• Title/Summary/Keyword: 내용 요소의 연계성

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A Comparative Study on the Connection between Elementary and Secondary Science Contents of DPRK and Republic of Korea (한국과 북한의 초·중등학교 지구과학 내용의 연계성에 대한 비교연구)

  • Jang, Moon-Soo;Kwon, Chi-Soon
    • Journal of the Korean earth science society
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    • v.25 no.7
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    • pp.558-564
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    • 2004
  • This research investigated the connection between science textbook contents in Democratic People's Republic of Korea (DPRK) and those in Republic of Korea (ROK). Both text books in the field of earth science were analyzed and classified into 70 categories based on the Third International Mathematics and Science Study (TIMSS). Comparison was specifically made between the elementary and middle school text books of both countries; the result are as follows: First, the scope and the level of the textbooks' contents are quite different between DPRK and ROK. Text books in the South are much limited in concepts and terms than those in the North. In contrast, textbooks in DPRK are written mainly to explain concepts. Second, there are many common contents of the textbooks in DPRK and Republic of Korea. The level and scope of the contents in Republic of Korea are more inquisitive, quantitative and detailed than those in DPRK. Third, we found content connections in science textbooks between primary and secondary schools in both countries: 27 items (38.5%) are related in ROK and 19 items (27.1%) in DPRK.

Analysis on Articulations of the domain 'Human development and family' in the subject of Practical Arts(Technology and Home Economics) (2007년 개정 교육과정에 따른 실과(기술.가정) 교과의 초.중.고등학교 학년 간 연계성 분석 - '인간발달과 가족' 영역을 중심으로 -)

  • Wang, Seok-Soon;Ryu, Kyung-Hee;Baek, Jeong-Won
    • Journal of Korean Home Economics Education Association
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    • v.24 no.1
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    • pp.1-20
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    • 2012
  • The study, published in the 2007 revised curriculum of Practical Arts and Technology and Home Economics textbook(16 species) of the 'human development and family members' area of learning content elements were analyzed. This analysis was conducted in order to evaluate that the 2007 revised curriculum of Practical Arts(Technology and Home Economics) has been made well Articulations. The criteria of Articulations is "Development of learning content, Repeating, Gaps, Reduction. Content criterias is 'human development and family' area. These include "human development, human relationships, marriage and family life, caring for family members and family welfare" of the four criteria and 14 content elements. The results of this analysis, the first content elements is "process of human development, characteristics of human development, family relationships, communication, dating and partner selection, the significance of marriage and family, understanding the basic concepts of family, family change and family problem solving". There was no content elements. content element is 'friendship'. content elements is 'Characteristics of human development', 'understanding of sex and pregnancy and childbirth'. Thus, in the new curriculum, a review of these Articulations are required. Especially, the 'friendship' and 'understanding of sex and pregnancy and childbirth' of the content element should be noted in the curriculum configuration because of content elements be Analyzed as or . Also 'values about marriage change' importance in the low fertility society is a big learning content elements need repeating. However, textbooks should reflect differences in the configuration will hakgyogeupgan. Meanwhile, 'changes in values about marriage' that it is necessary to deal with the repeatedly because of recentely society is The low fertility society, However, for this content element based on the differences between school level to appear the contents of textbooks, the textbook screening process will be provided with the correct guidance.

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Study on Continuity of Elementary Mathematics Curriculum and Nuri Curriculum (유치원 교육과정과 초등수학 교육과정의 내용 연계성 분석 -누리과정과 2009 개정 수학과 교육과정을 대상으로-)

