collaborative learning and digital literacy. Observation, survey, and explanation remained important, but varied in application across the fields of science. Clustering revealed that the number of categories in each field of science remained mostly unchanged in the revised compared with the previous curriculum, but that each category highlighted different skills or behaviors. Based on those findings, some implications for science instruction in the classroom are discussed.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.173-185
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• 2022

The purpose of this study is to present a reflective review of the earth and universe units from the revised elementary curriculum of 2007-2015 and suggest changes in the 2022 revised curriculum. For this purpose, we conducted an FGI with earth science educators and elementary school teachers regarding the content elements and system, the achievement standards and inquiry activity composition, and the vertical and horizontal curriculum connectivity. Free response and weighted hierarchical analysis items were incorporated into the FGI to ensure logical consistency of the inductively derived improvement. This analysis revealed that the composition of units by grade group had been unevenly distributed among each of the "earth systems" until the 2015 revised curriculum was finalized. Furthermore, the basic concept was still insufficient. We suggest that achievement standards centered on the learning content and skills must state specific scientific core competencies, and inquiry activities should include rigorous critical thinking, student written responses, and student inquiry and analysis. In the hierarchical analysis items, FGI emphasized the inclusion of essential content elements rather than reduction of content elements, understanding-oriented concept learning rather than interest-centered phenomenon learning, basic concept division learning before integration between subjects, and expanding vertical-horizontal connectivity rather than repeating and advancing learning. There is a limit to the generalizing the suggestions proposed in this study to the common opinion of elementary earth science experts. However, since the main vision of the 2022 revised curriculum is to gather opinions through educational entities' participation in a variety of educational subjects, it is suggested that our results should be incorporated as one of the opinions proposed for the 2022 curriculum revision.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.10a
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• pp.221-224
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• 2018

The abilities to effectively use and create technology to solve complex problems are the new and essential literacy skills of the twenty-first century. Digital literacy is an essential tool to support other subjects and all jobs. The digital literacy requires several thinking skills, an awareness of the necessary standards of behaviour expected in online environments, and an understanding of the shared social issues created by digital technologies. The government tried to cultivate communication ability to solve various problems creatively and efficiently through software education in the 2015 revised national curriculum and to raise communication ability and community consciousness through collaborative problem solving process. In this paper, we analyze whether the 2015 revised curriculum can develop digital literacy ability through educational contents of software curriculum.

• The Journal of Korean Association of Computer Education
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• v.21 no.2
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• pp.1-10
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• 2018

As the emphasis on software education in the 2015 revised curriculum, Informatics has become one of the essential subjects for the middle school students, and contents and achievement standards have been developed focusing on the information culture literacy, computational thinking, and collaborative problem solving ability. The 2015 revised Informatics curriculum for the first grade of middle school has been applied for the first time in 2018. Various educational policies have been promoted such as training of teachers, development of teaching and learning materials and programs to support implementation of the actual school fields. In this study, we analyzed the improvement issues and tasks of the 2015 revised curriculum according to the change of the Informatics education policy of in the global, and suggested the development direction of the future Informatics curriculum in Korea. The direction of the development of the Informatics curriculum is focused on ensuring the linkage between school level and identity of informatics education.

• Journal of the Korea Society of Computer and Information
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• v.21 no.10
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• pp.183-190
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• 2016

In this paper, we have looked at through core competences and contents of Informatics curriculum in middle school by expert questionnaire and Focus Group Interview(FGI). Among nine core competences of Informatics subject in curriculum, abstraction and automation were easily found, but creative harmony and cooperation were indirectly confirmed in the statements of teaching and assessment sections of Informatics curriculum in middle school. It was also identified that some core competency elements are redundant or hardly to found in the contents of Informatics curriculum. In addition, various opinions about Informatics curriculum have been put forward over the FGI. The results of this study will be the case that can be consulted on new revised Informatics curriculum to be developed further.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.47-61
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• 2023

