• 의학교육논단
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• 제10권1호
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• pp.19-33
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• 2008

Purpose: This study is purposed to analyze the curriculum on medical humanity and social science in foreign medical schools. The Main topics are classified into three parts: the characteristics of American medical humanity and social science curriculum: understanding of medical humanity and social science in medical school in USA, UK, and Australia: standard recommendations on medical ethics and professionalism in curriculum design. Methods: The literature reviews and on-line searching were conducted to collect the information and data on medical humanity and social science in foreign medical schools, 9 medical schools were selected in terms of reputations in USA, UK, and Australia. Results: First, American medical humanity and social science curriculum have changed, especially from cores to electives, from informal to formal and from subjects to interdisciplinary. In addition. teaching methods have changed into small-group discussion and teaching materials into various sources, such as essays, poetry, films and so forth. Second, most medical schools had their own unique curriculum adjusted to their academic traditions. Especially, curriculum of UK and Australia were more integrated than those of USA. Finally, it is recommended that standards of medical ethics and professionalism have to be considered in curriculum design. Conclusion: It is suggested that medical humanity and social science curriculum be designed closely connecting with clinical medicine.

• 한국초등과학교육학회지:초등과학교육
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• 제39권2호
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• pp.219-227
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• 2020

The purpose of this study was to analyze field application of science subject competences of the 2015 revised curriculum for the second year of application. For this purpose, a survey with 133 elementary school teachers, and in-depth interviews with 10 teachers were conducted. According to the results, elementary school teachers had a positive awareness toward the science subject competence, which is a characteristic of the 2015 revised science curriculum, and teachers were applying the science subject competence to their own classes. This tendency was stronger in teachers in science-leading schools than in teachers in regular schools. Teachers wanted support for applying science subject competencies to their classes. To support this, it is necessary to provide the curriculum materials focused on science subject competencies, reinforce teacher training on competence-related curriculum, and activate the professional teacher community.

• 한국초등과학교육학회지:초등과학교육
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• 제24권3호
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• pp.214-225
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• 2005

The purpose of this study was to examine the content relevance of the 7th national primary science curriculum and textbooks. To fulfill the purpose of the study, we 1) analyzed the 7th national science curriculum of Korea, Californian science standards, the national science curriculum of England and Japan, and current Korean and Japanese science textbooks, 2) conducted a nationwide survey to gather opinions from students, teachers, and professors of teachers colleges about the relevance of the science curriculum and textbooks. Main findings of this study are as follows: First, the science contents at each grade level should be determined by the students' characteristics, not by an equal portion rule among physics, chemistry, biology and earth science. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoid. Third, the number of topics at each grade level should be reduced, and the similar topics and themes should be integrated for students' deeper understanding. Fourth, the number of science concepts and activities should be reduced to an appropriate level considering the time allotment for science classes, teachers workload, laboratory conditions, etc. Fifth, differentiated curriculum, such as in-depth and supplementary course, should be described not in science contents, but in teaching and learning strategy.

• 한국과학교육학회지
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• 제34권3호
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• pp.321-330
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• 2014

미래 사회의 변화는 미래 교육의 변화를 요청하며, 이러한 미래교육의 변화 요청을 과학과 교육과정에서도 적극적으로 반영해 나갈 필요가 있다. 이를 위해 본 연구에서는 현재 교육과정인 2009개정 과학과 교육과정에 대한 실태를 진단하고, 미래교육의 변화 방향에 비추어 개선방안을 제시하고자 한다. 본 연구는 초 중 고 과학교사 447명의 설문조사와 12명의 전문가 심층면담을 통해 과학과 교육과정의 주요 쟁점 및 개선 방안을 탐색하였다. 과학과 선택과목 구성, 일반선택과목인 융합형 '과학', 과학 과목 집중이수제, 진로집중과정, 과학과 선택과목의 이수단위 증감, 대학 입시에서 과학과 선택과목 간 형평성 등으로 구분하여 2009개정 과학과 교육과정의 문제점을 살펴보았다. 이어서 현장교사들과 전문가들이 제안한 과학과 교육과정 개정방향들 중 핵심역량과 융합교육에 초점을 두고 과학과 교육과정을 구상하는 방안을 탐색하였다. 그 결과 과학과의 핵심역량은 기존 교육과정에서 강조한 문제해결력, 의사소통 능력뿐만 아니라 기초학습능력과 자아정체성, 도덕적 역량 등이 추가되어야 함을 알 수 있었다. 융합교육은 다른 교과와의 융합 이전에 과학과 내부 과목 간 융합이 먼저 이뤄져야하며, 과학 과목을 중심으로 한 STEM 형태의 융합이 바람직함을 알았다. 이러한 결과를 실천하기 위해서는 과학과 교육과정 연구 개발을 전담할 교육과정 개발센터의 구축이 필요하다.