  • Chang, Hyewon;Lee, Hwayoung;Lim, Miin
    • Journal of Educational Research in Mathematics
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    • v.25 no.2
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    • pp.207-223
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    • 2015
  • This study aims to find ways for securing continuity of elementary mathematics curriculum and kindergarten curriculum. To do this, we considered the status of 'mathematical exploration' in Nuri curriculum and analysed the correspondence of content-domains and the continuity between Nuri curriculum for ages three to five and 2009 revised national elementary mathematics curriculum, based on the reconstructed achievement criteria. The result of these analyses reveals that the classification of five content-domains both for 'mathematical exploration' of Nuri curriculum and for 2009 revised national elementary mathematics curriculum coincides. We also recognized the reconstructed achievement criteria which are considered as reverse continuity or as discontinuity of Nuri curriculum and 2009 revised national elementary mathematics curriculum in all the five content domains. The former means being lower in levels or reduction in ranges from Nuri curriculum to elementary one. The latter means that some reconstructed achievement criteria are included in only one of the two curriculum. Based on these results, we suggested several ways to secure the continuity between Nuri curriculum and 2009 revised national elementary mathematics curriculum in the perspective of mathematics education.

A Study on determining hierarchy about the domain specific knowledge of the algorithm in middle schools (중학교 알고리즘 교육 내용의 위계 설정에 관한 연구)

  • Kim, Kyung-Hoon
    • The Journal of Korean Association of Computer Education
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    • v.9 no.5
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    • pp.41-51
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    • 2006
  • The purpose of this study is to verify learning components to be taught in each grade of middle schools, to propose hierarchical structures on algorithm content, and to resolve overlapping across related subjects. In order to verify learning components, four criteria were proposed. To evaluate practical application, they were implemented into The Proposal of Curriculum Revision on Computer Education in Middle School on MPE website. It was found that there was content overlapping between 'problem solving methods and procedures' in the middle school Informatics Curriculum and 'regulation and problem solving' in the Elementary Mathematics Curriculum. So it is needed to find a way to differentiate the contents of 'problem solving methods and procedures' from the other related subjects.

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Review On the Statistical Data to Implement Human Model (인적 모델 개발에 필요한 통계 데이터 고찰)

  • Jo, Su-San;Jang, Eunp-Jin;Yim, Jeong-Bin
    • Proceedings of the Korean Institute of Navigation and Port Research Conference
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    • pp.193-195
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    • 2015
  • 해양사고 원인의 70 % 이상을 차지하는 인적오류 예방은 해양안전에 가장 중요한 이슈이다. 인적오류는 확률기반의 인적 모델을 구축하여 평가함으로써 예상되는 위기의 수준을 과학적으로 예측할 수 있다. 확률기반 인적 모델을 구축하기 위해서는 사건의 원인과 결과 사이에 연계성을 갖고 있는 통계 데이터가 필요하다. 본 연구에서는 이러한 연계 데이터 확보를 위한 것으로, 해양안전심판원의 통계 데이터 사이의 연계성 확보 방안을 주로 검토하였다. 그리고 이러한 통계 데이터를 인적 모델에 적용하는 방법과 전략도 검토하였다. 인적 모델은 회사, 선박, 해기사 관련 요소들이 총체적으로 반영될 필요가 있음을 알았고, 이러한 세 가지 요소로 구성된 통합 모델을 설계하기 위한 방안도 검토하였다. 특히, 각 요소들에 포함될 데이터 사이의 연계성 확보를 위해서 해양사고 연계 체인(Chain)을 도입하였다. 확보한 데이터는 사고의 가장 근본원인인 Hazard부터 사고의 영향을 나타내는 Impact까지의 6 단계 분석 방법을 적용하여 통계 데이터에 결합되어 있는 원인과 결과 사이의 연계성을 확보할 수 있는 방안을 수립하였다. 본 연구는 중장기적으로 추진할 과제이기 때문에 향후 본 연구 내용을 토대로 인적 모델을 개발하여 해양사고 예방에 적극 기여하고자 한다.

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A Study on the Fundamental Course of Multimedia Design (멀티미디어 디자인 교육의 기초 과정에 대한 연구)

  • 이지수
    • Archives of design research
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    • v.15 no.4
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    • pp.223-230
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    • 2002
  • As evolution of multimedia technology brings changes to industries concerned with design, new education program is needed to cultivate designers with abilities which are adapted to changed circumstance. This paper is purposed to show guideline to set up a fundamental course for multimedia design in which students know what are new presentation modes and learn how to use them, Multimedia design call for abilities of organizing information, representing, and implementing interactivity. Among them, fundamental course considers representing information as central subject. And it also contains lessons which are relative to proceeding courses. It should have students to experience creative composition and various expressions, and study cognitive or aesthetic effects of them. All activities are based on the understanding about presentation factors and principles. Basic course's lessons are composed by two main subjects, which are essential expression and matters relative to organization and interactivity. Described in detail, lessons are divided into three phases. First phase is combining presentation factors for affective effects, second is delivering message of various knowledges and third is forming simple interaction.

