• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.549-562
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• 2023

The current society is in the VUCA era, where various risks produced by humans are spread along with the development of science and technology. There is a need to increase the level of risk literacy of citizens to strengthen their daily preparedness to respond to these risks. For this on, it is necessary to reconsider the role of science education so that risks can be perceived and responded to scientifically and objectively. Accordingly, in order to investigate the role of science education in a risk society, this study reviewed the history of risk perception and response related to science and analyzed its characteristics. In this process, perception and response to risks arising from blood pressure were analyzed in three contexts (historical context, curriculum context, textbook context). For historical context, journals registered in SCIE were selected as research subjects among journals where research related to the history of knowledge of the heart and cardiovascular system was conducted. Papers with the keywords 'hypertension' and 'history' were selected from the journals, and changes in perception and responses related to blood pressure were compared and analyzed by period. The curriculum context is analyzed from the 1st national curriculum to the 2022 revised curriculum, and content elements and achievement standard related to blood pressure were compared and analyzed. It was confirmed that risks arising from blood pressure were not included from the 1st to the 6th national curriculum, and that risks arising from blood pressure were included from the 7th national curriculum (excluding the 2009 revised curriculum). For the textbook context, the 7th national curriculum BiologyⅠ, the 2015 revised curriculum Life ScienceⅠ, and Health were selected, and through text mining, keywords that representing curriculums and textbooks were selected, and the presentation of risk perception and response was analyzed based on the keywords. And by analyzing the figures and tables presented in the textbook, the characteristics of risk perception and risk response were derived. This study is meaningful in that it was able to confirm the role of risk perception and response in science education.

• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.150-162
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• 2022

In this study, we investigated pre-service science teachers' NOS-PCK by analyzing their NOS lesson planning and demonstration. Four pre-service science teachers participated in the study. They planned and demonstrated NOS lessons in the context of 'Science Inquiry Experiment' developed under the 2015 Revised National Curriculum. Their lessons were observed. All of the teaching-learning materials were collected, and semi-structured interviews were also conducted. The analyses of the result revealed that pre-service teachers mainly referred to the curriculum and textbooks when selecting the NOS learning objectives. However, they felt difficulty because the curriculum and textbooks did not clearly present the NOS to be dealt. Although all of them took explicit approaches, there were not many open and divergent reflective approaches. In addition, they expected that high school students would consider scientific knowledge absolute and would have negative perceptions of NOS lessons. They rarely assessed students' NOS learning, and were reluctant to assess. Finally, most of them had a negative perception that learning NOS is not necessary for all students. On the bases of the results, educational implications for improving the expertise of pre-service science teachers in NOS lessons were discussed.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.21-40
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• 2023

The aim of this study was to develop a comprehensive home economics teaching-learning plan, following the stages of analysis, design, development, and evaluation. The focus was on the 2015 revised home economics curriculum, specifically the 'prevention of sexual violence,' to enhance students' digital literacy competencies. In the analysis stage, the necessity of developing digital literacy competencies was confirmed by analyzing the 2022 revised national curriculum. Extracting elements from the 2015 revised home economics curriculum and textbooks, a digital tool utilization plan was designed in the subsequent design stage, aligning with learning goals, content composition, and digital literacy competency for each class. The development stage involved creating teaching-learning materials and digital tools for six sessions, centered around the topic of 'prevention of sexual violence.' In the evaluation stage, six content experts assessed the teaching-learning plans using a 5-point Likert scale and open-ended questions. The validity evaluation confirmed the effectiveness of the teaching-learning plans in improving middle school students' digital literacy competencies. Based on feedback from the experts, the plans for the six sessions were revised, with an additional session added, resulting in a total of seven sessions. It is envisioned that the home economics teaching and learning plans developed in this study can be implemented in home economics classes to foster students' digital literacy capabilities.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.95-113
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• 2022

