• Hwankyungkyoyuk
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• v.23 no.1
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• pp.27-35
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• 2010

The purpose of this study is to find historical paradigm shift of the environmental subject in Korean school curriculum. For the purpose, two research questions guided this study. First, we would like to find out the changes in environmental education curriculum by interpreting the Korean national curriculum. Second, we want to know about the paradigm shift of environment education in Korea. In this study, curriculum documents, teachers' guide books, textbooks, and other educational materials were used for literature review. The results are as follows: First, Robottom and Hart's frame of three paradigms in environmental education research, positivism, interpretivism and social criticism, was suitable in interpreting curriculum. Second, the curriculum of environment subject has substantially changed from 6th to 2007 revised curriculum. Third, while the 6th curriculum was strongly affected by the positivism and education 'about' the environment, the 7th curriculum had been influenced by the interpretivism and education 'in/through' the environment, and the 2007 revised curriculum is under the influence of the education 'for' the environment and social critical paradigm.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.479-490
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• 2014

In this study, we investigated the characteristics of the reading materials in the elementary school science textbooks in order to obtain implications for the effective use of them. The reading materials in the elementary school science textbooks developed under the 7th and the 2007 revised National Science Curricula were analyzed. The criteria for classifying the reading materials were the type of theme, purpose, students' activity, the type of presentation, the type of images, the role of images, and readability. The results indicated that the reading materials in the 2007 revised science textbooks are more systematic than those in the 7th science textbooks in terms of their length and their distribution among energy, matter, life, and earth areas. It was also found that various types of reading materials are presented in the 2007 revised science textbooks covering new themes such as frontier science, job opportunity and career, and environment. In addition, the reading materials in the 2007 revised science textbooks introduce more visual images and the readability of them are also better than their counterpart. However, several limitations were still found to exist in the reading materials of the 2007 revised textbooks; most of them are non-inquiry and explanatory; most of the visual images are illustration and/or pictures. Educational implications are discussed.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.91-119
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• 2011

The purpose of this study was to suggest the framework reflecting the interests of students in practical problems and social issues regarding perennial problems which correspond to the characteristics and goals of the 2007 revised curriculum. This study was carried into a literature review and 406 questionnaires, filled out by the 9th grade middle school students in Seoul and Gyeonggi province, were used for analysis. The main results of this study are summarized as follows: First, six perennial problems are ascertained, Next, the middle school students were most interested in 27 items of practical problems such as mapping out their career path, self-improvement and interpersonal relations. And finally, the middle school students' important social interests are adolescence issues, job preference bias, career choice, suicide and addiction to computer, appearance and money management behavior, house ownership and conspicious consumption, and lack of time to spend with family. This study suggested the framework which corresponds to the characteristics and goals of the 2007 revised curriculum.

• 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.

• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.1-12
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• 2012

The purpose of this study was to explore instructional objectives of 'Wise Life' based on Bloom's Revised Taxonomy of Educational Objectives. It was to extend understanding the 7th and the revised Wise Life 2007 as well. The written objectives of two curriculum of Wise Life were divided into two, the 'knowledge' dimension and the 'cognitive process' dimension based on Bloom's Revised Taxonomy of Educational Objectives. Major activity subjects presented in the 7th and the revised Wise Life 2007 were dominantly the basic inquiry activity types. It was found from this research that the 'factual' knowledge of the 'knowledge' dimension and the 'understand' of the 'cognitive process' dimension took a large proportion of the revised Wise Life 2007 objectives. The 'meta-cognitive' knowledge was increased. 'Remember' of the 'cognitive process' dimension was decreased and the high level objectives as 'analyze' and 'create', in the 'cognitive process' dimension was increased from the 7th to the revised curriculum. The 'factual' knowledge, 'conceptual' knowledge and 'metacognitive' knowledge were engaged with 'understand' and the 'procedural' knowledge were engaged with 'apply'. The 'meta- cognitive' were engaged with 'create' is the 'procedural' knowledge in the revised Wise Life 2007. 'Remember' was decreased. 'Create' was increased in the basic inquiry activities. It was analysed in zero percent of 'Observing', 'Investigating and Presenting', and 'Making'.

• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.454-468
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• 2016

In this study, the gender-role stereotyping of the texts and the illustrations in the elementary science textbooks developed under the 2009 Revised National Curriculum was analyzed, and the results were compared with those of the 2007 Revised National Curriculum. In the texts, there were significant differences between boys and girls in the frequencies of texts, two types of learning activities such as scientific inquiry and emotional expression, and housekeeping activity. Women outnumbered men in housekeeping activity, but they were much less than men to perform outdoor and professional activities. In the illustrations, there were not significant differences by gender in pupils, and these results are desirable in terms of achieving balance between boys and girls. However, the textbooks were found to favor the illustrations of men especially in outdoor and professional activities. Women also performed more in housekeeping activity. Compared with the adult results of previous curriculum, these results were not improved at all.

• Journal of the Korean Chemical Society
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• v.57 no.3
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• pp.398-404
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• 2013

In this study, the analogies in the chemistry domain of middle school science textbooks developed under the 2007 revised National Curriculum were analyzed. A total of 235 analogies were found in 27 middle school science textbooks analysed, which means that one analogy per 10 pages was used on average. The number of analogies found in each textbook considerably varied depending on both publishing company and chemistry domain. Functional analogies, verbal and pictorial analogies, analogies with abstract target and concrete analog, enriched analogies, everyday contexts analogies, student-centered analogies, and analogies with low systematicity were frequently used. On presenting the analogies in the textbooks, the term analogy and description about the limitations of the analogies were rarely mentioned. In comparison with the analogies in the science textbooks developed under the 7th National Curriculum, the frequency of analogies per page was increased. There were positive changes in the aspects of representation, extent of mapping and artificiality. No differences, however, were found in the patterns of the other aspects.

• Communications of Mathematical Education
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• v.25 no.4
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• pp.681-691
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• 2011

Mathematics curriculum according to 2009 Revised National Curriculum suggests that school mathematics must cultivate interest and curiosity about mathematics in addition to creative thinking ability of students, and ability and attitude of observing and analyzing many things happening around. Centroid of a triangle in 2007 Revised National Curriculum is defined as 'an intersection point of three median lines of a triangle' and it has been instructed focusing on proof study that uses characteristic of parallel lines and similarity of a triangle. This could not teach by focusing on the centroid itself and there is a problem of planting a miss concept to students. And therefore this writing suggests centroid must be taught according to its essence that centroid is 'a dot that forms equilibrium', and a justification method about this could be different.

• School Mathematics
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• v.14 no.3
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• pp.377-394
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• 2012

The purpose of this paper is to analyze the elementary school mathematics textbooks according to the mathematics curriculum revised in 2007 which put emphasis on mathematics as a communication, and to find out the implication for improving the mathematics textbook of Korea. Mathematics textbooks are analyzed by five analysis criteria, which are suitability of communication activities, suitability of usage of terms and symbols, suitability of literary expressions, suitability of visual expressions and adequateness of mathematics and curriculum. As a result of analysis, it is found out that communication activities were generally reflected the intent of curriculum but there were incomplete terms usage and literary, visual expressions. So communication among authors, between authors and writers, authors and illustrators is necessary for improvement of mathematics textbooks.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.111-127
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• 2018

The purpose of this study was to analysis the home economics education curriculum from the first national curriculum to the 2015 revised curriculum using text mining techniques used in big data analysis. The subjects of the analysis were 10 curriculum texts from the first national curriculum to the 2015 revised curriculum via the National Curriculum Information Center. The major findings of this study were as follows; First, the number of data from the 4th curriculum to the 2015 revised curriculum gradually increased. Second, as a result of extracting core concept of the curriculum, there were core concept words that were changed and maintained according to the curriculum. 'Life' and 'home' were core concepts that persisted regardless of changes in the curriculum, after the 2007 revised curriculum, 'problem', 'ability', 'solution' and 'practice' were emphasized. Third, through core concept network analysis for each curriculum, the relationship between core concepts is represented by nodes and lines in each home economics curriculum. As a result, it was confirmed that the core concepts emphasized by the times are strongly connected with 'life' and 'home'. Based on these results, this study is meaningful in that it provides basic data to form the identity and the existing direction of home economics education.