Curriculum Reform in Korea: Issues and Challenges for Twenty-first Century Learning

So, Kyunghee; Kang, Jiyoung

doi:10.1007/s40299-013-0161-2

Cited by 77 publications

(48 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The most salient features of Korean education system are national examinations and high standards (Paik, 2004). Korea has also received international attention for providing a high level of equality in education (So & Kang, 2014).…”

Section: The Education System In Koreamentioning

confidence: 99%

“…Studies have reported that parental guidance, support and expectations, students' self-efficacy, motivation, problem solving abilities, and learning time might account for Korean students' academic success (Bae & Wickrama, 2014;House & Telese, 2013;Paik, 2004). Despite Korean students' high performance in international tests, they lack interest in learning (So & Kang, 2014). For instance, according to TIMSS 2007 and 2011 reports, Korean students' scores in attitudes towards mathematics were below the international average (Mullis, Martin, & Foy, 2008;.…”

Section: The Education System In Koreamentioning

confidence: 99%

See 1 more Smart Citation

Factors Predicting Turkish and Korean Students’ Science and Mathematics Achievement in TIMSS 2011

Topçu

Erbilgin

Arıkan

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

This study makes an important contribution to an expanding body of international comparative studies by exploring factors predicting differences in science and mathematics achievement by students in Turkey and the Republic of Korea on the 2011 TIMSS assessment. While these countries are similar with regards to population size, cultural beliefs about education, and public expenditure on education, students in each country have different levels of achievement in science and mathematics. The current research investigated how aptitude, instruction, and environment related factors predict Turkish and Korean students' achievement in science and mathematics. In both countries, some factors, such as student aptitude (e.g., science self-efficacy) and environmental (e.g., parental educational level) factors significantly predicted students' science and mathematics achievement. However, we found some differences between the two countries regarding certain classroom environmental variables, such as bullying and student sense of belonging at school. We discuss educational implications for these findings.

show abstract

Section: The Education System In Koreamentioning

confidence: 99%

Section: The Education System In Koreamentioning

confidence: 99%

Factors Predicting Turkish and Korean Students’ Science and Mathematics Achievement in TIMSS 2011

Topçu

Erbilgin

Arıkan

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Perubahan kurikulum ini telah dilaksanakan oleh berbagai negara. Negara-negara yang melakukan perbaikan kurikulum di antaranya adalah Korea (So & Kang, 2014), Eropa (European Centre for the Development of Vocational Training, 2012), Hongkong (Cheung& Wong, 2012), China (Tanja, 2011), negara-negara di Asia dan sekitarnya (Unesco, 2014), Turki (Osturk, 2011), Pakistan (Hussain, Adeeb, Aslam, 2011) dan juga negara-negara lain. Demikian pula halnya dengan perbaikan kurikulum di Indonesia.…”

unclassified

Hambatan Guru Matematika Sekolah Menengah Pertama Dalam Menerapkan Kurikulum Baru

Retnawati¹

2016

View full text Add to dashboard Cite

Abstrak: Penelitian ini bertujuan mendeskripsikan hambatan guru matematika SMP dalam mengimplementasikan Kurikulum 2013. Penelitian ini merupakan penelitian deskriptif eksploratif dengan pendekatan kualitatif. Data dikumpulkan dengan teknik wawancara dan focus group discussion. Sumber data adalah 10 guru mata pelajaran matematika SMP di Provinsi Daerah Istimewa Yogyakarta. Analisis data dilakukan dengan mencari tema, kemudian menentukan hubungan antartema untuk memeroleh pemahaman. Hasil penelitian sebagai berikut. Pertama, pelatihan dan sosialisasi belum dapat memberikan pemahaman yang baik dan menyeluruh mengenai Kurikulum 2013. Kedua, guru kesulitan mengatur waktu pada perencanaan pembelajaran, merencanakan pembelajaran, merencanakan penilaian sikap, dan memilah pengetahuan dan keterampilan pada penyusunan instrumen penilaian. Ketiga, keterbatasan waktu dalam pelaksanaan pembelajaran, kesulitan berkaitan dengan perangkat pembelajaran, dan kesulitan mengaktifkan siswa. Keempat, sistem penilaian yang rumit dan perlu waktu yang lama untuk menyusun laporan. Kata Kunci: hambatan guru matematika SMP, implementasi kurikulum baru THE OBSTACLES OF JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS IN IMPLEMENTING THE NEW CURRICULUM Abstract: The study was to describe the obstacles of junior high school mathematics teachers in implementing the new curriculum, namely Curriculum 2013, in most of junior high schools in Indonesia. The study was a descriptive explorative research by means of qualitative approach. The data were gathered by means of interviews and focus group discussions. The data source was 10 junior high school mathematics teachers in the Province of Yogyakarta Special Region, Indonesia. The data were analyzed by looking for the themes and finding the relationship among the themes in order to gain the proper understanding. The results of the study showed that the obstacles that the teachers were as follows. First, the socialization and training programs had not been able to provide good and through understanding of the new curriculum. Second, the teachers had difficulties in arranging the time for the lesson plan, the teaching plan, the attitude assessment plan and the categorization between the knowledge and the skills in the composition of assessment instrument. Third, the implementation of the lesson plan had limited time in addition to the difficulties in designing the teaching kits and in activating the students. Forth, the assessment system was intricated and time consuming especially in the reporting process. Keywords: obstacles of junior high school mathematics teachers, implementing new curriculum

show abstract

“…Organisation for Economic Co-operation and Development countries, Korean students are the unhappiest because of the burden of tests (So & Kang, 2014).…”

Section: Demoralization and Other Psychological Damagesmentioning

confidence: 99%

Side Effects of Large-Scale Assessments in Education

Emler¹,

Zhao²,

Deng³

et al. 2019

ECNU Review of Education

View full text Add to dashboard Cite

Purpose: In line with a recent call for side effects research in education, this article aims to synthesize the major concerns that have been raised in the literature concerning large-scale assessments (LSAs) in education. Design/Approach/Methods: The researchers endeavored to complete a deep review of the literature on LSAs to synthesize the reported side effects. The review was synthesized thematically to understand and report the consequences of the ongoing push for the use of LSA in education. Findings: Thematic analysis indicated overarching side effects of LSA in education. We discuss why negative side effects exist and present evidence of the most commonly observed side effects of LSA in education, including distorting education, exacerbating inequity and injustice, demoralization of professionals, ethical corruption, and stifling of innovation in education. Originality/Value: While concerns about the use and misuse of LSA in education are not new and have been discussed widely in the literature, rarely have they been discussed as inherent qualities and consequences of LSAs that can do harm to education.

show abstract

Curriculum Reform in Korea: Issues and Challenges for Twenty-first Century Learning

Cited by 77 publications

References 18 publications

Factors Predicting Turkish and Korean Students’ Science and Mathematics Achievement in TIMSS 2011

Factors Predicting Turkish and Korean Students’ Science and Mathematics Achievement in TIMSS 2011

Hambatan Guru Matematika Sekolah Menengah Pertama Dalam Menerapkan Kurikulum Baru

Side Effects of Large-Scale Assessments in Education

Contact Info

Product

Resources

About