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Developing Framework of Tobacco Curriculum Integrating Related Subjects From Elementary Through High School

  • Song, Myung-Hee
    • The Journal of Korean Society for School & Community Health Education
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    • v.10 no.1
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    • pp.17-34
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    • 2009
  • 연구배경: 최근 청소년 흡연의 저연령화 문제가 심화되고 있어 청소년 흡연 대책마련이 절실히 요구되고 있다. 그 중에서도 흡연예방교육은 근본적인 문제를 해결할 수 있는데, 우리나라의 교육여건상 흡연예방교육을 위하여 할애할 수 있는 시간과 독립성, 교육내용상의 질을 한꺼번에 개선하기는 매우 힘들다. 이과 같은 문제를 해결하기 위하여 본 연구는 기존의 교과 과정의 구조에 체계적인 연계성 이론을 적용하여 통합적인 흡연예방 프로그램을 구상하게 되었다. 연구방법: 수직적/수평적인 연계성 이론에서 통합성, 접합성, 연결성의 3가지 영역을 적용하기 위한 방법은 다음과 같다. 1) 지식, 태도, 기술, 행동에 따른 일반적 가이드 라인을 재조성하였다. 2) 효과적인 흡연예방을 위한 사회/심리적인 요인을 기존 교과와 같이 보완할 수 있도록 개발하였다. 3) 기존 교과서의 내용을 분석하여 흡연예방과 관련된 효과와 단원을 파악하여 2)과 3)을 접합하였다. 4) 연결성은 거시적인 관점에서 지금까지 개발된 모든 요소들이 관련되어 있음을 보여 주어야 하므로, 본 연구는 가이드라인, 강화내용, 각 교과 단원이 모두 연결되어 있음을 보여주는 표 제시로 완성하고자 하였다. 이 연구를 위하여 각 교과를 대표하는 교과서 총 111권이 검토되었다. 연구결과: 청소년 흡연예방에 효과적이라고 알려진 사회/심리적인 모든 요인들은 사회, 윤리, 도덕 등의 교과에서 충분히 다루고 있음을 알 수 있었다. 그러나, 흡연과 직접적으로 관련되어 있지 않기 때문에 흡연예방교육과 상관이 없다고 여겨질 수 있다. 이러한 단점을 보완하기 위하여 각 관련 교과와 단원, 흡연예방관련지도를 제안하는 교사용 보완 지도자료 지침서가 개발되었다. 흡연예방교육에 필요한 모든 교육적인 요소들이 수직적(초중고등학교), 수평적(각 교과간)으로 연계되어 있음을 보여 주었다. 연구결론: 독립적인 흡연예방 프로그램을 개발하기 보다는 이와 같이 기존의 커리큘럼에 구조적으로 통합할 수 있는 흡연예방 프로그램이 비용-효율적일 수 있다.

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Graphic Organizer Development as Advance Organizer on the 'Menu Planning and Food Selection' in the middle school Home Economics Textbook (선행조직자로서 중학교 가정교과서 '식단과 식품 선택' 단원의 도식자(Graphic Organizer) 개발)

