• Korean Journal of Optics and Photonics
• /
• v.28 no.5
• /
• pp.194-202
• /
• 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 The Korean Association For Science Education
• /
• v.15 no.3
• /
• pp.316-324
• /
• 1995

The purpose of this study was to investigate the perceptions of teachers attended at the first environmental education program for certificate of the second-major regarding environmental education and to provide reference materials for development of environmental education program and environmental textbooks. A survey methodology was used in the study. A survey, having 13 items, was developed by the researchers. The subjects consisted of 80 teachers. Teachers revealed their opinions about six categories of the survey including environmental subjects, environmental problems, middle school environmental textbook, their knowledge concerning environment, the time taught in school about environment, and teachers education. Results from teachers' data suggested directions for improvement of environmental education program and environmental textbooks.

• Journal of the Korean Home Economics Association
• /
• v.46 no.7
• /
• pp.7-19
• /
• 2008

The purpose of this study is to provide fundamental data for development of textbooks and guides on diet education for middle school students. A survey was conducted for 250 middle school students in Daegu, who have completed the nutrition courses. The data were collected from the results of a self-administered questionnaire. The results obtained by this research are as follows: 1) For the education for dietary habit and attitude at school, more than half of students answered 'not being done'(55.1%), and 'needed'(41.1%). 2) When educating food and nutrition at school, both boys and girls preferred 'classes using media such as movies and slides'. 3) The boys wanted to learn 'proper dining etiquettes'(23.5%), and girls wanted to learn 'weight management'(43.8%) for further courses of food and nutrition(p < .001) in the educational demand analysis.

• Hwankyungkyoyuk
• /
• v.14 no.2
• /
• pp.40-50
• /
• 2001

To meet the objectives of environmental education, teachers especially have to perceive the importance of environmental education, comprehend various characteristics of teaching/learning methods, and be able to conduct classes by choosing proper teaching/leaming methods in accordance with a specific purpose and educational focus about environmental education. Therefore, it Bs necessary to investigate the current status of Korean environmental education and provide teachers with appropriate environmental teaching/leaming methods. To this end this study aims to examine Korean science teachers'perceptions'on environmental education and the kind of teaching/learning methods which can be utilized in environmental education. Teachers who completed the survey were 135 science teachers from middle and high schools in Seoul, and 126 social science teachers from Kyoungki province. The majors of the science teachers were in physics, chemistry, biology, geology, and earth science. Also, there was one teacher who majored in special education. For social science teachers two majors were common, geography and general sociology. After analysis of the data from the surveys the results are as follows. First, science and social science teachers in middle and high school recognized the necessity of environmental education in school education. Second, most teachers had applied environment related topics to their subject of study occasionally, but they mostly concurred that environment related contents should be included in their textbooks. Third, science teachers agreed that field trip, discussion, and the STS approach were the most proper methods for environmental education, and social science teachers agreed that field trips, inquiry, and discussion were the most appropriate methods for a teaching environment. They realized that they should decide good teaching-learning methods appropriate to the objectives and content needed for effective environmental education as they selected different teaching-learning methods according to detailed environmental objectives and contents in their textbooks.

• Journal of The Korean Association For Science Education
• /
• v.42 no.4
• /
• pp.417-428
• /
• 2022

This study analyzed the frequency and level of scientific practices presented in secondary science textbooks. A total of 1,378 student activities presented in 14 middle school science textbooks and 5 high school integrated science textbooks were analyzed, using the definition and level of scientific practice suggested in the NGSS. Findings show that most student activities focus on three practices. Compared to the textbooks for the previous science curriculum, the practice of 'obtaining, evaluating, and communicating information' was more emphasized, reflecting societal changes due to ICT development. However, the practice of 'asking a question', which can be an important element of student-led science learning, was still rarely found in textbooks, and 'developing and using models', 'using math and computational thinking' and 'arguing based on evidence' were not addressed much. The practices were mostly elementary school level except for the practice of 'constructing explanations'. Such repeated exposures to a few and low level of practices mean that many future citizens would be led to a naïve understanding of science. The findings imply that it is necessary to emphasize various practices tailored to the level of students. In the upcoming revision of the science curriculum, it is necessary to provide the definition of practices that are not currently specified and the expected level of each practice so that the curriculum can provide sufficient guidance for textbook writing. These efforts should be supported by benchmarking of overseas science curriculum and research that explore students' ability and teachers' understanding of scientific practices.

