• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.182-200
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• 2012

There is growing recognition that secondary students must be given the opportunity to write in their science classrooms as well as in scientific inquiry based learning situations, yet the development of writing education standards for secondary school science teachers still needs to be addressed. The primary objective of this research was to explore the writing education standard for secondary school science teachers. The research objective was attained through the use of literature analyses. Drawing upon those results of the related literature analyses, this study suggests a list of writing education standards for secondary school science teachers. The list consists of 17 education standards and includes 42 sub-standards in total across four education areas.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.284-300
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• 2024

This study elucidates the achievement standards statements of the 2022 revised elementary school science curriculum to identify specific achievement standards for the upcoming curriculum. Therefore, the researcher analyzed the statements of the overall elementary school achievement standards based on Bloom's taxonomy of new educational objectives. The results are as follows. First, the achievement standards statements are biased toward certain knowledge and cognitive process dimensions; this aspect is not consistent with the goals of the 2022 revised curriculum and the teaching and learning directions of the science department. Thus, achievement standards that enable various types of activities and inquiry learning should be developed. Second, a need emerges for the hierarchization of knowledge and cognitive levels by grade level. The proportions of low levels of knowledge and cognitive process dimensions increased in the upper grades, such that a systematic hierarchy should be considered. Third, the need to diversify the use of the descriptors of achievement standards is also identified. Although the tendency to rely on specific descriptors decreased during the previous curriculum, approx imately half of the descriptors were only used once or twice. Therefore, balancing the use of various descriptors is necessary. To ensure that the results are reflected in the achievement standards for elementary school science textbooks under the revised science curriculum for elementary schools in 2022, a discussion is required on the design of achievement standards statements. As a follow-up study, the researcher proposes a comparative analysis of the achievement standards of science curricula for middle and high schools to explore the wording of achievement standards appropriate for elementary school science education considering its nature, goals, and contents and to analyze the hierarchy and continuity of the entire science curriculum.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.911-923
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• 2016

The purpose of this study is to figure out the quality of understanding and implementation for teachers implementing the 2009 revised elementary science curriculum achievement standards. To achieve this purpose, in-depth interviews were conducted with 12 participants, and the qualitative contents method was used to analyze interview contents. According to the interview contents, the results of this study can be described as a phenomenon that teachers implementing achievement standards regarded achievement standards as usual, while focusing on evaluation in school. To make clear of this phenomenon, we classified it into two main dimensions. One is the understanding of teachers by implementing the 2009 Revised National Curriculum achievement standards for elementary school science curriculum, the other is its application. Teachers regarded achievement standards as a criterion, but did not have much attention to it during class time. Furthermore, teachers point out the problems caused by lacking available support materials and the material about core achievement standards. When teachers implemented achievement standards, they prefer to give class to students based on textbooks rather than achievement standards, and they usually use it as evaluation criterion. Based on the results of this study, there were three suggestions and they are as follows: First, it is necessary to improve teachers' professionalism on curriculum and it is a must for teachers to have more concerns about achievement standards; Second, to develop accessible support materials for teachers; Third, to improve curriculum implementation systems.

• Journal of Science and Technology Studies
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• v.15 no.1
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• pp.215-244
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• 2015

The 1993 U.S. Supreme Court decision on Daubert v. Merrel Dow Chemical, Inc. has changed the ways in which scientific evidence is evaluated for legal purposes. A new set of guidelines, called thereafter the Daubert Standard, that was intended to increase the judge's authority in determining the admissibility of scientific evidence in the court, turns out to have increased the burden of proof on the part of plaintiffs and have also considerably influenced the outcome of policy decisions in the regulatory areas. This paper analyzes the changes made in the relationship between science and law after the introduction of the Daubert Standard, examining the epistemological differences between its proponents and opponents. The judge's dilemma as a gatekeeper, this paper argues, is not simply that of an 'amateur scientist' seeking to learn and practice scientific knowledge per se. Rather, the dilemma ought to be that of an 'legal expert,' faithful to ethos of social justice without succumbing to the practical convenience of the Daubert Standard. This paper also suggests that there is much room for STS scholars to make contributions to the use of science in legal settings by conducting in-depth studies on court cases in the broad social and political context.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.277-288
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• 2015

The purpose of this study is to find the point for improvement through the comparative analysis of the 2007 & 2009 revised science curriculum, and the NGSS of the United States with Bloom's revised taxonomy. The results of the analysis confirmed that the revised curriculum in 2009 compared to the revised curriculum in 2007 has expanded the type of cognitive process and knowledge, which promote a higher level thinking. However, the revised curriculum in 2009 has been biased to the type of specific cognitive process and knowledge in cognitive process dimension and knowledge dimension as compared to the NGSS of the United States. In the revised curriculum in 2009, the type of cognitive process such as 'analyze,' 'evaluate,' 'create,' and the type of knowledge such as 'meta-cognitive knowledge' have been treated inattentively. In addition, through comparative analysis, it was identified that the type of cognitive process and knowledge that were neglected in achievement standards were not dealt with in the learning objective of teachers' guides, either. The revised curriculum should consist of achievement standards in comparison to the previous curriculum to reflect better the goals of science education. Therefore, it is necessary to create an achievement standards including various types of cognitive processes and knowledge by improving the method of statement of achievement standards of science curriculum.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.163-175
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• 2020

