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http://dx.doi.org/10.3938/NPSM.68.1347

Analysis of the Organization of the Physics Curriculum in Science Core Schools  

Son, Jeongwoo (Department of Physics Education, Gyeongsang National University)
Lee, Bongwoo (Department of Science Education, Dankook University)
Jho, Hunkoog (Department of General Education, Dankook University)
Choi, Jaehyeok (Department of Physics Education, Chonnam National University)
Shim, Kew-Cheol (Department of Biology Education, Kongju National University)
Publication Information
New Physics: Sae Mulli / v.68, no.12, 2018 , pp. 1347-1355 More about this Journal
Abstract
This study aimed at investigating the physics curriculum implemented in science core schools. Thus, the researchers analyzed the science curriculum articulated in the annual reports of science core schools and interviewed some teachers in the schools to identify the features of the physics curriculum. The research findings were as follows: First, with respect to the teaching units by subjects, general science had the largest proportion, as much as 6.7 hours in average, and physics I and II were 4.2 and 4.4 hours, respectively, which were similar to other subjects such as chemistry, life science, and earth science. Second, most of schools opened the courses of physics I and II with two hours for two semesters. Fourteen schools taught physics I as an intensive unit whereas nine schools taught physics II intensively. In the case of specialized subjects, the most frequent one was independent research, and advanced physics was taught in 7 schools whereas physics experiments were done in 34 schools. Based on the findings, this study gives some implications about how to organize the physics curriculum in science core schools according to the 2015 revised science curriculum.
Keywords
Science core school; Curriculum organization; Physics-related subject; 2009 revised science curriculum;
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