• Journal of the Korean earth science society
• /
• v.39 no.5
• /
• pp.483-500
• /
• 2018

The purpose of this study was to explore what kinds of science communication are ongoing in formal and informal settings for learning about nuclear energy, which is very important issue domestically and internationally. The researchers collected and analyzed data from science textbooks at elementary and middle school levels, from exhibitions in Y informal hall that belongs to one nuclear power plant, and from 40 bestselling books about nuclear energy in order to explore the kind of science communication. The same process was used to explore Japanese case so that we could compare the results with Korean cases and draw implications for enhancing science communication about nuclear energy. The science communication of nuclear energy in Korea included implicit and indirect content espoused in science textbooks; two opposite views displayed in bestselling books, and positive aspects mainly displayed in exhibition of information hall in nuclear power plant. It is suggested that both direct and explicit science communication along with the neutral viewpoints including positive and negative ones be provided for the public to form a good understanding of nuclear energy.

• Journal of Science Education
• /
• v.34 no.1
• /
• pp.72-83
• /
• 2010

This study aims to analyze the types of arrows used on the inscriptions in the light unit of 7th grade science textbooks, and to investigate middle students' conceptions on the meaning of the arrows. The types of arrows in 9 science textbooks were analyzed. Based on this analysis, the instrument was developed to access how 7th graders perceive the meaning of arrows. In addition, we interviewed 7th graders, 2 students in high level, 2 in the middle, and 2 in low level by their achievement level, to investigate their perceptions on the meaning of the arrows. We analyzed 4 types of arrow by the process in which the reflected light from the object come into one's eyes. Students tend to perceive the meaning of the solid line and the dotted line of arrows differently according to their achievement level. When the light pathway is represented in which the reflected or refracted light enter into our eyes, it is necessary to describe and teach clearly both the meaning of solid line as the light from the object and the meaning of dotted line as the perception of the existence of the object.

• Journal of the Korean Chemical Society
• /
• v.43 no.3
• /
• pp.321-327
• /
• 1999

The STS materials, emphasized in the 6th curriculum, in the chemistry part of middle school science textbooks were analyzed. The average value of the STS content of textbook was 13.2%. In the study of chapter of textbook, 15.9% of STS materials was included in the chapter of ？reaction of materials?, 12% in "character and separation of materials", and 10.8% in "composition of materials". When the STS topics classified by Piel were analyzed, the results were as follows; 40.2% on sociology of science, 28.8% on environmental quality and utilization of natural source, 20.4% on effects of technological developments, and 12.9% on energy. However, the topic on human engineering was only included in a textbook, and the topics on space research and national defence were not included in any textbooks. When the STS materials were analyzed by student activities of SATIS, the number of activities was 71. Most activities were consisted of solving problems and decision, simulation and data analysis, and there was no research design and role playing.

• Journal of The Korean Association For Science Education
• /
• v.17 no.4
• /
• pp.405-413
• /
• 1997

High school common science is introduced by the sixth national curriculum. It consists of physics, chemistry, biology and earth science like the secondary school science. In this paper, textbooks are analyzed by the science teachers and the status of the present teaching and learning methods is reported. The detailed results are as follows; 1. Almost high school teachers choose textbook that included little the STS material. More than two teachers are teaching the high school common science and when they are chosen, they are independent with their major. 2. According to the national curriculum, they evaluated the textbooks as it is below the middle level. This evaluations are not dependent on teachers' comparement and textbook's class except the several matters based on STS (science-technology-society). 3. The teacher teaching the high school common science thought that teaching the textbook in school is worse than analysizing it. they must have emphasised on learning of inquire method than system of knowledge, introduction to material connected with real life and STS in the high school common science.

• Journal of The Korean Association For Science Education
• /
• v.27 no.2
• /
• pp.144-152
• /
• 2007

In this study, high school science teachers' and students' various conceptions related to osmosis phenomena were compared with and analyzed in relation to the content of science textbooks used in high school science classrooms and college science courses. The questionnaires developed by the researchers were administered to science teachers and students. Differences can be found between the explanations of science textbooks on osmotic pressure and semi-permeable membranes. Many science teachers and students thought of osmotic pressure as 'membrane pressure occurred by the movement of a solvent'. Moreover, the types of teachers of semi-permeable membranes were similar regardless of their academic majors. Many of the teachers thought of a semi-permeable membrane as a membrane that 'passes small-size particles'; however, many students thought of this type of membrane as being 'selectively permeable'. Also, the salt-pickling cabbage phenomenon seemed to cause significant confusion to science teachers and students. These study results show that teachers and students possess various conceptions related to the osmosis phenomena. These different conceptions related to osmosis phenomena might cause confusion and diverse conceptions including misconceptions among teachers and students.