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http://dx.doi.org/10.14697/jkase.2021.41.3.183

Exploration of High School Science Teachers' Perceptions on Instruction and Assessment of Science Elective Courses in the 2015 Revised Curriculum  

Kwak, Youngsun (Korea National University of Education)
Lee, Il (Gwangmyeong high school)
Publication Information
Journal of The Korean Association For Science Education / v.41, no.3, 2021 , pp. 183-192 More about this Journal
Abstract
As part of the second-year monitoring study on the implementation of the 2015 revised science curriculum, this study investigated high school science teachers' perception and realization of instruction and assessment of elective courses to derive measures to settle and improve the science curriculum. A total of 244 high school science teachers responded to the survey questionnaire, and 9 teachers participated in interviews. In survey results, science teachers are contemplating ways to increase students' science competencies and their participation in classes, but still, lecture-oriented classes are most often used in their teaching. Regarding assessment, teachers responded that there were positive changes in all of the questions related to process-based assessment (PBA). Regarding the difficulty of managing science elective courses, teachers most often selected increased numbers of subjects being covered, overload of work, and the burden of restructuring classes considering various ways of teaching and assessment. Through in-depth interviews, teachers argued the difficulty for Science I courses to emphasize student participatory classes compared to integrated science, and the difficulty to implement student participatory classes for Science II courses, which are mainly placed in the third grade. Teachers also argue that it is necessary to secure time to implement PBA in science elective courses, and that there is no need to implement PBA for the science experiment since there are no tests on the SAT. Based on the results of the study, discussed in the conclusion are support plans for the settlement of PBA in elective courses, and the need for in-depth analysis of the direction and cause of student participatory classes and PBA at the school.
Keywords
2015 revised curriculum; Science elective courses; curriculum implementation; process-based assessment; student participatory classes;
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