Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Comparative Analysis of Educational Content in the Elementary Material Area: North and South Korea

남북한 초등 물질 영역의 교육 내용 비교 분석

  • Received : 2024.03.30
  • Accepted : 2024.06.01
  • Published : 2024.07.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study aims to compare and analyze the educational contents of the material area in the elementary science curriculums of North and South Korea. The research subjects are materials and motion and energy (partial) areas of the revised science curriculum of South Korea in 2022 and materials around us and science in daily life (partial) areas of the nature and education program of North Korea in 2013. This study compared the elements of the educational content of the material domain between North and South Korea according to the grade. Furthermore, the reflection of the material domain goals of North and South Korea at the international level was analyzed using the evaluation framework of the Trends in International Mathematics and Science Study (TIMSS) 2023 for the material content domains for fourth-grade elementary schools. Four teachers who majored in elementary science education and one expert in science education participated in the analysis. The results are as follows. First, in terms of the properties of matter, the content covered in the curriculum of North and South Korea differed in application period by grade and in the scope and level of content. Second, regarding material change, North Korea did not cover acids and bases but included methods for speeding up dissolution. Third, North Korea reflected the goal of the TIMSS 2023 properties of materials more highly than South Korea. Fourth, similar to the results for the analysis on the properties of materials, North Korea reflected the goal of the TIMSS 2023 for changes of materials more highly than did South Korea. In conclusion, the elements and timing of application of the material contents differed between North and South Korea, and the degree of reflection of goals at the international level was found to be higher for North Korea. In the future, this study hopes that cooperation and research on the development of integrated science and curriculum will occur along with the revitalization of educational exchange between North and South Korea from the perspective of the preparation for unification beyond the ideological conflict between them.

이 연구의 목적은 남북한의 초등 과학과 교육과정에서 물질 영역의 교육 내용을 비교·분석하는 것이다. 연구 대상은 남한 2022 개정 과학과 교육과정의 '물질'과 '운동과 에너지(일부)' 영역, 북한 2013 자연과 교육강령에서 '우리 주위의 물질'과 '생활 속의 과학(일부)' 영역이다. 본 연구에서는 남북한 물질 영역의 교육 내용 요소를 학년군별로 비교하였고, TIMSS 2023 초등 4학년 물질 내용 영역의 평가틀을 이용하여 남북한의 국제 수준의 물질영역 목표 반영도를 분석하였다. 남북한 물질 영역 분석에는 초등과학교육을 전공한 교사 4명과 과학교육전문가 1명이 참여하였다. 연구 결과는 다음과 같다. 첫째, 물질의 성질 주제에서 남북한의 교육과정에서 다루는 내용은 학년별로 적용 시기가 달랐고 내용의 범위와 수준에도 차이가 있었다. 둘째, 물질의 변화 주제에서 북한은 '산과 염기'를 다루지 않았지만, 용해를 빨리하는 방법은 다루고 있었다. 셋째, 북한이 남한보다 TIMSS 2023 '물질의 성질' 주제의 목표 반영도가 더 높았다. 넷째, '물질의 성질' 분석 결과와 유사하게 북한이 남한에 비해 TIMSS 2023 '물질의 변화' 주제의 목표 반영도가 높았다. 결론적으로 남북한의 물질 내용 요소와 이를 적용하는 시기가 달랐고, 국제 수준의 목표 반영도는 북한이 더 높은 것으로 나타났다. 앞으로 남북의 이념적 대립을 넘어 통일을 준비하는 관점에서 남북한 교육 교류의 활성화와 더불어 통합 과학과 교육과정의 개발에 관한 협력과 연구가 이루어지기를 기대한다.

