• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.471-481
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• 2021

The importance of science education for cultivating the competencies required by an intelligent information society is gradually being strengthened. The government's roles and responsibilities for science education are stipulated by laws and policies in Korea. In order to systematically support science education, continuous monitoring of related policies is essential. This study aims to develop indicators that can be used to systematically and continuously monitor the national policies on science education in Korea. To achieve this goal, we first derive the framework for the indicators that has two dimensions (learner and science education context) and three categories (input, process, and outcome) from literature reviews. In order to derive the components and subcomponents of the indicators, the contents of science education-related indicators developed in Korea or abroad were reviewed. In order to verify the suitability and validity of the framework and components of the initial indicators, a two-round Delphi method was conducted with 25 expert participants with five different professions in science education. Finally, three components of the 'input' category (student characteristics, teacher characteristics, and educational infrastructure), three components of the 'process' category (science curriculum implementation, science educational contents and programs implementation, and teacher professional development program implementation), and five components of the 'outcome' category (science competency, participation and action, affective achievement, cognitive achievement, and satisfaction) were derived. An instrument to collect data from students, teachers, and institutions was developed based on the components and subcomponents, and content validity and internal consistency of the instrument were analyzed. Korea's Science Education Indicators developed in this study can comprehensively measure the current status of science education and is expected to contribute to a more efficient and effective science education policy planning and implementation.

• Science & Technology Policy
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• v.15 no.2 s.152
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• pp.98-108
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• 2005

• Science & Technology Policy
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• v.2 no.21 s.21
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• pp.18-19
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• 1992

• Science & Technology Policy
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• v.7 no.12 s.105
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• pp.7-9
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• 1997

• Science & Technology Policy
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• v.25 no.6
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• pp.8-9
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• 2015

• Science & Technology Policy
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• v.6 no.5 s.86
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• pp.17-20
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• 1996

• Science & Technology Policy
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• v.11 no.5 s.131
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• pp.13-25
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• 2001

• Science & Technology Policy
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• v.11 no.3 s.129
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• pp.119-126
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• 2001

• Journal of The Korean Association of Information Education
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• v.20 no.2
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• pp.207-218
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• 2016

This paper have been knowing about policy background about Computer Science Education in UK. Every schools in UK have been teaching Computing as a subject matter from september, 2014. Department of Education in UK had replacement ICT to Computing subject. The institute have accepted that problems about ICT subject which school teacher recognised and the needs of academic sector, and the entrepreneur's needs for talented person of 21st century. We have known that Computing at School(CAS) had started grass root organization, which had been trying to changing the computer science curriculum. In the processes, it was corporation very closely among organizations, such as government, universities, entrepreneurs, awarding bodies for evaluation, and non-profit initiatives. Through this research, we have get some lessons for advancing of software education in South Korea.

• 대학교육
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• s.92
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• pp.70-83
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• 1998

대학이나 학술연구의 진흥을 통하여 우리나라의 고유한 학술문화가 발전되고, 세계속의 우리 위상이 제고될 것이다. 21세기 한국의 학술문화를 선진 수준으로 끌어올리기 위해서는 학문의 균형적 발전이 필요한 바, 종합적인 학술진흥 정책 추진이 요구된다. 경제가 아무리 어려워도 과학기술 우선정책으로 인하여 인문.사회과학을 홀대하거나 침체를 외면해서는 안 된다.