• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.237-243
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• 2018

The purpose of this study is to analyze the contents related to a subject 'Earth and Mooon' from elementary science textbooks of the 2009 revised curriculum and elementary science textbooks of the 2015 revised curriculum. For the research, the team selected and analyzed the contents of the 'Earth and Moon' unit in the elementary science textbooks of the 2009 revised curriculum and 2015 revised curriculum. As a result of the research, first, there has been no significant change in achievement standards of the curriculum as the science textbook revised from 2009 curriculum to 2015 curriculum. Second, the two curriculum did not differ much in specific textbook contents statement or development, but they showed much change in presentation of exploration activities in curriculum as well as the specific exploration activities presented in the textbooks. Third, compared to science textbooks of the 2009 revision the 2015 revision used more pictures and illustrations. Forth, there have been few changes related to experimental observation, but the activities to organize the unit in 2015 revision have been strengthened compared to the 2009 revision.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.603-617
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• 2012

The 2011 Revision of the National Mathematics Curriculum, amended based on the 2009 Curriculum version, focuses on three important issues: 1) 20% reduction of the previous curriculum contents; 2) improvement of students' creativity through mathematical processes; 3) flexible management of curriculum. Despite the importance in applications, it has not provided a manual for textbook authors and teachers. Consequently, they are likely to encounter difficulties in interpreting goals of learning achievements. This paper identifies the purposes and contents of achievement standards, and discusses how to implement it at school.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1599-1612
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• 2012

The purpose of this study was to examine the management status of science in senior high schools based on the 2009 Curriculum Revision and the science teachers' perception of the content and a class of science. The way of managing a class was surveyed and discovered that the percentage of more than two teachers giving lessons depending on their major was higher than that of a teacher giving all the lessons. Analysis of teachers' perceptions of the content of science showed that science textbooks reflected the revised science curriculum well. However, teachers thought that the terms and concepts introduced to describe the knowledge of frontier science were so difficult that they feel it's very hard teaching them to the students. Even though science teachers thought that science was mainly focused on cultivating scientific literacy of the students, they assess mostly understanding of science concepts on the students. It means that science teachers stay in line with old position in assessment.

• Korean Journal of Optics and Photonics
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• v.28 no.5
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• pp.194-202
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• 2017

The purpose of this study is to analyze how optics concepts and activities have changed according to the revision of the national science curriculum. For this purpose, the optics achievement standards presented in the middle-school science curriculum of the 7th curriculum, 2007 revised curriculum, 2009 revised curriculum, and 2015 revised curriculum, and the optics content presented in the textbooks developed for each curriculum, were compared and analyzed. The optics content is classified into four concepts: the process of viewing an object; light and color; reflection and refraction; and the image from a mirror and a lens. The main results are as follows: First, according to the revision of curriculum, some optics concepts have been added or removed. In particular, big changes have appeared in the concepts of "process of viewing the object", "dispersion", "reflection and refraction" and so on. Second, the content for 'image formation by a mirror and a lens' was gradually reduced, according to the revision of curriculum, and the level of activity was also adjusted. Third, attempts to present the content of textbooks in conjunction with the phenomena and tools that students can experience in everyday life have increased gradually. In addition, based on the analysis of the content of curriculum and textbooks, the implications for optics education have been discussed.

• Journal of Science Education
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• v.40 no.3
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• pp.254-266
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• 2016

In this study, MBL experiments in the Korean secondary science textbooks and chemistry textbooks under the 2007 and the 2009 curriculum revision were analyzed in terms of curriculum revision era, grade, context of experiment in the textbook, field of science, topic, sensor, and publisher. As a result, 25 MBL experiments were found in the science textbooks under the 2007 revision, and 29 experiments under the 2009 revision (19 for middle school textbook and 10 for high school textbook). MBL experiments in middle school textbooks were not increased after curriculum revision while those in high school textbooks appeared for the first time. Most of them were in the textbooks for grade 7 and presented as an essential experiment rather than optional one. Motion sensor and temperature sensor were used most frequently, and oxygen sensor and carbon dioxide sensor were followed. In aspect of publishers, a frequency of MBL experiment was decreased in most textbook and some publishers didn't include MBL experiment at all. Based on these results, educational implications were discussed.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.43-60
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• 2017

