• Title/Summary/Keyword: 2015 개정 교육과정

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An Analysis of Contents on Statistics in Elementary Mathematics Textbooks According to 2009 Mathematics Curriculum for Elementary School (2009 개정 교육과정에 따른 초등 수학 교과서의 통계 영역 내용 분석 연구)

  • Park, Younghee
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.1
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    • pp.17-34
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    • 2016
  • The purpose of this study was to analyze the contents on statistics in elementary mathematics textbook according to 2009 school curriculum. And we analyzed the elementary mathematics textbook in the light of data collection, graph understanding level suggested by Cursio. Specially, we analyzed the contents within the framework of evaluation norm suggested in 2015 school curriculum. We expect that this study will be a fundamental reference for the development of textbook according to 2015 school curriculum.

A Comparative Analysis on High School's National Travel Geography Curriculum in Korea and China (한국의 여행지리와 중국의 관광지리 교육과정 비교)

  • Kang, Chang-Sook
    • Journal of the Korean association of regional geographers
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    • v.22 no.1
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    • pp.267-285
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    • 2016
  • This study presents a comparative analysis of newly developed curriculum of Travel Geography as the career elective subject in high school for the 2015 revised curriculum in Korea and Tourism Geography in China. Travel Geography Curriculum comprises subject objectives, the contents organization, and achievement standards which reflect the core concept of geography. It utilizes travel as the topic and frame to raise the availability, interest and empathy in the geography classroom. The main research contents are comparative analysis on the similarities and differences of the subject character, goal, content, teaching-learning method and assessment of the national geography curriculum in Korea and China. Practical implications are presented for textbook compilation of the Travel Geography and its Practice classroom teaching-learning.

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Design of CT-CPS Based Programming Lesson Using NetsBlox for Elementary School Students (초등학생을 위한 NetsBlox를 활용한 CT-CPS기반 프로그래밍 수업 설계)

  • Lee, Seung-Chul;Kim, Tae-Young
    • Proceedings of The KACE
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    • 2018.08a
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    • pp.3-6
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    • 2018
  • 2015 개정 교육과정에 따라 2019년 3월부터 초등학교 5~6학년 학생을 대상으로 소프트웨어 교육이 실시된다. 궁극적인 소프트웨어 교육의 목표는 컴퓨팅 사고력을 갖춘 창의 융합형 인재를 양성하는 것이다. 이를 위해 초등학교에서는 알고리즘과 프로그래밍의 체험을 통해 소프트웨어 기초 소양을 함양하는 것을 목표로 한다. 이러한 컴퓨팅 사고력을 수업에 효과적으로 적용하기 위해 전용주(2017)는 소프트웨어 및 컴퓨팅에 관련된 사고과정과 원리를 실생활의 소재와 관련지어 창의적이고 능동적으로 그 해결방안을 구현해가는 과정으로 제시할 수 있는 수업 구성 원리인 CT-CPS 수업 모형을 개발하였다. 또한 교육부는 2015 개정 교육과정 실시 전, 소프트웨어 교육을 위한 선도학교를 전국에 지정하여 운영하였다. 선도학교에서의 소프트웨어 교육과정을 분석한 결과 주로 컴퓨팅 사고력의 구성요소 중 알고리즘과 자동화에 초점이 맞춰져 있었다. 엔트리와 스크래치와 같은 블록 프로그래밍 도구를 사용한 코딩교육과 로봇교육을 주로 실시했고, 실제 문제에 대한 학생들이 자료를 직접 다루는 시간은 찾아보기 힘들었다. 컴퓨팅사고력 향상을 위해서는 학생들이 실제 자료를 수집, 분석, 표현해보는 활동이 반드시 필요하다. 이에 본 연구에서 NetsBlox을 활용하고자 한다. NetsBlox는 학생들에게 익숙한 블록형 프로그래밍 도구로 실제 데이터를 온라인상에서 쉽게 받아와서 수집, 분석, 표현을 하게 도와주는 역할을 한다. 따라서 본 연구에서는 초등학생을 위한 NetsBlox를 활용한 CT-CPS기반 프로그래밍 수업을 설계하고자 한다.

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Analysis of Computational Thinking as Mental Skills (정신적 기술로의 컴퓨팅 사고력 분석)

  • Yu, Jeong-su
    • 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.

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Analysing Digital Literacy Capabilities in Software Education Curriculum (소프트웨어 교육 교육과정에서의 디지털 리터러시 능력 분석)

  • Yu, Jeong-su
    • Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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    • 2017.10a
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    • pp.383-386
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    • 2017
  • 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.

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Investigating the Improvement of Concept and Inquiry Activities in Elementary School Science Textbook of the 2015 Revised Curriculum - Focus on Earth Science Section - (2015 개정 교육과정 초등학교 과학 교과서에 제시된 개념과 탐구 활동의 개선 방안 조사 - 지구과학 영역을 중심으로 -)

  • Lee, Hyundong
    • Journal of Science Education
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    • v.44 no.3
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    • pp.300-317
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    • 2020
  • The purpose of this study is to suggest improvements in the science concepts and inquiry activities presented in the earth science section in the 2015 revised curriculum elementary science textbooks. For this study, two science educator and three elementary school teachers developed a survey questionnaire to investigate science concepts, inquiry activities, and suggest improvements. The survey was conducted two times, and 30 elementary school teachers and three earth science professors (geology, meteorology, astronomy) participated in the survey. As a result, it was investigated that eight concepts in the solid section, three concepts in the fluid section, and one concept in universe and integration section contained misconceptions. It was investigated that the content of inquiry activity needs to be supplemented, with seven elements in solid section, three elements in fluid section, and one in the universe and integration section. According to the research results, if the textbook is revised, it is necessary to accurately confirm the science concepts or content of inquiry activities. Also in the case of science concepts presented in textbooks, it will be necessary to consider not only the scope and sequence of contents but also the process of learning progression.

