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http://dx.doi.org/10.14697/jkase.2014.34.1.1.00021

Analysis of Science Educational Contents of Singapore, Canada and US Focused on the Integrated Concepts  

Lee, Yoonha (Daeyoung Middle School)
Yoon, Heojeong (Kyungpook National University)
Song, Joo-Yeon (Korean Educational Development Institute)
Bang, Dami (The Catholic University of Korea)
Publication Information
Journal of The Korean Association For Science Education / v.34, no.1, 2014 , pp. 21-32 More about this Journal
Abstract
The feasibility of integrated concepts as a key element in designing integrated science curriculum has been investigated by analysing science contents included in performance expectations stated at different grades. The science curriculum of Singapore and the state of Ontario in Canada, and next generation of science standard (NGSS) were selected. Each of them presents theme, fundamental concepts, and crosscutting concepts, which has the characteristics of integrated concepts proposed in the study. Analysis showed that theme, fundamental concepts, and crosscutting concepts were influenced by the characteristics of each curriculum. In addition, science contents related to integrated concepts at different grades varied with the nature of integrated concepts. Based on results, some suggestions were made. First, the total number of integrated concepts should be considered for designing integrated curriculum. Second, the nature of integrated concepts and science contents associated with the integrated concepts should be considered. The integrated concepts should be vast and deep enough in the meaning to contain various content knowledge of different science domains. Third, it should be considered that how the integrated concepts have to be presented at different grades.
Keywords
integrated science curriculum; Singapore science curriculum; Ontario science curriculum; Next Generation Science Standard (NGSS); integrated concepts;
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