• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.127-138
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• 2015

Finland is referred to the country which is conducting the most advanced education in the world with the excellent education policy and the outstanding education system. Historical background and geographical environment of between Finland and Korea is similar in many ways, since the lack of resources, Finland has focused on the fostering the human resources for the growth of the country like Korea. However, because of the recent PISA in 2012 indicated a sharp declined result than before, pointed out the lack of computer related education and national level implementation strategies for a software education of neighboring countries, the discussion on software education in Finland is increased. Thus, the coming 2016 year become a significant year to bring up the opportunity for national growth through software education, Finland government prepared the software education curriculum as a national common required curriculum which will be implemented from elementary school. In this study, we will look through the background of Finland's software education and curriculum, we are going to suggest which might be helpful to set the direction of software education curriculum.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.491-509
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• 2014

The purpose of this study was to compare and analyze the elementary science curriculum of Finland, which ranked at the first place in the science domain of Programme for International Student Assessment (PISA), a comparative study on the academic achievements of OECD member nations, for three consecutive years and recorded a high national competitiveness index, and that of South Korea, thus providing information needed to develop curriculums and textbooks in the middle of occasional curriculum revisions and giving useful implications for the implementation of curriculum in the field of education in South Korea. The research findings were as follows: First, as for the science content areas based on the ratio of large area items according to the evaluation and analysis framework of TIMSS 2007, South Korea's ratio of life, chemistry, physics, and earth hardly showed fitness for TIMSS 2007 and exhibited equal distribution among the areas. In Finland, the ratio of life, chemistry, physical, and earth was similar to the fourth grade level of TIMSS 2007. The country showed differential distribution with life accounting for the highest percentage. Second, as for the cognitive domains, South Korea showed a high percentage in "Uses and Procedures of Tools" of "1. Knowing" and "Making Connections," "Comparison/Contrast/Classification," and "Uses of Models" of "2. Application." Finland recorded a high percentage in "Information Interpretation" of "2. Application." While South Korea focused on the uses and methods of scientific instruments during scientific activities, Finland made an approach with a focus on problems related to daily life such as the interpretation of information including reports and graphs from an interpretative perspective.

• Education of Primary School Mathematics
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• v.14 no.3
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• pp.225-236
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• 2011

This study basically investigated the mathematics curriculum of Finland. The curriculum is similar with the 2009's revised mathematics curriculum of Korea in terms of formats, but is different in terms of contents. The mathematics curriculum of Finland is organized into grade bands: grade 1-2, grade 3-5, grades 6-9. And also, it provides the purpose of each grade bands, the purpose of each content areas, the expectation of assessment tested at the end of grade bands.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.19-39
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• 2019

The purpose of this study is to explore the main characteristics regarding of implicating competence-based curriculum in Finland's home economics curriculum by analyzing curriculum documents and related literature. The research findings are categorized into four main characteristics. First, home economics in Finland belongs to the 7-9 grades. The key content areas are composed of 'food knowledge & skills and food culture', 'housing & living together' and 'consumer & financial skills' at an integrated approach. Secondly, the subject competences of home economics are not presented; however, the general objectives of transversal competences are defined in Finland's curriculum document. Transversal competences describe the aspects of the objectives that are emphasized in grades 7-9 and strengthens the connectivity with each subject. Thirdly, the objectives of home economics included in the instructions in Finland consist of a content system that links learning skills, content areas, and transversal competences. Both learning skills as a role of subject competences and content areas as objectives support teachers who restructure an curriculum. Fourth, in terms of achieving subject objectives, the assessment criteria in Finland home economics is to evaluate the achievement of good knowledge and skills through actual performance. Based on the research findings, the main features of the revised curriculum in Finland include encouragement of flexibility in education systems and learner's uniqueness in schools. If the implementation of subject competences in home economics is to be strengthened, it is necessary to intergrate the knowledge and competence, require a curriculum system for implements' subject competence, carryout assessment as learning to learn, and facilitate school community and teacher community for deeper co-operation.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.373-393
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• 2015

