• Title, Summary, Keyword: 7th National Curriculum

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A Note of A Partial Amendment of Probability and Statistics Education Curriculum in Korea

  • Lee, Sang-Bock
    • Journal of the Korean Data and Information Science Society
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    • v.18 no.4
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    • pp.1065-1071
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    • 2007
  • A partial amendment of probability and statistics education in Korea has carried out from January, 2007. We have compared between the patial amendment and 7th national mathematics curriculum. Some ideas are proposed to achieve goals of the revision; textbooks of mathematics are well supervised by well-trained statisticians and teachers are periodically trained for the statistical knowledge.

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Comparison of Verbs in the Contents of the National Curriculum for Elementary and Middle School Science: Focused on the 7th, 2007, and 2009 Revision (초·중학교 과학과 교육과정의 내용 진술에 사용된 서술어 비교: 제7차 교육과정 이후를 중심으로)

  • Jo, Kwang-Hee
    • Journal of Science Education
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    • v.39 no.2
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    • pp.239-254
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    • 2015
  • The aims of this research were to analyze and compare verbs in the contents of the 7th, 2007, and 2009 revised national curriculum for elementary and middle school science. After the investigation of 1383 verbs in description of achievement standards and inquiry, we found that 'to know'(15.0 %) in elementary school and 'to understand'(24.2 %) in middle school were the most frequently used ones, totally in these three curriculums. In the 7th national curriculum, frequently used verbs in elementary school were ones related with inquiry such as observation, investigation and so on though 'to understand' had the most common verbs. Secondly, 'to explain' ranked top among verbs in the 2007 revised national curriculum. It showed some possibility of influences of the discussion-oriented situation at that time. Finally, however, in 2009 revised national curriculum, 'to know' and 'to understand' occupied the first and second portion of the verb distribution. In addition, 'to understand' and 'to observe' were used evenly through three curriculums but the portions of 'to know' increased through curriculum revisions. Some implications and discussions were also added with suggestions for further researches.

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Analysis of Inquiry Activity of the 7th Grade Science Textbook Based on the 7th Curriculum (7차 교육과정에 따른 7학년 교과서의 탐구활동 분석 -물질 영역을 중심으로-)

  • Jongseok Park;Jaehyun Kim;Haiil Ryu
    • Journal of the Korean Chemical Society
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    • v.47 no.1
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    • pp.67-71
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    • 2003
  • The present study examined the inquiry type, process, and context of activities presented in the matter field of the 7th grade science textbook based on the 7th curriculum. It was to investigate for educational suggestions in instruction and development of science textbook. Three units of ‘three states of matter', ‘motion of molecule', ‘the state change and energy' were analyzed. The result indicated that the types, processes and skills, and context of inquiry were not balanced, and learners should be educated with complementary inquiry activities. It is proposed that the inquiry activities presented in science textbooks be examined, and the framework to evaluate inquiry activities be reflected on the standard of science textbook authorization for development of the science textbook to accord with aims and objectives of curriculum.

A Study on Information Graphics in the Middle School Social Studies Textbooks

  • Lee, Sang-Bock
    • Journal of the Korean Data and Information Science Society
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    • v.16 no.3
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    • pp.603-608
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    • 2005
  • The purpose of this qualitative case study is to understand how the idea of data view and information graphics is used in the social studios middle school textbooks. Data were collected through national curriculum documents and social studies middle textbooks for 7-9 grades. We set up three questions for this studies; what kinds of information graphics are used in the textbooks, how the graphics are organized in the social studies middle school, and how the 7th social studies curriculum is related with the 7th national mathematics curriculum. Through the data analysis, we found that 1) Photographs, illustrations, information maps, etc., are used and frequencies of their usages are in descending order, 2) double lines graphs, circle graphs, and stripe graphs nip often adopted for the comparison of populations, 3) the relation of the two subjects curricula is not so good, especially in the curriculum steps of information mads scatter diagrams, and comparison of populations. Finally we suggest that new web site of data view or information graphics be provided for two curricula, workshop of information graphics are needed for social studies teachers.

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A Comparative Analysis of Descriptions about the Acid Rain in the 10 year Science Textbooks according to the 7th Science Curriculum (7차 교육과정에 따른 10학년 과학교과서에 제시된 산성비 관련 내용 진술의 비교 분석)

  • Kong, Young-Tae;Kim, Sung-Kyu
    • Journal of Environmental Science International
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    • v.22 no.7
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    • pp.811-821
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    • 2013
  • A purpose of this study was to provide the helpful information about operation of revised science curriculum by analyzing many contents about acid rain with various aspects, which was written in science textbook of 10 year according to the 7th national curriculum. The results show that there was the lack of educational systemicity among elementary school, middle school, and high school science curriculum and the lack of explanation for occurrence and standard level of acid rain, pH 5.6. And It could be categorized the effect of acid rain into four groups and experiment or experiment activities into three groups.

Comparison of Technology & Home Economics Curriculum between Korea and Japan for Exploring of Revision Direction of the 7th Curriculum (제 7차 교육과정의 개정 방향 탐색을 위한 한국과 일본의 기술·가정 교육과정 비교)

  • Kim, Jin-soo
    • 대한공업교육학회지
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    • v.30 no.1
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    • pp.68-83
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    • 2005
  • The purpose of the study were to analyze of the curriculum and textbooks for technology & home economics in the 7th national curriculum, and to suggest the revision direction of them. This study was carried out through literature research of national curriculum and textbooks of Korea and Japan, respectively. The findings of the study were as follows: First, we have three textbooks which are technology & home economics 1, technology & home economics 2, technology & home economics 3 for each grade of middle school student, but one technology textbook and one home economics textbook may be better for middle school student to reduce the learning content following revised curriculum. Second, as an aspect of learning content between technology textbook and computer textbook, the computer and information volume is too much overlapped, which is also the same result at the survey research report of KICE. Therefore, the computer content of technology & home economics textbooks must be considered to reduce according to follow research.