Keywords

References

  1. BOE (Board of Education). (2013). First General 12-Year Compulsory Education Act. Pyongyang: BOE.
  2. IEA (International Association for the Evaluation of Educational Achievement). (2023). TIMSS 2023 Assessment Frameworks. Retrieved from https://timssandpirls.bc.edu/timss2023/frameworks/index.html
  3. Jeong, S., & Na, J. (2020). An analysis of the PCK components of science teacher's guidebooks for elementary school and middle school in North Korea. Journal of the Korean Association for Science Education, 40(4), 415-427.
  4. Jo, J. A., Kwon, S. H., Kim, S. H., Na, G. S., Shin, D. H., Jeong, C. G., & Shin, W. S. (2016). A study on the development direction of the North and South Korea integrated curriculum through comparison of curriculum and textbooks in South and North Korea: Focused on Korean language, mathematics, English, science. Seoul: MOE, 173-216.
  5. Jo, S. O., Shin, H. Y., Baek, J. G., & Park, B. C. (2014). Primary School Nature textbook 3 (pp. 1-159). Pyongyang: Education Book Publishing Company.
  6. Kim, H. K., & Lim, H. J. (2016). Comparison of TIMSS 2019 Science Framework and Korean Middle School Science Curriculum. Journal of Learner-Centered Curriculum and Instruction, 19(18), 1221-1242.
  7. Kim, J. S. (2016). A comparative study of the recent revised curriculum frameworks in North and South Korea. The Journal of Curriculum Studies, 34(2), 47-67.
  8. Kim, J. W., Kim, J. S., & Han, S. D. (2015). Policy changes related to the national curriculum and textbooks of North Korea. Journal of Korean Education, 42(4), 29-55. https://doi.org/10.22804/JKE.2015.42.4.002
  9. Kim, S. J., Kim, M. Y., Park, J. H., Jeon, K. H., Kim, M. J., & Seo, J. H. (2014). The Trends in International Mathematics and Science Study (TIMSS 2015): A technical report of the TIMSS 2015 field survey and the results (KICE Research Report, RRE 2014-3-1). Seoul: KICE (Korea Institute for Curriculum and Evaluation).
  10. Kim, S. K., & Kim, H. K. (2021). The relationship analysis of the Korean science curriculum with the physical science domains of the 4th grade TIMSS 2019. Journal of Science Education, 45(1), 1-10.
  11. KOFAC (Korea Foundation for the Advancement of Science & Creativity). (2011). Research on Mathematics Curriculum for 2009 Revised Curriculum. Seoul: KOFAC.
  12. Kwak, Y. S. (2017). Analysis of features of Korean fourth grade students' TIMSS science achievement in content domains with curriculum change. Journal of the Korean Association for Research in Science Education, 37(4), 599-609.
  13. MOE (Ministry of Education). (2015). 2022 Revised Science Education Curriculum. Sejong: MOE.
  14. MOE (Ministry of Education). (2021). Science 3-1. Seoul: Chunjae Education.
  15. MOE (Ministry of Education). (2022a). 2022 Revised General overview of elementary and middle school curriculum. Sejong: MOE.
  16. MOE (Ministry of Education). (2022b). 2022 Revised Science Education Curriculum. Sejong: MOE.
  17. Mullis, I. V. S., & Martin, M. O. (2018). TIMSS 2019 Progress Report. 5th Meeting of National Research Coordinators, Stockholm, Sweden, August 12-17, 2018. unpublished.
  18. Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center, Lynch School of Education and Human Development, Boston College and International Association for the Evaluation of Educational Achievement (IEA).
  19. Na, G. S. (2019). A comparison study on 2015 mathematics curriculum of South Korea and 2013 mathematics Gyosuyogang of North Korea. Journal of Educational Research in Mathematics, 29(1), 17-43.
  20. NKINFO. (2024). Curriculum of North Korea. Retrieved from https://nkinfo.unikorea.go.kr/nkp/pge/view.do;jsessionid=rFoAZ8-BP4v4lG-wmy-klAduw8sNz_ZAYxyrllsf.ins12?menuId=CL403
  21. Noh, S. G. (1999). A comparative study of chemistry curriculum and textbooks in the middle school of South and North Korea. Jourenal of Science Education, 11, 15-42.
  22. Park, K. S., Jeong, E. J., Yang, I. H., & Park, K. T. (2004). A comparative analysis of the Science Curriculums and textbooks of middle school in South and North Korea. Journal of the Korean Association for Science Education, 24(3), 481-498.
  23. Sang, K., Kwak, Y., Park, J. H., & Park, S. (2016). The Trends in International Mathematics and Science Study (TIMSS): Findings from TIMSS 2015 for Korea. (Research Report RRE 2016-15-1). Seoul: KICE (Korea Institute for Curriculum and Evaluation).
  24. Shin, W. S. (2018a). An analysis of energy education contents and textbooks in the middle school science subject between South and North Korea. Energy Climate Change Education, 8(1), 33-46.
  25. Shin, W. S. (2018b). An analysis on energy-related units of science textbook in the third grade of North Korea primary school. Energy Climate Change Education, 8(2), 149-159.
  26. Shin, W. S., & Shin, D. H. (2017). The analysis of education contents related to energy in the elementary natural subjects of North Korea's 'The First Universal 12-year Compulsory Curriculum'. Energy Climate Change Education, 7(1), 105-117.
  27. Shin, W. S., & Shin, D. H. (2021). An analysis of South and North Korea elementary life science content and North Korea primary school 3rd, 5th grade life science units. Biology Education, 49(4), 508-520. https://doi.org/10.15717/BIOEDU.2021.49.4.508
  28. Sim, J., & Yang, S. W. (2020). Comparative analysis of contents characteristics of North Korean higher-level middle school 1 biology and South Korea life science 1 textbook. Biology Education, 48(1), 48-62. https://doi.org/10.15717/BIOEDU.2020.48.1.48
  29. Yang, S. W., & Sim, J. (2021). An analysis of elementary science textbooks for grades 3 in South and North Korea: Focused on inquiry tendency. Biology Education, 49(1), 69-80. https://doi.org/10.15717/BIOEDU.2021.49.1.69