• 한국과학교육학회지
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• 제24권5호
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• pp.1028-1038
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• 2004

본 연구에서는 초등학교 교사 수준에서 제 7차 과학과 교육과정의 운영 실태를 분석하였다. 3개 시도의 140개표집학교를 대상으로 설문조사를 실시하였으며, 아울러 7개 학교를 방문하여 18시간의 과학 수업을 관찰하고, 수업 후 심층 교사 면담을 실시하였다. 이들 자료를 기초로 과학과 교육과정의 각 구성요소별로(즉, 목표, 내용, 방법 및 평가)(1)운영(재구성) 실태와 (2)재구성 내용에 반영된 학습자 중심 및 다양화 특성화 측면을 살펴보았다. 아울러 교사 차원의 교육과정 재구성이 어려운 이유 및 개선점을 점검하였다. 대부분의 초등 교사들은 과학과 수업목표는 물론 내용, 방법 및 평가의 모든 측면에서 교과서와 교사용 지도서를 그대로 답습하는 수준에 머물고 있었으며, 재구성 시도가 극히 제한적이었다. 대부분의 교사들에게 있어서 교육과정 재구성이란 내용 제시 순서를 바꾸거나 일부 단원이나 주제를 첨삭하는 것을 의미하였다. 이에 대한 원인을 살펴보고, 그 대안을 제언의 형태로 제시하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제31권3호
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• pp.347-357
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• 2012

The focus of this dissertation is on the comparative Analysis of Questions in the 'Matter Units of Elementary Science Textbook between the 7th Curriculum and the Revised Curriculum Year 2007. The results of the comparative Analysis in the dissertation are as follows: There were more closed questions than open questions in these elementary science textbooks both of the 7th Curriculum and the Revised Curriculum Year 2007. Cognitive-memory questions were the most frequently asked in all grade levels. In the Revised Curriculum Year 2007, Convergent thinking questions presented with higher rate than the 7th Curriculum. Divergent thinking questions and evaluative thinking questions was presented with a relatively lower rate than the 7th Curriculum. Question types were applied based on the characteristics of each unit rather than on children's developmental characteristics.

• 한국과학교육학회지
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• 제21권5호
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• pp.924-943
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• 2001

The purpose of the study is to analyze and compare the primary science curricula of Korea, China, and Japan. Science textbooks for Korea and China and national science curriculum guides for Korea and Japan were analyzed in terms of the scope and sequence of the topics. The number of primary science topics dealt with is greatest in China, followed by Korea, then Japan. In addition to the wide range of topics, the Chinese curriculum also shows more in-depth coverage of topics. On the contrary, the Japanese curriculum has the least number of topics and shallowest depth of coverage. Korea seems to be in the middle between China and Japan. The similarities of the curricula in these East Asian countries is greatest between Korea and China. and the least between China and Japan. The similarities between Korea and Japan is somewhere in the middle. Korean primary science curriculum shows a comparatively even distribution of topics across grades. A relatively smaller number of sub-topics are introduced at each grade level, especially in the area of earth science and physics. On the contrary, in the Chinese curriculum, sub-topics tend to be concentrated at a certain grade level, thus major topics are dealt with in a grade or two. The Japanese science curriculum has fewer topics than those of the other countries, and generally one or two sub-topics appeared in a grade or two.

