• Title, Summary, Keyword: 7th National Curriculum

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The Comparative Analysis of the Content and illustration in the 6th and 7th National Curriculum 3rd and 4th Grade Primary Science Textbooks (제 6차와 제 7차 초등학교 3, 4학년 과학 교과서의 내용과 삽화의 비교ㆍ분석)

  • 백남권;서승조;조태호;김성규;박강은;이경화
    • Journal of Korean Elementary Science Education
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    • v.21 no.1
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    • pp.61-70
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    • 2002
  • The purpose of this study was to examine whether or not they have been revised corresponding to the purpose of revision by making a comparative analysis of the content and illustration in the 6th and 7th primary science textbooks. The analysis of content was composed of knowledge, inquiry process and attitude. The analysis of illustrations was composed of the kinds of illustrations and the role of illustrations. The findings of this research were as follows: First, as a result of content analysis of the primary science textbooks in the 6th and the 7th national curriculum, the ratio of inquiry process showed the highest frequency, next knowledge and lastly scientific attitude. And the 7th textbooks are greatly emphasized knowledge and science attitude. Second, as a results of the illustration analysis are as follows: There are conspicuous differences in that the illustration number of the 7th science textbooks Is about twice the illustration number of the 6th science textbooks and next, they place more weights on pictures and comics hard to discovery in the 6th science textbooks. Therefore, they have tried to induce the interests of students and heighten their understanding by supplementing the role of illustration presented as picture-centered and increasing its number presented as picture. In the results, although they have improved the problems of the 6th national curriculum a lot through the innovation including the interest induction of pupils through comics, the development of its content presentation method, the gradual change of subject number and the cultivation of curriculum according to the level of enrichment and supplementing types, the 7th science textbooks have fallen short of 6.3%, not around 30% in terms of the reduction in the 7th national curriculum. Accordingly, the 7th science textbooks also can be pointed out to have the problems of too much amount of studying compared to the time per week like the 6th science textbooks.

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A Study on Teachers' Perception of the 7th Curriculum Implementation (제7차 교육과정 실행에 관한 교사의 인식 분석)

  • WON, Hyo-Heon;KIM, Kwee-Soon
    • Journal of Fisheries and Marine Sciences Education
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    • v.17 no.2
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    • pp.260-269
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    • 2005
  • The purpose of this study was to analyze the teachers' perception of the 7th curriculum implementation. The subjects were 540 elementary school teachers. Investigation was conducted with questionaires which have 40 questions in 4 domains about the 7th curriculum. The results of the study were as follows: First, teachers' perception level of curriculum implementation was mechanical use(level 3). Second, in the comparison of level by implementing domains, the domains of the essential, ideology, educational objectives and evaluation were lower than the domains of educational contents, teaching methods and materials. Third, in the comparison of teachers' personal characterristics, there was no difference between male and female in all domains. But, by teaching career, experienced teachers were higher level in all domains. Also by length of in-service training with the 7th curriculum, when they have longer in-service training, they showed a higher level of curriculum implementation.

An Analysis of STS Contents in the area of 'The Earth and the Universe' in Elementary Science Subject (초등 과학과 '지구와 우주' 영역의 STS 내용 분석)

  • Lee, Sang-Gyun;Choi, Seong-Bong;Kim, Chan-Gi
    • Journal of the Korean Society of Earth Science Education
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    • v.4 no.1
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    • pp.66-73
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    • 2011
  • This study aims to compare and analyze the types of teaching-learning activities, themes and percentage of STS contents in the area of "The Earth and the Universe" in elementary science subject following the 7th Curriculum and 2007 Revised Curriculum, identifying how STS education has changed and their features. First, the number of pages where STS appears in the 2007 revised science textbook has increased over 10% compared to the that of the 7th curriculum. In particular, the number of pages in the 5th and 6th graders increased substantially to 15% and 34%, respectively. Second, as a result of analysis on components of STS, 'applications of science', 'local and community relevance', 'social problem and issues', 'evaluation concerned fir getting and using information' were obtained in the order named for the 7th curriculum; while 'applications of science', 'local and community relevance', 'career awareness' and 'social problem and issues' were obtained in the order named for 2007 revised curriculum. Third, with regard to the analysis on theme areas, the 7th curriculum was found to cover the theme on use of natural resources most frequently, followed by environmental problem, while 2007 revised curriculum to cover environmental problem and effects of technical development most frequently, followed by space development and use of natural resources. Fourth, in the area of STS teaching activities, 'investigation activity' showed highest percentage in 7th curriculum, followed by 'analysis of data', and 'research design', while 'analysis of data' showed highest frequency of appearance, followed by "investigation activity' and 'actual activities' and 'research design' in the order named in 2007 revised curriculum, showing that the area of 'analysis of data' and 'actual activities' increased substantially compared to the 7th curriculum.