The purpose of this study is to analyze the 'Action Competence on Climate Change(ACoCC)' shown in 12 types of middle school 「Technology & Home Economics」 textbooks written according to the 2015 revised curriculum, and to suggest ways to improve the activity tasks. According to the results of the analysis, first, the 'knowledge on climate change' was the most frequently mentioned, and 'climate change communication' was the least frequently mentioned in the textbook among ACoCC. Second, all 12 textbooks dealt with 'knowledge about climate change' most frequently, yet the frequency of mentioning other competencies differed by publisher. In relation to the core concepts, the ACoCCs were most often discussed in the 'Management,' yet never discussed in the 'Life Design' at all. In relation to the academic sub-fields of home economics, the 'clothing life' showed the highest frequency of mentioning ACoCCs, while 'family life' the lowest frequency. Based on the results of the above analysis, it was suggested that the capacity to respond to climate change should be dealt with in the overall fields of home economics education. This study has implications as a basic study related to climate change in home economics education, and it is expected that various research and educational programs in home economics education that focus on climate change mitigation are implemented in the future.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.411-431
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• 2022

In this paper, implications for future curriculum compilation were sought by analyzing the process and results of compiling books for elementary school mathematics textbooks government published according to the 2015 revised curriculum. The 2015 revised elementary mathematics textbooks government published was operated with a systematic compilation system so that academia and school field experts across the country could demonstrate their expertise. As improvements in content, the unit and time to strengthen basic computational skills were increased, and the mathematical concept and principle introduction method and algorithm presentation method were improved, and the internal connection between contents was strengthened. The learning period was adjusted, such as moving and arranging contents that are difficult for students to understand to the upper semester or the upper grade. In the 1st and 2nd graders, the amount of reading was drastically reduced to suit the students' level of Korean, and sentences and vocabulary were improved, and instructions were briefly revised. As for editing and design improvements, illustrations of each unit's introduction and contextual pictures were presented in detail, and the characters in the textbook were consistently presented across all grades, giving children characters a role to actively participate in learning in the textbook. In the process of compiling, the media, the National Assembly, and civic groups raised opinions that sentences and vocabulary in first-year textbooks are more difficult than students' level of Hangeul education, that reducing textbooks makes it difficult for students to understand. Accordingly, efforts to improve textbook compilation and the results were viewed. Through the overall analysis as above, for future compilation of state-authored textbooks and certified textbooks, a plan to improve textbook compilation for students and teachers and a plan to operate compilation was proposed.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.307-324
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• 2022

This study examined the content diversity of seven authorized science textbooks by comparing the characteristics of the science concept description and the contents of inquiry activities in the "weight of objects" unit. For each textbook, the flow of concept description content and the uniqueness of the concept description process were analyzed, and the number of nodes and links and words with high connections were determined using language network analysis. In addition, for the inquiry activities described in each textbook, the inquiry subject, inquiry type, science process skill, and uniqueness were investigated. Results showed that the authorized textbooks displayed no more diversity than expected in their scientific concept description method or their inquiry activity composition. The learning elements, inclusion of subconcepts, and central words were similar for each textbook. The comparison of inquiry activities showed similarities in their contents, inquiry types, and scientific process skills. Specifically, these textbooks did not introduce any research topics or experimental methods that were absent in previous textbooks. However, despite the fact that the authorized textbook system was developed based on the same curriculum, some efforts were made to make use of its strengths. Since the sequence of subconcepts to explain the core contents differed across textbooks, this explanation process was divided into several types, and although the contents of inquiry activities were the same, the materials for inquiry activities were shown differently for each textbook to improve and overcome the difficulties in the existing experiments. These findings necessitate the continuation of efforts to utilize the strengths of certified textbooks.

• Journal of the Korean earth science society
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• v.45 no.1
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• pp.48-71
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• 2024

