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11.

국가 수준 미술과 교육과정의 OECD 역량 반영 분석: 초･중학교 미술과 교육과정 내용 맵핑(CCM: Content Curriculum Mapping) 을 중심으로

김정효, 김해경 한국조형교육학회 조형교육 32 Pages

한국조형교육학회 조형교육 2019, 제 71집 2 29-60 (32 pages)

김정효, 김해경 저
...
- 6,100원
OECD는 DeSeCo 프로젝트의 후속 연구로서, 2015년부터 Future of Education and Skills: The OECD Education 2030 프로젝트를 실시하고 있다. 현재 1차 연구의 결과로, 7개 교과 영역에 대한 국제 수준 교육과정 분석이 마무리 된 상황이다. 1차 연구에서 미술 교과에서는 ‘OECD 2030 학습 프레임워크 분석틀’에 CCM 방법을 적용하여 우리나라 2015 개정 중학교 미술과 교육과정을 분석하였다. 본 연구에서는 공통 교육과정인 2015 개정 초등학교 미술과 교육과정을 분석하여 OECD 학습 프레임워크의 역량 반영 정도를 파악하고, 중학교...
12.

Art Education in Institutional Curriculum Discourses

Jeong, Ok-Hee 한국조형교육학회 조형교육 26 Pages

한국조형교육학회 조형교육 2006, 제 28집 12 323-348 (26 pages)

Jeong, Ok-Hee 저
...
- 5,500원
Freedman(1992) asserts that insitutionalisation is an historical and cultural process. Focusing upon the social aspects of structure and what leads to institutionalisation, we can see that the transformation occurs within a medium of social structure and that the structure provides for and directs social transformation through discourses. For example, the rise of the present system of education is taken as a part of the extension of civilisation and the democratisation of culture from elite to...
13.

A History of the English Curriculum. Where We are Now and Where Next?

Mark Orrow-Whiting 한국교육학회 한국교육학회 학술대회논문집 7 Pages

한국교육학회 한국교육학회 학술대회논문집 KERA Inter 30 285-291 (7 pages)

Mark Orrow-Whiting 저
...
- 3,000원
14.

The 2009 National Curriculum: Can it Change Korean Education?

Chaechun Gim 한국교육학회 한국교육학회 학술대회논문집 23 Pages

한국교육학회 한국교육학회 학술대회논문집 KERA Inter 14 99-121 (23 pages)

Chaechun Gim 저
...
- 5,200원
15.

Connecting Curriculum, Assessment, and Outcomes

Nancy Petersen 한국교육학회 한국교육학회 학술대회논문집 30 Pages

한국교육학회 한국교육학회 학술대회논문집 KSSE Inter 6 99-128 (30 pages)

Nancy Petersen 저
...
- 5,900원
16.

Critical Analysis of “Sustainability” in Korean Early Childhood Curriculum from Posthuman Perspectives

Hyunsun Suh 환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 23 Pages

환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 2022, Vol.16 No.3 2 23-45 (23 pages)

Hyunsun Suh 저
...
- 5,200원
This study analyzed how the recently revised Korean early childhood curriculum describes and discusses sustainability through a critical perspective using posthumanism to destabilize anthropocentric thinking and expand the concept of sustainability. The notion of sustainability described in the General Guidelines and Commentaries of the Korean Early Childhood Curriculum reveal limitations and the potential of the ontological, epistemological, and ethical foundations which serve as the basis of...
17.

Partnering with Indigenous Communities to Develop an Equitable Early Childhood Education Curriculum in Odisha, India

Priti Joshi 환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 19 Pages

환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 2021, Vol.15 No.1 2 9-27 (19 pages)

Priti Joshi 저
...
- 4,800원
by the West. The design of these curricula tends to further exclude those already marginalized, especially with learning taking place in a language other than their mother-tongue. It was in this background that a relevant, mother-tongue based curriculum for ECE was sought to be developed for underserved indigenous communities of Odisha (in eastern India). The process focused on privileging the knowledge epistemologies and eco-cultural heritage of the indigenous communities by collaborating with...
18.

What do Kindergarten Children Need to Know about COVID-19 Pandemic? A Supplementary Curriculum for Filipino Young Children during the Period of Enhanced Community Quarantine

Greg Tabios Pawilen 환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 22 Pages

환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 2020, Vol.14 No.3 2 23-44 (22 pages)

Greg Tabios Pawilen 저
...
- 5,100원
period brought by the coronavirus disease 2019 (COVID-19) pandemic. The curriculum focuses on helping children make use of their time at home to experience meaningful learning with their family while understanding what is happening around them and why they need to follow a lot of rules individually, as a family, and as a community. The curriculum proposes the use of home-based learning anchored on Filipino cultural values of strong family relationship and on the philosophy of holistic learning.
19.

Early Childhood Education Pre-Service Teachers’ Pedagogical Content Knowledge in Teaching Psychosocial Skills Across the Kindergarten Curriculum in Ghana

George Kankam, Winston Kwame Abroampa 환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 20 Pages

환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 2016, Vol.10 No.1 4 67-86 (20 pages)

George Kankam, Winston Kwame Abroampa 저
...
- 4,900원
administered after which five students were selected for a focused group discussion. Data were analysed using means, standard deviation and narratives. The study showed that Pre-service teachers had enough knowledge in achieving two goals of the KG curriculum and were also more familiar with the use of fieldtrips and demonstration. They also had enough knowledge in the use of observation and conversation among others. A thorough examination of the KG curriculum by pre-service teachers during pre...
20.

Collaborative Action Research on the Implementation of a Science Thematic Curriculum for Young Children

Yu-Ting Chen 환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 22 Pages

환태평양유아교육연구학회 Asia-Pacific journal of research in early childhood education 2016, Vol.10 No.1 3 45-66 (22 pages)

Yu-Ting Chen 저
...
- 5,100원
follows. (1) The science thematic curriculum was developed from the young children’s interest in bats. The kindergarten teachers applied the science thematic approach to integrate science and other content areas in the thematic curriculum focused on the science theme “Bats.” (2) The young children learned about the science concepts of bats’ characteristics, habits, and habitats, as well as the cultural meaning of bats in the local culture. (3) The kindergarten teachers had to solve problems...

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