The Comparative Analysis of Questions in the Matter Units of Elementary Science Textbooks between the 7th Curriculum and the Revised Curriculum Year 2007 (제7차와 2007년 개정 교육과정의 초등 과학과 교과서 물질 영역의 발문 유형 비교 분석)

  • Choi, Mi-Suk;Kim, Yong-Gwon
    • Journal of Korean Elementary Science Education
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    • v.31 no.3
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    • pp.347-357
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    • 2012
  • The focus of this dissertation is on the comparative Analysis of Questions in the 'Matter Units of Elementary Science Textbook between the 7th Curriculum and the Revised Curriculum Year 2007. The results of the comparative Analysis in the dissertation are as follows: There were more closed questions than open questions in these elementary science textbooks both of the 7th Curriculum and the Revised Curriculum Year 2007. Cognitive-memory questions were the most frequently asked in all grade levels. In the Revised Curriculum Year 2007, Convergent thinking questions presented with higher rate than the 7th Curriculum. Divergent thinking questions and evaluative thinking questions was presented with a relatively lower rate than the 7th Curriculum. Question types were applied based on the characteristics of each unit rather than on children's developmental characteristics.

The Comparison of the Amount of Chemistry Learning in the Elementary School Science Textbooks Developed under the 6th and 7th National Curricula (제6, 7차 교육과정에 의한 초등학교 과학 교과서에서 화학 학습량 비교)

  • 전경문;홍미영;이범홍
    • Journal of Korean Elementary Science Education
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    • v.22 no.1
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    • pp.29-36
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    • 2003
  • The purposes of this study are to analyze the elementary school science textbooks (chemistry part) developed under the 7th national curriculum and to compare with those under the 6th national curriculum. The lesson hour, the number of pages, contents at each grade, deleted or newly introduced contents were analyzed. Some features of the 'Separation of mixtures' chapter were also analyzed. Educational implications were discussed in the aspect of whether the intention of revised curriculum was reflected, especially whether the amount of teaming was decreased.

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Comparative Analysis on the STS Contents of the 6th and 7th primary Science Curriculum (제6차 및 제7차 초등학교 과학과 교육과정에서의 STS 내용 비교)

  • Kwon, Chi-Soon
    • Journal of the Korean Society of Earth Science Education
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    • v.3 no.1
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    • pp.9-17
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    • 2010
  • This study was carried out to examine the tendency about the relative importance of STS education of the 6th and 7th primary science curriculum. The results of the research are as follows. Primary science textbooks in the 6th curriculum, average 13.3% of the total pages was assigned to STS contents but it is increased to 24.2% in the science textbooks of the 7th curriculum. STS constituents of the 6th primary science textbooks come out orderly applications of scientific knowledge(47.1%), relevance of a community(40%), social problems and issues(11.8%). Of the 7th science textbooks, the contents about applications of scientific knowledge amount to 67.1% of the total STS constituent and relevance of a community(32.2%) rank behind it. The contents of other components are not enough. The 6th science textbooks contents about the effect of technological development amount to 35.3% of the total STS subject area, and environmental quality(20.0%), natural resource(15.2%), energy(11.8%), sociology of science(11.8%) ranks behind it. In the 7th science textbooks ranking is the effect of technological development(42.3%), natural resource(17.3%), energy(12.5%), sociology of science(12.5%), environmental quality(20.0%). There are few contents about population, human engineering and space research and national defense in the science textbooks.

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An Analysis of 7th Middle School Science Curriculum by Klopfer’s Taxonomy of Education Objectives -Focusing on 7th grade- (Klopfer의 교육목표 분류에 따른 제7차 교육과정의 중학교 과학 교육목표 분석 -7학년을 중심으로-)

  • Kim Sang-Dal;Lee Yong-Seob;Choi Sung-Bong
    • Journal of the Korean earth science society
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    • v.26 no.7
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    • pp.640-651
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    • 2005
  • This study was to analyze the subject objectives of Middle school 7th grade Science textbooks based on the Korean 7th curriculum by using Klopfer’s taxonomic system and find out how much compatible they were with the requiring objectives of the curriculum. Particularly, this study makes educational objectives for textbooks coherent wit the requiring objectives of the curriculum, through the analysing the problems. The results are follows. The Middle school science educational objective of the 7th curriculum sets up almost of the objectives through all of the domains of the Klopfer’s taxonomy system, except the operational function (Category G.0), and emphasizes on emotionable domain (Category $H.0\~I.0$) more. However, comparing with an encouragement objective rate of NSTA, Middle school Science textbooks based on the 7th curriculum were published putting more importance in a cognitive domain, and the intention objective (Category I.0) was not mentioned.

Changes in High School Student Views on the Nature of Science according to Curriculum Change (교육 과정의 변화에 따른 과학의 본성에 대한 고등학생의 관점 변화)

  • Moon, Seong-Sook;Kwon, Jae-Sool
    • Journal of The Korean Association For Science Education
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    • v.26 no.1
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    • pp.58-67
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    • 2006
  • Student understanding of the nature of science is necessary not only because it is helpful for solving everyday problems with growing science literacy, but also because it influences students' science learning. Therefore, it was necessary to investigate student views on the nature of science under the 7th national curriculum and compare with those before the 7th national curriculum in order to probe the elements which contribute to changes in student views on the nature of science. A significant number of differences were found between subdimensions of views on the nature of science through the comparison. High school students under the 7th national curriculum had more relativistic, instrumental, and deductive but less process-oriented views than high school students before the 7th national curriculum. The differences between mean values which showed high school student views on the nature of science under and before the 7th national curriculum were significant, except for the subdimension of instrumentanlism/realism. In particular, high school students under the 7th national curriculum possessed a contextual view, whereas those before the 7th national curriculum possessed a decontextual view. Although other factors might be the cause for differences found in this study, we argued by discussion that differences among textbook contents seemed to be the major factor.