Typhoons are representative oceanic and atmospheric phenomena that cause interactions within the Earth's system with diverse influences. In recent decades, the typhoons have tended to strengthen due to rapidly changing climate. The 2022 revised science curriculum emphasizes the importance of teaching-learning activities using advanced science and technology to cultivate digital literacy as a citizen of the future society. Therefore, it is necessary to solve the temporal and spatial limitations of textbook illustrations and to develop effective instructional materials using global-scale big data covered in the field of earth science. In this study, according to the procedure of the PDIE (Preparation, Development, Implementation, Evaluation) model, the inquiry activity data was developed to visualize the track of the typhoon using the image data of GK-2A. In the preparatory stage, the 2015 and 2022 revised curriculum and the contents of the inquiry activities of the current textbooks were analyzed. In the development stage, inquiry activities were organized into a series of processes that can collect, process, visualize, and analyze observational data, and a GUI (Graphic User Interface)-based visualization program that can derive results with a simple operation was created. In the implementation and evaluation stage, classes were conducted with students, and classes using code and GUI programs were conducted respectively to compare the characteristics of each activity and confirm its applicability in the school field. The class materials presented in this study enable exploratory activities using actual observation data without professional programming knowledge which is expected to contribute to students' understanding and digital literacy in the field of earth science.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.34-48
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• 2024

With the global rise in interest in competency-based education, the Ministry of Education of the Republic of Korea outlined six core competencies in the 2015 revised curriculum, essential for future society's 'creative and convergent talent'. This study introduces an HTE-STEAM constellation education program designed to develop the core competencies outlined in the 2015 revised curriculum and address the limitations of hands-on astronomy education. The program's effectiveness was assessed through a pilot test. The program was implemented at G Library, an out-of-school education site in Cheongju-si, Chungcheongbuk-do, targeting students from 3rd to 6th grade. The study's results include: First, the HTE-STEAM program significantly impacted all aspects of the STEAM attitude test except for 'self-concept', particularly influencing 'science and engineering career choice', 'consideration', and 'communication'. Thus, it has led to positive outcomes in the cultivation of future society's core competencies, including 'creative thinking skills', 'communication skills', and 'community skills'. Secondly, the HTE-STEAM constellation education program, despite covering the challenging concept of spacetime, was deemed easy by many students. Observations of students applying the spatial concepts they learned by using teaching aids suggest that the program was effective in enhancing students' understanding of the spatial structure of the sky and the universe. Additionally, this program aligns with the 2022 curriculum's updated standards for understanding the sky's spatial structure. Consequently, the HTE-STEAM constellation education program positively cultivates future society's core competencies and serves as a valuable complement to night observation practices in schools.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.770-782
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• 2022

This study analyzes the depictions of scientists and teachers' thoughts on the 2015 revised elementary school science authorized 3rd-4th grade textbooks from the perspective of gender equality, and suggest improvements for the 2015 elementary school science authorized 5th-6th grade textbooks as well as a 2022 revised elementary school science curriculum. The data consist of representations of scientists found in seven elementary science textbooks provided to 3rd- and 4th-grade students in 2022 as well as in-depth interviews conducted with three elementary school teachers and responses from 32 teachers in Gyeonggi-do. Of the 23 scientists depicted in the textbooks, three (13.0%) are female and 10 (43.5%) worked in the inquiry domain, which was the largest group. When the teachers were asked about their perceptions of the gender ratio of scientists in the textbooks, their answers revealed that they had lower perceptions of female scientists compared to male scientists; moreover, they had no or very little teaching experience concerning female scientists. Furthermore, the teachers' thoughts on improving the gender ratio of scientists depicted in the textbooks differed considerably by the teachers' gender. Based on these findings, it was concluded that during the process of producing textbooks, writers and members of society need to agree on the gender ratio of scientists to be represented, and a social consensus is needed to identify and introduce the achievements of previously unknown female scientists towards gender equality.

• Journal of Science Education
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• v.46 no.1
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• pp.80-92
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• 2022

We fitted latent growth models of attitude towards science using the Korea Education & Employment Panel 2004-2007 data with 343 high school students. The growth model show better fit indices compared to the no growth model. The intercept and slope showed significant variances, and thus, we added control variables of the number, ratio of advanced courses, and variety in science elective subjects, and the achievement percentile for middle school. In the conditional growth model, the previous achievement has significant positive effects on the intercept and the ratio of the advanced courses and variety of science subjects show significantly positive effects on the slope. Based on the results, it supports the 2022 Revised Science Curricular that high school credit system should provide students with basic 'Physics,' 'Chemistry,' 'Biology,' and 'Earth Science,' credits in 'general electives', various integrated subjects in 'converged electives', and highly advanced subjects in 'career electives.'