Universal Journal of Educational Research Vol. 7(5A), pp. 114 - 128
DOI: 10.13189/ujer.2019.071513
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Trends in Robotics-related Curricula of Elementary, Middle, and High Schools in Korea: A Review of the 2007, 2011 and 2015 Revised Curricula

Sung Ae Kim ^*
Department of Practical Arts, Jeonju National University of Education, Korea

ABSTRACT

The purpose of this study is to analyze the trends and characteristics of the educational objectives and contents related to robotics in the curricula for elementary, middle, and high school students in Korea. Based on the revised national curriculum, this study analyzed the trends and characteristics of educational objectives (or achievement criteria) and their contents. The results of this study are as follows. First, the word "robot" was found among the "Practical Arts" subject taught in elementary schools, within that of "Technology and Home Economics" in middle schools, and within "Technology and Home Economics" and "Engineering technology" in high schools. In the recently revised curriculum, Informatics included robotics-related terms such as "microcontroller" and "in/output device" for the first time. After the word "robot" was first used in the 2007 revised national curriculum for "Engineering technology", which is an elective subject in high schools, the number of robotics-related terms gradually expanded in the stated educational objectives and contents characterizing the curricula for elementary, middle, and high schools. Second, elementary and middle schools have focused on both lower and higher order thinking skills in robotics-related educational objectives, while high schools have focused only on lower order thinking skills. In addition, the types of knowledge covered by the educational objectives were mostly classified as conceptual and procedural. Third, the robotics-related educational contents in elementary schools increased independent of electronics technology, and a greater emphasis was placed on software education. In middle schools, robotics-related educational contents were included in those related to manufacturing technology, but not in the recently revised curriculum. Mechanical Engineering was the first elective subject in high schools to include "robot" in the automation section of the curriculum, but such contents were not included in the recently revised curriculum. Conversely, in high schools, the subject area of "Technology and Home Economics" included more contents on advanced technology in the future technology section. The curriculum for Informatics, the first subject to include robotics-related contents, comprised physical computing. As described above, robotics-related educational objectives and contents were updated to keep pace with changes in society, but lacked consistency in their continuity and sequentiality. Since robotics technology is considered essential for the future, the related curricula in elementary, middle, and high schools must be improved to ensure continuity and sequentiality.

KEYWORDS
Robotics-related Curricula, Korea's National Curriculum, Practical Arts Education, Technology and Engineering Education, Informatics Education

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Sung Ae Kim , "Trends in Robotics-related Curricula of Elementary, Middle, and High Schools in Korea: A Review of the 2007, 2011 and 2015 Revised Curricula," Universal Journal of Educational Research, Vol. 7, No. 5A, pp. 114 - 128, 2019. DOI: 10.13189/ujer.2019.071513.

(b). APA Format:
Sung Ae Kim (2019). Trends in Robotics-related Curricula of Elementary, Middle, and High Schools in Korea: A Review of the 2007, 2011 and 2015 Revised Curricula. Universal Journal of Educational Research, 7(5A), 114 - 128. DOI: 10.13189/ujer.2019.071513.