Analysis of multimedia use in English education at the secondary school level (제7차 중등 영어 교육과정에서 멀티미디어 적용 실태와 분석)

  • Maeng, Un-Kyoung
    • English Language & Literature Teaching
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    • v.11 no.4
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    • pp.237-259
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    • 2005
  • Secondary English Education in Korea is implemented according to the 7th National Curriculum. The 7th National English Curriculum pursues to achieve communicative competence considering individual differences. According to the research, using various multimedia in English education enhances English proficiency and allows effective individual-based learning. The purpose of this study is to investigate the implementation of applying multimedia in English education within the framework of the 7th National Curriculum. For this purpose, a questionnaire-based survey was conducted in 2005 with 145 secondary English teachers in Kyunggy Province. The results showed that multimedia was not integrated in English education effectively, and individual based-learning was not implemented effectively, either.

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Characteristics in Environmental Education Contents of the 7th National Curriculum for Elementary and Secondary Schools (제7차 환경 교육 과정의 학교급별 내용 특성)

  • 이민부;박승규
    • Hwankyungkyoyuk
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    • v.13 no.2
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    • pp.103-113
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    • 2000
  • The 7th national curriculum for environmental education in elementary and secondary school focuses on consideration of learner's ability, learner's activities, and learner's region of everyday life. The contents of environmental education are scattered subjects in elementary schools and an independent subject as 'Environment'in middle school and 'Environment and Ecology'in high school of the second school. With upgrading of schools, the aims and activities of environmental learning move up from value-centered, through activity-oriented and to cognition-centered.

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A Study on the 7th National Curriculum Implementation at the Secondary School Level (제7차 수학과 교육과정 개발 과정 및 내용에 관한 분석 연구 -시${\cdot}$도 및 중등 단위학교를 중심으로-)

  • Cboe Seung-Hyun;Hwang Hye Jeang
    • The Mathematical Education
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    • v.44 no.4
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    • pp.477-496
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    • 2005
  • This study looked into the procedures of and the status on the implementation of the new 7th national curriculum at the secondary school level. It examined the processes taken by the local boards of education in due course of facilitating the schools with the new curriculum implementation. More specifically the study examined, 1) the degree to which the particular innovation(i.e., student-centered, flexible and autonomous school-based curriculum, etc.) is being implemented as planned; and 2) how it is being implemented. It conducted a situation-oriented analysis in cooperation with three local boards of education. Classroom observations, teacher interviews, questionnaires for teachers and supervisors were utilized and the three major criteria of interpreting the result were the three core concepts of the 7th national curriculum, that is, the degree of '(1)reorganization, (2)student-centeredness and (3)diversification/ specialization' of the curriculum. Detailed documentation on the processes of the local bureaus of education and on the classroom practices are made in order to provide schools and policy makers with relevant and practical suggestions for further improvement of curriculum implementation. Ultimately, The greater the awareness of the intention of the new curriculum on the part of both the staff at the local school boards and teachers, the greater the degree of implementation. And the higher the quality of planning to meet problems, the greater the degree of implementation. Continuous efforts are needed to involve teachers in the process of curriculum implementation. The greater the active support of the teachers, the greater the degree of implementation.

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A survey of the primary school teachers에 appreciation of the 7th national primary science curriculum (제7차 과학과 교육과정에 관한 초등교사의 인식)

  • 노석구;여상인;장병기;임채성;송민영
    • Journal of Korean Elementary Science Education
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    • v.21 no.2
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    • pp.213-226
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    • 2002
  • The purpose of this research is to direct the 7th national primary science curriculum to be performed properly. The research is based on the questionnaire to investigate the primary teachers' appreciation of the curriculum. The questions are about the general aspect of the 7th curriculum and special treatises on science curriculum. Questionnaires were distributed to 1000 teachers, and 822 teachers answered them. According to the survey results the teachers' thoughts were as following: First, there must be enough time to develop a new curriculum. It is not desirable to change the old curriculum totally. There should be some continuity between the old and the new curriculum. Second, teachers appreciated that the learning resources and supplements were helpful, and interested students. Teachers thought that If equipment at class or school was not enough. Third, according to them the hierarchical structure of science curriculum was appropriate, but the contents need to be improved. Fourth, most teachers restructured the 7th science curriculum to adapt it to the class and school. They cooperated with one another in teaching science, and applied diverse teaching-learning methods according to the curricular contents and the grade levels. Teachers tried to evaluate all aspects of the students with various methods, but they felt it was hard. They were not active in developing evaluation tools as a team, and in objectifying the information about students. Fifth, teachers felt it was hard to implement the science curriculum according to different levels of the students. Based on the survey of teachers' thoughts, the following can be suggested for successful implementation and reorientation of the curriculum. First, teachers need learning opportunities to appreciate and adapt the 7th curriculum creatively. Second, they need guidances in implementing the different levels of the curriculum, and the information about the appropriate resources for it. Third, we need to control the relative difficulty of the curricular contents, and reduce the hours and quantity of the study. Fourth, we need to improve the school equipment and facilities. Networking and cooperation among education-related institutions are essential for better education. Fifth, it is desirable to develop concrete and diverse teaming models.

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