• 한국지구과학회지
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• 제22권3호
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• pp.248-257
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• 2001

7차 과학과 교육과정은 인간중심 교육철학이 도입되었다는 특성을 갖고 있다. 인간중심 교육과정은 학문중심교육과정보다 학습자의 경험을 강조하는 학습자 중심의 교육을 표방하고 있다. 본 연구에서는 우리 나라 과학과 교육과정의 개편 과정에 표출된 배경, 성격 그리고 목표에서 7차 과학과 교육과정의 의의를 찾고 그 과제와 전망을 논의하였다. 7차 과학 교육과정은 학습자의 경험을 강조하는 인간중심 교육과정으로서 구체적인 교육활동이 실생활 소재로 이루어져서 적용되어야함을 강조하고 있다. 이에 관련된 성과를 위해서는 현대과학이 가지는 사회적인 요소를 고려한 과학의 본성에 대한 교사교육이 필요하며, 실생활 맥락을 교육적이고 인식론적인 관점에서 연구하여 과학과 일상생활 맥락의 차이에 대한 적절한 교육적 구명이 요청된다.

• 한국과학교육학회지
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• 제17권4호
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• pp.395-403
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• 1997

In order to study the effect of the 'General Science' course implemented under the 6th science curriculum, high school students' views about the relationship between science/technology and society and their perceptions of science classroom environment were investigated. Four classes (n = 211) were selected from those completed the 'Science I' course under the 5th science curriculum, and 4 another classes (n = 216) which took the 'General Science' course under the 6th science curriculum were selected. In order to compare students' views about the relationship between science /technology and society. 10 items were selected from the VOSTS (Views On Science-Technology-Society) while considering the 6th science curriculum and the 'General Science' textbooks, and administered at the end of the 'Science I' course and at the beginning and end of the 'General Science' course. In order to compare the perceptions of science classroom environment, the Perceptions of Science Classroom Environment Questionnaire, which was prepared from the Individualized Classroom Environment Questionnaire. the Science Laboratory Environment Inventory, and the Classroom Environment Scale. was also administered at the end of the 'Science I' course and the 'General Science' course. The results indicated that the mean VOSTS score of the 6th-curriculum group was lower than that of the 5th-curriculum group, although the difference was not statistically significant. The decrease in the VOSTS score of the 6th-curriculum group during the 'General Science' course was statistically significant. It was also found that unrealistic views such as 'technology is the application of science', and 'corporations should control science/technology' had been formed during the course. However, the 6th-curriculum group had more positive perceptions of science classroom environment. Educational implications are discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제24권5호특별호
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• pp.620-626
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• 2005

In this study, we conducted a comparative study to investigate the curriculums on electricity and magnetism between in Korean and in Ontario elementary schools in Canada with respect to connectivity and difference among course materials with grades. We compared textbooks that contain the contents about electricity and magnetism, and connectivity in curriculums that were relevant to the science content system in each country. We report the following differences in the curriculums on electricity and magnetism in each country. First, it turns out that science is taught from the first grade in Ontario, while it is taught from the third grade in Korea. Second, Ontario covers electricity and magnetism only in science curriculum, while Korea covers the same topics both in the science and practical arts curriculum. Third, while the curriculum in Korea introduces 'a magnet' in the third grade, 'electricity' in the fourth and the fifth grade, and 'an electromagnet' in the sixth grade, while the curriculum in Ontario covers the concept of energy from the first grade. As the grades go up, the contents of electricity and magnetism tend to be more deepen. It also emphasizes enhancing students' ability that they can communicate what they learn about technology with others, and that they can apply their knowledge to other fields as well. Based on this study of the Ontario curriculum, we suggest that it is necessary for us to n Science curriculum from the first grade, so that the students can learn science from the early grade, without a need to run another subject, like practical arts. We also found that the Korean curriculum has an interesting structure for the young students to learn to apply their knowledge to the real life immediately, based on an idea that the topic of 'Manipulating the electric appliances' in practical arts curriculum moves to the Science.