The purpose of this study is to propose a method for analyzing suitable achievement standards for the nature of science curriculum. This can be done by introducing various analysis methods, as well as using practical examples to analyze the achievement standards that are the starting point for teaching and learning in the 2015 revised curriculum. In this paper, three methods are shown: ① the method suggested by the Gyeonggido Office of Education, ② the method using understanding verbs of backward design, ③ the method using Bloom's revised taxonomy. In addition, we propose a method to analyze the achievement standards of science curriculum utilizing the characteristics of science curriculum. This method takes advantage of the above three analysis methods. After separating the content and performance verbs, subdividing the performance verbs into the performance verbs of six aspects of understanding and restatement of the achievement standards, the restatement of achievement standards enabled the analysis of in-depth achievement standards by linking to a process-focused assessment plan considering the level of thinking by utilizing the two-dimensional framework of Bloom's revised taxonomy. Through this study, I hope that elementary school teachers will develop meaningful teaching and learning methods that utilize the essence of the subject through in-depth analysis of the achievement standards of science as a subject.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.87-96
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• 2007

The purpose of this study was to examine the features of the standards of observation and measurement in foreign national science curriculums. For the purpose of this study, we analyzed the science standards of the USA (National Science Education Standards, the Science Standards of the State of California, Massachusetts, Colorado, Nebraska, Virginia and Florida), the United Kingdom (England), Singapore, Canada (the State of Alberta), Australia (the State of Victoria) and New Zealand. The results of the study indicated that foreign national science curriculums put an emphasis on accurate and systematical observation, usage of the five senses, usage of observation tools, and an understanding of observation. Regarding the 'measurement' factors, foreign national science curriculums emphasized systematic and accurate measurement. Measurement targets and tools were presented for each grade. The usage of appropriate units was also included in the foreign national curriculums which we examined.

• Journal of the Korean earth science society
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• v.43 no.1
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• pp.210-223
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• 2022

This study explores the criteria of climate change model evaluation by preservice Earth science teachers. The participants in this study were 25 preservice Earth science teachers who attended lectures on modeling-based science learning for 3 weeks in an Earth science education major course. The evaluation criteria of climate change models were categorized inductively using reports written by preservice Earth science teachers and post-interviews. The results showed that preservice Earth science teachers used various epistemic and communicative criteria to evaluate climate change models. Implications for modeling-based climate-change learning were suggested based on these results.

• Journal of Science Education
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• v.38 no.2
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• pp.231-243
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• 2014

The purpose of this study was to compare the duplication problem of achievement standards between science and other subjects in the 2009 Revised National Curriculum and to search for solutions and implications for this problem. From the results of this study, we found that the achievement standards of practical arts, social studies, physical education and ethics were overlapped with science's ones. The duplication of content elements for 'our body and health', 'living things and environment', 'biodiversity' and 'natural disaster' categories was not high, that is, their achievement standards were relatively well-differentiated and reflected the intrinsic characteristic of each subject under common topics. But, in case of 'reproduction and development' and 'world of technology' categories, the problem of duplications was serious. In order to cope with this problem, we need to consider solutions such as merging or integrating the achievement standards of related subjects. The relevant experts should conduct in-depth discussion and negotiation, and develop achievement standards more consistent with the identity of each subject.

• Proceedings of the Korea Water Resources Association Conference
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• 2018.05a
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• pp.328-328
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• 2018

오염총량관리제도에서 목표수질을 설정하고, 허용부하량을 산정하기 위해서는 단위유역별 오염부하량 할당의 기준이 되는 유량인 기준유량 산정이 필수적이며, 현재 BOD는 과거 10년 유황곡선의 평균저수량, T-P는 과거 10년 유황곡선의 평균저수량 또는 평균평수량을 이용하고 있다. 한편, 미국 EPA에서는 TMDL 수립 시 하천에서 발생할 수 있는 다양한 유황을 반영할 수 있도록 전 기간의 유량자료를 활용하여 유황곡선을 작성하여 기준유량을 산정하도록 제안하고 있으며, 이와 같은 유황곡선 작성방법의 차이로 인해 기준유량이 다르게 나타날 수 있다. 또한, 기후변화로 인해 강우패턴이 변하고, 하천의 유황도 변하므로 이를 고려한 기준유량 도출이 필요하다. 본 연구에서는 유황곡선 작성방법에 따른 기준유량 변화를 분석하고, 기후변화가 하천의 기준유량 변화에 미치는 영향을 분석하고자 한다. 유량자료는 HSPF 모형을 이용하여 모의하였으며, 모형의 입력자료 및 보 검정에 필요한 유량자료는 물환경정보시스템의 자료를 바탕으로 구축하였다. 수문 모의기간은 모형의 안정화 기간을 포함하여 2004년부터 2015년까지로 설정하였으며, 최근 5년(2011-2015년)은 보정기간, 과거 5년(2006-2010년)은 검정기간으로 설정하여 보정 및 검정을 수행하였다. 미래 강수량 자료는 기상청에서 제공하는 RCP 시나리오를 적용한 기후변화 시나리오를 사용하여 구축하였으며, 본 연구에서는 RCP4.5를 사용하여 자료를 구축하였다. 본 연구의 결과는 향후 기준유량을 도출하는데 있어 참고자료가 될 것으로 사료된다.