The purpose of this study was to compare the configuration changes of content elements and inquiry activities between 2009 and 2015 revised national elementary school science curriculum, and to examine the trends in achievement standards. The results of this study were as follows. First, the number of content elements presented in the 2015 revised science curriculum was slightly decreased in comparison to 2009 revised one, but fell short of goal level for revision, that was to cut 20 percent of present achievement standards. The characteristics of changes in achievement standards were to enhance the relation to practical life, to integrate the content elements separated, and to adopt the achievement standard to introduce new concept. Second, the number of inquiry activities presented in the 2015 revised science curriculum was also slightly decreased, and to be linked with the changes of achievement standards. In some cases, the range of inquiry activity was adjusted, or the unit to present it was changed. Teacher should know exactly about the elements to be changed in the 2015 revised national elementary school science curriculum, and it will be needed them to make an efforts in the cause of its smooth application.

• Journal of Science Education
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• v.39 no.2
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• pp.239-254
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• 2015

The aims of this research were to analyze and compare verbs in the contents of the 7th, 2007, and 2009 revised national curriculum for elementary and middle school science. After the investigation of 1383 verbs in description of achievement standards and inquiry, we found that 'to know'(15.0 %) in elementary school and 'to understand'(24.2 %) in middle school were the most frequently used ones, totally in these three curriculums. In the 7th national curriculum, frequently used verbs in elementary school were ones related with inquiry such as observation, investigation and so on though 'to understand' had the most common verbs. Secondly, 'to explain' ranked top among verbs in the 2007 revised national curriculum. It showed some possibility of influences of the discussion-oriented situation at that time. Finally, however, in 2009 revised national curriculum, 'to know' and 'to understand' occupied the first and second portion of the verb distribution. In addition, 'to understand' and 'to observe' were used evenly through three curriculums but the portions of 'to know' increased through curriculum revisions. Some implications and discussions were also added with suggestions for further researches.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.61-72
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• 2017

The purpose of this study was to analyze elementary school teachers' implementation for the emphasis on the revision, major contents, teaching and learning method, and evaluation in the 2009 revised national science curriculum. To fulfill the purpose of this study we carried out a survey with 222 elementary school teachers. Main findings of this research were as follows: First, they highly agreed to the increase in class hours and the application of subject classroom, but they had a lower recognition for setting the subject groups. Second, the degree of necessity in discussion and STS was relatively high, but the degree of implementation in science writing, discussion and STEAM was low. Third, in teaching and learning method, they showed a high performance for mutual cooperation, student-led activities and communication, but, a low implementation for open inquiry and instruction considering individual differences. Fourth, in the evaluation of science learning, they showed a high implementation for evaluation based on achievement standards and one based on the understanding and application of basic concepts, but, a low implementation for the development of common evaluation tools. Fifth, it seemed that their recognition for amount, level and interest of science contents and inquiry activities was appropriate and positive.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.2
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• pp.148-157
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• 2012

The purpose of this study was to analyze the terms of astronomy area used in six convergence science textbooks by 2009 curriculum revision. The results of this study were following; the first, the contents about astronomy occupied about 18.6% account of science contents. There were the terms which all textbooks used, but some terms were not used other text book, and the others were used in only one textbook. And the second, there were some terms of having certain concept which had described differently. It was suggested that it was necessary to the effort to prevent to descript same meaning terms differently and to make guideline for the depth and width of the terms.

• Journal of the Korean Chemical Society
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• v.64 no.1
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• pp.19-29
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• 2020

We analyzed the representations of acid-base models in 4 kinds of Chemistry I and 4 kinds of Chemistry II textbooks of the 2009 revised curriculum, and 9 kinds of Chemistry I textbooks and 6 kinds of chemistry II textbooks of the 2015 revised curriculum in this study. The problems of the textbook were divided into the problems of definitions and the representations of the logical thinking. As a result of the study, the lack of the concept of chemical equilibrium had a problem with the representation of reversible reactions in the definition of the Brønsted-Lowry model in the Chemistry I textbooks of 2009 revised curriculum, it also appeared to persist in Chemistry I textbooks of 2015 revised curriculum which contains the concept of chemical equilibrium. The representations of logical thinking were related to particle kinds of conservation logic, combinational logic, particle number conservation logic, and proportion logic. There were few problems related to representation of logical thinking in Chemistry I textbook in 2009 revision curriculum, but more problems of representations related to logics are presented in Chemistry I textbooks in 2015 revision curriculum. Therefore, as the curriculum is revised, the representations of chemistry textbooks related to acid and base models need to be changed in a way that can help students' understanding.