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http://dx.doi.org/10.14697/jkase.2019.39.2.197

Exploration of Support Plans for 2015 Integrated Science Curriculum through the Performance Evaluation of Implemented Teacher Training Programs  

Kwak, Youngsun (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.39, no.2, 2019 , pp. 197-205 More about this Journal
Abstract
The purpose of this study is to derive ways to support Integrated Science curriculum implementation by evaluating the results of Integrated Science teacher training programs conducted by the Ministry of Education to support the settlement of 2015 revised Integrated Science curriculum. Teachers' output from the teacher training programs and interviews with training instructors in the 2017 Integrated Science Leading Teacher Training program were analyzed to derive the features of the Integrated Science curriculum and support plans for the implementation of Integrated Science in schools. Teachers who participated in the 2017 Integrated Science Leading Teacher Training program developed teaching, & learning and evaluation plans through participatory training sessions, where the achievement standards most selected by teachers were [10IS08-03] and [10IS09-04]. Through the text mining analysis of these achievement standards, we explored the implementation realities such as reconstruction of achievement standards, teaching and learning methods, learning materials, evaluation methods, and subject competencies. In addition, we analyzed exemplary reconstruction models of achievement standards in light of best integrated instruction, student-participatory instruction, and developing science competencies. Based on the results, we propose teacher training support plans and further studies for the implementation and settlement of the Integrated Science curriculum.
Keywords
Integrated science; curriculum support; leading teacher training; science competencies;
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