This study aimed to investigate the process of the national curriculum reforms in Finland since 1968. The history of Finnish educational system reform was firstly discussed in order to provide the background and context of the curriculum reforms from 1968 to the present for a deeper understanding of the Finnish curriculum reform processes. Secondly, I provided a contour of the history of Finnish curriculum reform, focusing on the development and revision of early childhood curriculum since the 2000s. Finally, the current Finnish national curriculum reform named the "2012-2016/7 National Core Curriculum Reform" was depicted in details: processes, participants, principles etc. In conclusion, the Finnish national curriculum reform processes provide lessons: long-term reform design, open reform process, and a variety of reform participants including beneficiaries of education and students, which were the ones who have been neglected so far in Korea. In short, the Finnish curriculum reform process can be considered a realization of democracy.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.481-498
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• 2014

This study analyzed Japan, Taiwan, Hongkong, Finland, and China National Mathematics Curriculums to find the implications to improve Korean High school Mathematics curriculum. First, at the aspect of mathematics education goals, we can consider to select the logical thinking, the use of mathematics, and the mathematical inquiry in the cognitive domain and self-confidence, brevity, a sense of accomplishment, and the value of mathematics in the affective domain. Second, when high students consider their course, he/she should be able to select mathematics subjects according to her/his desired career and/or major. Third, I found that sine rule, cosine rule and correlation were included as compulsory contents of Japan, Taiwan and China but not Korea. Finally I suggest that we need to show and explain kindly the range of the contents and to develop the Korean mathematics curriculum model.

• Education of Primary School Mathematics
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• v.24 no.3
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• pp.115-134
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• 2021

This study implemented a comparative analysis of the international mathematics curriculum on time learning. It aimed the improvement of challenges students facing when they learn time. As a preliminary step, I reviewed the previous literature on teaching and learning of time, and based on this, I drew five issues that require to be considered for better time learning. The coverage of time contents and the learning periods of respective time contents were compared across the mathematics curriculum of Korea, Japan, Australia, the United States, and Finland. The textbook cases of those countries were analyzed with a special focus on the five issues. The results showed that the Korean curriculum assigned time learning contents compressively during short periods compared to other countries. responded to the issues on teaching and learning of time, several improvement ideas were deduced from textbook cases of other countries. Implications for the curriculum reform were discussed underlying the results.

• Korean Journal of Comparative Education
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• v.27 no.6
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• pp.191-210
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• 2017

The purpose of this study is to examine the current state of credit system in secondary and vocational education in Australia and Finland. For this purpose, this study compares the secondary vocational education system in Australia and Finland and compares how the curriculum is organized, operated and evaluated at secondary level. Australia and Finland have different characteristics in secondary vocational education system, while Australia operates vocational education programs mainly in comprehensive high schools under a decentralized system, while Finland is a centralized system and is divided into general education institutions and separate vocational education institutions. However, in terms of the organization and operation of the curriculum, both countries are based on the credit system, adopting the unemployed school system, and guaranteeing the choice of students. The results of this study are meaningful in that the policy direction to introduce and operate the credit system at the high school level recently has made meaningful implications through the present situation of overseas countries.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.159-178
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• 2015

This study discusses on aims for affective development in national curriculum of mathematics. Firstly, affective characteristics of school mathematics studied in Korea are investigated. Secondly, aims for affective development in the Korean national curriculum of mathematics from the 1st curriculum to the current one are inspected. Thirdly, aims for affective development in national curriculum of Hong Kong, Singapore and Finland are researched. From the result, suggestions on the statement about aims for affective development are proposed.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.677-689
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• 2015

The purpose of this study is to derive suggestions and implications to strengthen the science curriculum continuity of Korea through comparative analysis with focus on the continuity of science curriculum in six countries (Taiwan, the United Kingdom, Finland, the United States, Canada, Korea). Original and Korean translations of the national curriculums of each country gathered from NCIC comparatively analyzed the contents of the 'Moon' and 'Rock cycle' based on features of curriculum configuration, vertical, and lateral connectivity. As a result, it was found that the concepts of Big Ideas or Cross-cutting Concept was utilized internationally to strengthen the linkage between grades or subjects. In particular, dealing with the aspect of the system was important. In the comparison of countries for the content, Korea deals with the most frequency on the 'Moon' and 'Rock cycle'. The contents of the chapter about the moon were simply repeated from elementary to high school levels with some variation. Korean science curriculum holds different perspectives and contents about the Rock cycle compared to other countries. In conclusion, Korea's curriculum requires appropriate tools to strengthen curriculum linkage and by doing so, it will be able to take advantage of the systems approach. Moreover, it is important to constitute the curriculum based on a sufficient understanding of the learning development of students according to their grade levels for the effective application of the curriculum.