  • Koo, Sung-Hyun;Chae, Jung-Hyun
    • Journal of Korean Home Economics Education Association
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    • v.21 no.2
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    • pp.61-81
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    • 2009
  • The purpose of this study was to develop Graphic Organizer as Advance Organizer. The 'Menu Planning and Food Selection' unit of second grade middle school Technology & Home Economics(revised curriculum of 2007) was selected as the study subject. The course of abstracting an essential education element got done $3^{rd}$ times. It abstracted the first essential education elements to analyze the presented sentence or a concept with the educational contents factor which is on the achievement standard of the area of dietary life from 5grade to 10grade in curriculum revised in 2007. The first 4 essential education elements selected were superiority and cultural value of Korean traditional meal, preparing a balanced diet for the family, food purchasing, and food selection based on the various information'. It abstracted second essential education elements that it concretized the first content factor on a unit of this study and solved overlapping when it was happened at the first contents factor and made connecting with between grade. The $3^{rd}$ essential education elements abstracted to classify the contents which abstracted essential education elements in second. And, it developed Graphic Organizer on a unit of 'Menu Planning and Food Selection' in eight-grade Technology & Home Economics based on the abstracted essential education elements. Graphic Organizer was developed in according to order of the way for making on a Concept Map of Heo In Sook(2000). Developed Graphic Organizer is all of 10 which are 'nutrition value on food of the season', 'harmony and combination of food', 'natural dressing and a garnish', 'the recipe', 'fermented food', 'a traditional instrument and a vessel', 'actor of food harm', 'present food', 'food quality certification' and 'selecting food with food information'.

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Features in Pre-Service Teachers' Reflective Discussion on their Practical Work-Based Teaching (예비교사의 실험 수업에 대한 반성적 논의의 특징)

  • Shim, Hyeon-Pyo;Ryu, Kum-Bok;Lee, Eun-Jeong;Jeon, Sang-Hak;Hwang, Seyoung
    • Journal of The Korean Association For Science Education
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    • v.33 no.5
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    • pp.911-931
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    • 2013
  • The purpose of this study was to analyze pre-service teachers' reflective discussion on their practical work-based teaching by focusing on the components of instruction and the connectivity of discussion. Eight after-class discussions were recorded and transcribed, and finally analyzed in terms of theoretically driven categories such as aims, teacher knowledge and learner response which also respectively reflect the actual flow of planning, implementation and evaluation of the teaching practice. The result showed that in their discussion about students, conceptual understanding and scientific skill components were most emphasized, while teaching method and strategy were most frequently addressed in the discussion about teacher knowledge. But this also revealed problems in their discussions such as the lack of discussion about inquiry and student interest, difficulties in clarifying theoretical terms and the lack of discussion about instructional models and theories. Meanwhile, pre-service teachers' discussions were limited in terms of connectivity between the components of instruction, meaning that their discussion tended to deal with each component separately rather than occurred in connection with each other. Furthermore, when connections were made during the discussion, only few components of instruction appeared. Based on this result, the paper suggests the need to develop tools to facilitate effective reflection in ways that incorporate various components of instruction and enhance connectivity between the components and between the instructions.

A Comparative Analysis of Content Elements Related to Environment Education in Elementary School Curriculum (초등학교 교육과정의 환경교육 관련 내용 요소 비교)

  • Park, Jae-Keun;Lee, Keuk-Hee
    • Journal of Science Education
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    • v.35 no.2
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    • pp.250-261
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    • 2011
  • The purpose of this study is to analyze how the content elements of the environment education are displayed between related subjects in elementary school curriculum and find a desirable direction of the environment education. Major subjects that handle the components of the environment education include science, physical education, social studies, ethics, and practical arts. Among these subjects, science aims for the ecological perspective, social studies aims for rational decision making and practical behaviors, and ethics aims for the correct formation of environmental ethics and values. In the component ratio of the environment education, the domains of the natural environment, environmental ethics, environmental pollution, environmental protection and measure were higher. In the formation of content elements according to grades, the connectivity of the environment curriculum has been relatively well secured in the order of the learning about the environmental components, awareness on environmental problems and the measures and efforts to overcome environmental problems. Based on the findings above, the followings are proposed for future environment curriculum in elementary school. First, it is necessary to increase the ratio of the ecological perspective based on science and coordinate the period to suggest this contents. Second, it is necessary to complement the contents of social studies regarding green growth and sustainable development which have become global issues in the environment education. Third, Pan-curriculum and integrated discussions to prepare multi-academic and interdisciplinary environment curriculum have to be preceded and through this process it is necessary to set the target of environment education and select the content elements of the curriculum.

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