Comparison with the 6th and 7th Science Curricular for Inquiry Skill Elements in the Elementary and Secondary School (초.중.고등학교 탐구 기능 요소에 대한 6차와 7차 과학 교육 과정의 비교)

  • Ha, So-Hyun;Kwack, Dae-Oh;Sung, Min-Wung
    • Journal of The Korean Association For Science Education
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    • v.21 no.1
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    • pp.102-113
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    • 2001
  • In order to compare with the 6th and 7th science curricular for the inquiry skill elements in the elementary and secondary school, we divided skill domains into five classes which were process skill, step skill for inquiry instruction, inquiry activity skill, manipulative skill and breeding-farming skill. And then we investigated the kinds and frequencies for the inquiry skill elements of the 6th and 7th curricular in the elementary and secondary school. The results were as follows: 1. The total kinds of inquiry skill element showed 17 kinds in the 6th curriculum and 23 kinds in the 7th. Therefore, the 7th curriculum was higher 1.4 times than the 6th curriculum in the kinds of skill elements. 2. The total frequencies for the inquiry skill elements of the 6th curriculum were 408 and those of the 7th were 729. Therefore, the 7th curriculum was about 1.8 times as many as the 6th. 3. In the kinds of inquiry skill elements according to the school levels, the course of the elementary school showed 14 kinds in the 6th curriculum and 18 kinds in the 7th. The course of middle school showed 7 kinds in 6th and 16 kinds in 7th. The integrated science course of high school was 10 kinds in the 6th and 10 kinds in the 7th. The skill elements in four science curricular of the high school course showed total 11 kinds in the 6th and 21 kinds in the 7th. And then the kinds of inquiry skill elements of the 7th curriculum in the middle and high school course showed about 2 times as many as the 6th curriculum. In the school level, the increase of skill elements showed the highest in the middle school course, and then in the high school course. 4. The total skill elements from the elementary school to the high school in the 6th science curriculum showed 17 kinds and in the order from the highest to the lowest rates, such as experimenting 20%, observing 15%, interpreting and analyzing data 13%, investigating 9%, measuring 7%, drawing a conclusion and assessment 7%, discussion 6%, communicating 5%, classifying 4%, recognizing problems and formulating hypothesis 4%, predicting 3%, designing and carrying out an experiment 3%, collecting and treating data 2%, manipulating skill 1%, modeling 0.5%, breeding and farming 0.3% and inferring 0.2%. 5. The total skill elements from the elementary school to the high school in the 7th curriculum appeared 23 kinds and in the order from the highest to the lowest rates, such as drawing a conclusion and assessment 31%, investigating 14%, collecting and treating data 8%, observing 7%, experimenting 7%, recognizing problems and formulating hypothesis 6%, interpreting and analyzing data 4%, measuring 3%, discussion 3%, manipulating skill 3%, modeling 3%, classifying 2%, project 2%, educational visits 1%, controlling variables 1%, predicting 1%, inferring 1%, operational definition 1%, communicating 1%, designing and carrying out an experiment 0.3%, breeding and farming 0.3%, applicating a number 0.2% and relating with time and space 0.2%. In the conclusion, the 7th curriculum was added 6 kinds of skill elements to the 6th curriculum, such as operational definition, applicating a number, relating with time and space, controlling variables, educational visits and project.

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Direction of Basic Composition on the 7th revised Curriculum for the Fisheries High Schools and Merchant Marine High Schools (제7차 수산·해운계 고등학교 교육과정의 기본 구성 방향)

  • Kim, Sam-Kon;Ju, Su-Dong;Kim, Sung-Jae
    • Journal of Fisheries and Marine Sciences Education
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    • v.10 no.2
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    • pp.115-128
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    • 1998
  • Fisheries and merchant marine high school education is the core for human resources of fisheries and merchant marine industries. In the past, fisheries and merchant marine high school education was terminal education producing skilled worker in water area. But fisheries and merchant marine high school education are rater desired on educational role of helping student go on to college and to have continuing education after graduate high school. In this regard, the central purpose of this study was direction of basic composition on the 7th revised curriculum for the fisheries and merchant marine high school. The specific objectives were follow contents, this study present importance for 7th revised curriculum, and comparative analysis by the change of direction of basic composition from 1st revised curriculum to 7th revised curriculum. Also, this study present direction of basic composition on the curriculum in accordance with a change and demand of industrial society. The objective on the 7th revised curriculum for fisheries and merchant high schools is to teach students basic knowledge and skills related to fisheries and merchant marine industries, and self-reliant attitude so that students can get to the successful career roles in the rapidly changing industrial society.

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