Development and Applyment Selection Standards of Physical Computing Teaching Aids for Elementary SW Education According to the 2015 Revised Curriculum (2015 개정 교육과정의 초등학교 소프트웨어 교육을 위한 피지컬 컴퓨팅 교구 선택 기준 개발 및 적용)

  • Lee, Young-jae;Jeon, Hyung-gi;Kim, Yungsik
    • Journal of The Korean Association of Information Education
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    • v.21 no.4
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    • pp.437-450
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    • 2017
  • This study derived optimized teaching aids that use the physical computing method as the solution for effective software education at the elementary level. We set standard for selecting physical computing teaching aids in elementary-level by gathering the opinions from previous studies and think tanks and then applied the standard to some aids and choose one. We also made lesson plan and tried it to the experimental group. Subsequently, students' logical thinking skills showed a statistically significant improvement in terms of the t-test. Also, in the analysis of the effect size, it was shown to have a positive influence on the improvement of the students' logical thinking skills. Additionally, survey of satisfaction evaluation from the students showed that the teaching aid selection standard was effective in selecting suitable teaching aids for elementary students and that the classroom activities utilizing physical computing teaching aids were at a suitable level for elementary students.

An Analysis of the Patterns of Using History in Textbook Developed under the 2015-Revised Curriculum (2015 개정 교육과정에 따른 <수학 II> 교과서에 나타난 수학사 활용 유형 분석)

  • Kim, Eun Suk;Cho, Wan Young
    • Communications of Mathematical Education
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    • v.33 no.4
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    • pp.471-488
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    • 2019
  • This paper aims to examine how mathematical history is used in textbooks according to the 2015-Revised Curriculum. We analyze the distribution and characteristics of making use of the mathematical history in the nine textbooks, using the framework suggested by Jankvist (2009) on the whys and hows of using historical tasks. First, the tasks related to mathematical history in the textbooks are mostly used as an affective tool, while few tasks are used as a cognitive tool. Second, most of the historical tasks of the type of an affective tool are introducing the anecdotes of mathematicians or in the history of mathematics, and only one case is trying to show human nature of mathematics by illuminating the difficulties mathematicians were faced with. Third, all the mathematical history tasks used as affective tools and goals are illumination materials, while only two out of the ten tasks in the category of a cognitive tool are illumination materials, yet eight others are modular ones. Considering the importance and value of using mathematical history in the math education, this paper recommends that more modular materials on mathematical history tasks in the category of cognitive tools and goals should be developed and their deployment in the textbooks or courses should be promoted.

The Development of Instructional Design for Strengthening of the Relationship Formation Competence through the Lessons of Housing Area (관계형성역량 강화를 위한 주생활 영역 교수 설계안 개발)

  • Kim, Eun Jeung
    • Journal of Korean Home Economics Education Association
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    • v.30 no.1
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    • pp.65-77
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    • 2018
  • The purpose of this study is to investigate how to strengthen the formation of relationship competence through the lesson in the housing of the 2015 revised Technology Home Economics curriculum. In order to achieve this goal, we analyzed curriculum documents, achievement standards of curriculum, achievement standards of assessment, and assessment standards of the 2015 revised Technology Home Economics curriculum. Then, we analyzed whether or not the curriculum could be truly reflected in the school site by comparing and analyzing verbs of the assessment standards and curriculum content system. In addition, we suggested the plan to ensure that 2015 revised curriculum can be implemented well by proposing a method of teaching-learning and assessment standards to cultivate the formation of relationship competence among the housing lessons. The results of the study are as follows. First, the 2015 revised Technology Home Economics curriculum are categorized into three subject competences according to the content, but eventually show the content is not mutually exclusive with the three subject competences. It can be said to demonstrate the characteristics of human ability development, that is, one learning can't be related only to one competency. Second, it is difficult to reflect the assessing subject competencies system in school education, where evaluation is carried out based on the assessment standards. This is because the skills of the 2015 revised curriculum documents are partially reflected in the assessment standards. Therefore, this study shows that teachers need to cultivate various subject competencies. In order to overcome the fundamental limitations of the competency-centered curriculum, it is necessary to retrain the teachers as well as to improve teaching and learning methods for operating the curriculum.

High School Teachers and Parents' Perceptions on the Evaluation Criteria of School-Record Focused Selection System: Focusing on the Case of J University (학생부종합전형의 평가 요소와 기준에 대한 고등학교 교사와 학부모의 인식: J대학 사례를 중심으로)

  • Lee, Je-Young;Baek, Kwang-ho;Baek, Min-kyung
    • The Journal of the Korea Contents Association
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    • v.21 no.2
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    • pp.374-385
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    • 2021
  • The purpose of this study were to examine the high school teachers' and parents' perceptions on the evaluation criteria and standard of the school record-focused selection system, and to provide basic data on the development of college admission systems in order to measure student competencies more fairly and accurately. To this end, 102 high school teachers and 68 parents with high school children nationwide were surveyed online. The online questionnaire was produced based on the student screening criteria of J university and consisted largely of the following three areas: 'document evaluation', 'interview evaluation', and 'demographic survey'. The results are as follows. First, both teachers and parents said that the school record-focused selection system is a college admission format that can contribute to the activation of the 2015 revised curriculum. Second, both teachers and parents responded that personality, aptitude and potential are all important factors in document evaluation and interview evaluation. Third, school record-focused selection systems should continue to be maintained in order to promote the 2015 revised curriculum, but securing fairness in the admission process should precede that. Based on the results of the study, suggestions were made in order to improve the college admission system.