Rather than an abstract discourse, the purpose of this study is to outline the core concepts in the 2015 revised curriculum as a concrete teaching and learning method in the school context. We interviewed eight secondary science teachers and reported their perceptions and perspectives on core concepts using a backward design model based on the cyclical process of the platform, deliberation, and design for developing teaching and learning materials to understand core concepts. The participants perceived these core concepts differently, such as big ideas corresponding to the ultimate principle, minimum science concepts required for daily life, and primary and significant key concepts. In addition, this affects the association of teaching and learning. When core concepts are understood as transferable and expandable big ideas, there is a tendency to focus on the relationship between concepts and design project learning in a specific direction. However, if core concepts are identified as minimum science concepts at the level of science literacy, that can be recalled within the context of life, there is a tendency to emphasize on activities that make a meaningful difference to the lives of students with focus on case studies that are relevant to everyday life. Once core concepts are identified as key scientific content elements, such as basic or significant concepts, teachers recognize that it is essential to emphasize concept changes by correcting misconceptions, acquiring accurate scientific knowledge, and developing problem-solving items through paper-and-pencil evaluation. As the 2015 revised curriculum is finalized and the 2022 revised curriculum is scheduled for release, effective policy support is required to ensure that the curriculum is revised, which emphasizes the purpose of big ideas by naming core concepts as core ideas, to be stably implemented in schools.

• The Mathematical Education
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• v.59 no.4
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• pp.357-371
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• 2020

In the 2015 revised math curriculum, core competencies have been embodied and presented as skills and achievement standards. In this study, I analyzed aspects of the link between competencies, skills and achievement standards in the 2015 revised mathematics curriculum for elementary schools. According to the study, six mathematics curriculum competencies were presented evenly as 'skills' in each content area of elementary school, but reflected some of the sub-components of the curriculum, and some of them were presented as 'skills' but not as 'achievement standards'. In addition, the types of skills reflected in the achievement standards varied greatly by content area, but a few of specific skills such as 'understand' were found to be highly emphasized. Based on this, several implications were derived to further improve the implementation of competencies. First, 'skill' should be presented in a more systematic way and with more validity of extraction. Second, the extent to which competencies are presented in the achievement standards should be discussed. Third, Mathematics skills should be presented differently by grade(cluster) in achievement standards, 'Guidelines for Teaching and Learning' and 'Guidelines for Assesment'. Fourth, competencies related to content shall be presented separately and in detail.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.277-288
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• 2015

The purpose of this study is to find the point for improvement through the comparative analysis of the 2007 & 2009 revised science curriculum, and the NGSS of the United States with Bloom's revised taxonomy. The results of the analysis confirmed that the revised curriculum in 2009 compared to the revised curriculum in 2007 has expanded the type of cognitive process and knowledge, which promote a higher level thinking. However, the revised curriculum in 2009 has been biased to the type of specific cognitive process and knowledge in cognitive process dimension and knowledge dimension as compared to the NGSS of the United States. In the revised curriculum in 2009, the type of cognitive process such as 'analyze,' 'evaluate,' 'create,' and the type of knowledge such as 'meta-cognitive knowledge' have been treated inattentively. In addition, through comparative analysis, it was identified that the type of cognitive process and knowledge that were neglected in achievement standards were not dealt with in the learning objective of teachers' guides, either. The revised curriculum should consist of achievement standards in comparison to the previous curriculum to reflect better the goals of science education. Therefore, it is necessary to create an achievement standards including various types of cognitive processes and knowledge by improving the method of statement of achievement standards of science curriculum.

• Journal of the Korea Society of Computer and Information
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• v.22 no.10
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• pp.137-144
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• 2017

In this paper, we propose the policy direction of SW education in 2015 Revised National Curriculum with an analysis of pre-service elementary school principals' awareness and needs on SW education. One hundred two pre-service principals had been questioned about their acknowledge the importance and necessity of SW education and willingness to develop the better SW curriculums. In details, 1) it is necessary to change of starting time to initiate SW education in 3rd grade or 4th grade, which is younger than it was planned at the 2015 Revision National Curriculum, and change over to be the independent subject. 2) It is necessary to establish a system for selecting a specialized teacher, such as a dedicated teacher. 3) It is necessary to urgently be obtained of government budget for wireless Internet. These changes in the SW education policy would lead to the positive results from works by students and teachers.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.463-471
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• 2020

The purpose of this study is to analyze application status about the process-centered assessment in elementary school science classes. For this purpose, a survey was conducted with 133 teachers and 2,089 students in elementary schools, and in-depth interviews with eight teachers were conducted. Elementary school teachers had a positive attitude toward the adoption of the process-centered assessment of 2015 revised science curriculum. After applying 2015 revised science curriculum, teachers used more performance assessments and less traditional ones in science classes. Elementary school students recognized that they receive feedbacks from their teachers more often with the implementation of the 2015 revised science curriculum. Through in-depth interviews, it was possible to confirm the difficulty of applying the process-centered assessment of elementary school teachers, such as lack of understanding of process-centered assessment and lack of time for its application. Based on the results of the study, the necessity for improving teacher understanding of process-centered assessment and the need to disseminate process-centered assessment materials are suggested.