• School Mathematics
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• v.5 no.1
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• pp.27-42
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• 2003

The current 7th National Mathematics Curriculum had been developed as a learner-centered curriculum and begun to apply to high school since 2002. This paper discusses issues related to the high school mathematics curriculum application into high school. The mathematics curriculum for grades 11 and 12 was developed primarily as a learner-centered one to provide five elective courses according to the needs of students based on their future occupation and attitudes. Discussion starts with the differences of the five elective courses: the three of them have dependent and sequential structure and the two are totally different with regards to their levels of difficulty and the content they span. It is claimed that the frameworks of the 2005 National Ability Test for the College Entrance and the minimal enrollment requirements of several influential colleges' admission policy make the high school mathematics education very rigid, unflexible, and anti-educational. Several suggestions to recover and imp-rove the high school mathematics education and the spirit of the 7th curriculum are presented.

• Journal of the Korean Chemical Society
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• v.52 no.1
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• pp.96-106
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• 2008

The purpose of this study was to identify the actual conditions of operation in school and investigate the perceptions of science teachers and students regarding the 7th elective-centered curriculum of high school science subjects. For this study, a questionnaire survey was conducted for the selected subjects including 127 high school science teachers and 763 high school students in their third year who had experienced the 7th elective-centered curriculum. As a result of the study, concerning the way to present the elective subjects of science, many cases were the alternative way and the group-elective way in humanity courses while natural science courses had the alternative way and the free-elective way in most cases. In other words, in many cases, the right of elective was given within a limited range. The result of the investigation on science teachers' perceptions on the elective-centered curriculum was that negative views dominated as a whole. Especially, earth science teachers showed the most negative attitudes. The number of biology and chemistry teachers who supported students' right to opt subjects were lower than that of physics teachers and earth science teachers who were against it. To help students make a right choice, many viewed that the system of the college Scholastic Ability Test should be complemented in order to prevent any disadvantage to each elective subject or that it was necessary to have systematic and realistic career education. As the result of investigating the perception of high school students in their third year regarding the elective-centered curriculum, they were usually not very satisfied with it. As the reason for it, many said the selection right was limited. Many others also expressed that there were lack of public relations and education on subjects and careers. Based on these results, limits still exist in accepting all demands although there are a lot of efforts made to smoothly adjust supply and demand of science teachers as well as students' electives in the field of school. It is considered necessary to come up with counterplan and complements to prevent basic science from being neglected or lower academic achievement in the subject of science from happening, and at the same time to harmoniously deal with supply and demand of science teachers as well as the issues of students' demands given the actual conditions of school.

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.771-776
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• 2005

The purpose of this study is to survey the status of the 7th elective-centered curriculum and find problems in operating the system. 485 students in the tenth and eleventh grade were randomly selected as subjects. The results are as follows. (1) Among the students, 29% of them selected their science subject without considering their future jobs, 48% did it without enough overview of the system, and 25% did without clearly understanding the details the choice centered curriculum. (2) Among the students who participated in the survey, 65% of them showed positive responses concerning the needs of individual choice centered curriculum and 96% said it increased their participation in class. However, only 39% believed that operating this type of curriculum is realistically possible. (3) 89% of students selected their science subjects accordingly with the college preparatory courses and 14% selected based on their hopes. (4) The percentage of science subjects chosen are 40% for chemistry, 25% for biology, 22% for Physics, and 13% for earth science, but 74% of students wanted to change their choices. These results showed that students recognized the object of the 7th curriculum, but selected science subjects as a means of getting into college entrances, rather than carefully considering their future and aptitude.

• 대한공업교육학회지
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• v.30 no.2
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• pp.45-59
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• 2005

The purpose of this study is to develop and operate a curriculum which is able to connect a vocational high school to a general high school. That curriculum makes it possible to meet the necessity of accepting the learning rights for the students of a small scale school located in a rural community. And also, it is able to broaden the implementation of the elective-centered curriculum in the $7^{th}$ curriculum. So, We developed a connected curriculum model which fulfills to the utmost the requirement of a few students who want to go to a collage after finishing vocational high school and who want to get a job after finishing general high school in a electing their subjects and then operated it with student's moving to the connected schools on a Saturday. In this study, we got the results as follows: First, we prepared the curriculum environments which can accept the learning-demands of students in a small scale school located in a rural community. To do so, we publicized the curriculum of a vocational high school connected to that of a general high school, made questions, and organized the committee of students, parents and teachers and so on. Second, we organized and implemented the connected curriculum so that a small number of students could learn the subjects they demands. So, a small number of the vocational high school students could have learned the 'Math I' and 'English Conversation' which were not allowed in their school. And also, a small number of the general high school students who hope to have an occupation after graduation could have learned 'Web Design' subject. Third, we examined the problems and presented the solving methods according to organizing and implementing the connected curriculum. So we could have served as an aid on building up the foundation of the generation of the elective-centered curriculum.

• Journal of the Korean earth science society
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• v.28 no.2
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• pp.169-178
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• 2007

In this research we diagnosed the actual status of the 7th National science elective curriculum and suggested a way to select and organize the content of the new science elective curriculum. The first science education reform was grounded in the structuralism where the structure of discipline was valued above everything else. On the other hand, the second science education reform suggested alternative interpretations of students' opportunity to learn, putting a brake on the structuralist thinking. According to the survey result, the majority of the science elective courses are in need for revision because the contents are overcrowded, too difficult in light of students' learning readiness, failed to draw students' interest in science, and are overlapped and repeated among the 10th grade science, high school science I and II. In particular, Earth Science II and physics II are the most unfavorable courses among students. Thus, we recommended a fundamental change be made in the new curriculum in addition to the optimization of the content. In this paper, we suggested 'topic-centered content organization' for the science elective course I, i.e., Physics I, Chemistry I, Biology I and Earth Science I that is designed for both science track and non-science track students. Since curriculum provides students with an 'opportunity to learn', a curriculum study should focus on what the 'opportunity to learn' is that students ought to be offered. Based on the result of this study, we recommended one way to select and organize the content of high school elective curriculum.