Browse > Article
http://dx.doi.org/10.21796/jse.2019.43.1.64

Analysis of Realities of Organization and Implementation of Integrated Science of the 2015 Revised Curriculum  

Shin, Youngjoon (Gyeongin National University of Education)
Kwak, Youngsun (Korea National University of Education)
Publication Information
Journal of Science Education / v.43, no.1, 2019 , pp. 64-78 More about this Journal
Abstract
The purpose of this study is to investigate how Integrated Science, a new subject introduced under the 2015 revised curriculum, was implemented in 2018 when it was first enacted at the school level. Through a survey of 258 high school science teachers, we explored how Integrated Science was organized and implemented at the school level, how teaching & learning and assessment were conducted in Integrated Science courses, how teachers' learning communities were operated, what kinds of support are required for the settlement of Integrated Science, etc. Major results are as follows: A similar ratio is found between schools with eight units and schools with six units of integrated science, and in about 2/3 of surveyed schools, multiple teachers are in charge of Integrated Science lessons per classroom. In addition, lecture-type teaching methods are still dominant in the majority of the classes, and science teachers have difficulties with lack of understanding of non-major areas or burden of designing integrated teaching depending on their teaching experiences, and so on. Discussed and suggested in the conclusion are ways to raise awareness of curriculum integration, ways to support for activation of teacher learning communities, ways to support the settlement of Integrated Science, and reexamining the system of science teacher certification.
Keywords
Integrated Science; curriculum organization and implementation; enacted curriculum; science teacher certification; teacher learning community;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Chapman, E. (2003). Assessing Student Engagement Rates. ERIC Digest.
2 Christenson, S. L., Reschly, A. L., Appleton, J. J., Berman, S., Spanjers, D., & Varro, P. (2008). Best practices in fostering student engagement. Best Practices in School Psychology, 5, 1099-1120.
3 Chung, M., Kim, K., Ryoo, S., Kim, B., & Park, S. (2011). Elementary and secondary school teachers' demands for teacher education curriculum reform. The Journal of Korean Teacher Education, 28(3), 287-306.   DOI
4 Jung, A. (2017). Increasing interest and self-confidence in math through student-centered class. The Journal of Future Education, 7(1), 89-109.
5 Korea Institute for Curriculum and Evaluation [KICE]. (2017). How to implement performance assessment focused on the process?(KICE Research Report ORM 2017-19-2). Jincheon: Author.
6 Korea Institute for Curriculum and Evaluation [KICE]. (2018). 2018 In-service training for core teachers' capacity building with process-centered assessment by teacher. Jincheon: Author.
7 Kim, Y., Jeon, J., & Lee, J. (2016). Study on improvement of teachers' college curriculum. Seoul: KOFAC.
8 Korea Foundation for the Advancement of Science & Creativity [KOFAC]. (2015). Development research of 2015 revised draft subject curriculum II: Science curriculum(Research report BD15110002). Seoul: Author.
9 Korea Foundation for the Advancement of Science & Creativity [KOFAC]. (2018). Report on 2017 teacher training achievement of Integrated Science. Seoul: Author.
10 Kwak, H., & Shin, Y. (2014). The effects of formative assessment using mobile applications on interest and selfdirectedness in science instruction. Journal of the Korean Association for Science Education, 34(3), 285-294.   DOI
11 Lee, H., Kim, N., Kim, M., Kim, B., Kim, J., & Kim, H. (2017). Korean classroom innovation, current status and prospects. Report of the National Association of Superintendent.
12 Lee, J., & So, K. (2017). Middle school teachers' understanding of "Student-Participatory Class". Journal of educational studies, 48(2), 141-165.   DOI
13 Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184.   DOI
14 Ministry of Education & Korea Institute for Curriculum and Evaluation [MOE & KICE]. (2017). How do you assess the process?(KICE ORM 2017-19-1). Sejong: Author.
15 Ministry of Education [MOE]. (2015a). Overview of elementary and secondary school curriculum(MOE Notification No. 2015-74[supplement 1]). Sejong: Author.
16 Ministry of Education [MOE]. (2015b). Science Curriculum(MOE Notification No. 2015-74 [supplement 9]). Sejong: Author.
17 Ministry of Education & Daejeon Metropolitan City Office of Education [MOE & DMCOE]. (2016). Development of teaching and learning materials for the 2015 revised curriculum - Integrated science & science inquiry and Experiment. Sejong: Author.
18 Newmann, F. M. (1989). Student engagement and high school reform. Educational Leadership, 46(5), 34-36.
19 Nystrand, M., & Gamoran, A. (1991). Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English, 25(3), 261-290.
20 Shin, Y., Kwak, Y., Sung, J., Lee, J., & Lim, E. (2018). Research on the Quality Control for the Implementation of New Courses according to the 2015 Revised Curriculum(MOE ORM 2018-22). Sejong: MOE.