• Title/Summary/Keyword: Science in Society

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Defining Science Core Competency in the 2015 revised Science Curriculum and Exploring its Application into STEAM program

  • Park, Young-Shin;Park, Gu Reum
    • Journal of the Korean earth science society
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    • v.39 no.4
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    • pp.361-377
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    • 2018

  • The purpose of the study was to define five science core competencies introduced in the 2015 revised science curriculum with each component and practical indicators into the frame. Science teachers on site could use it in teaching and developing science program to equip students with the competencies to creatively solve problems which is the aim of science education in the $21^{st}$ century. To develop this frame, we contacted 10 experienced science educators and collected the data through a questionnaire. We coded all responses and categorized into the components and practical indicators of each competency which were all compared with those from well-known theories in order to validate. We then contacted other 35 science educators again to construct the validity to fill out the survey of Likert scale. The finalized science core competency included 19 components in total with practical indicators that can be observable and measurable in the classroom. This frame was used to see how it fits into a STEAM program. The finding was that two different topics of the STEAM program displayed the different description of science core competency usage, which could be used as the prescription of the competency as to whether or not it is more promoted in science class.

  • https://doi.org/10.5467/JKESS.2018.39.4.361 인용 PDF KSCI

Science in Public: Theoretical Trends and Policy Issues (대중과 과학기술: 이론적 흐름과 정책적 이슈)

  • 송성수
    • Journal of Korea Technology Innovation Society
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    • v.6 no.2
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    • pp.137-158
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    • 2003

  • This paper examines theoretical trends and policy issues concerning science and public. The dominant perspective about it was changed from “popularization of science” to “public understanding of science (PUS)”. PUS pays attention to active roles of public in the understanding of science based on the contextual model. And recently various concepts are attempted to complement PUS such as “heterogeneous PUS”, “quantitative PUS”, “public understanding of research”, and “public participation in science”. PUS related activities in Korea can be analyzed using the concept of “science and technology culture system”. The characteristics of science and technology culture system in Korea can be summarized as follows: Its purpose is confined to support existing national innovation system; Its constituents have been unevenly and separately developed; Its material and institutional infrastructure is not sufficiently prepared; Its organizing mechanism is strongly influenced by government's execution power.

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Analysis of the Presentation for the Nature of Science in Elementary Science Textbooks using the Four Themes of Scientific Literacy (초등 과학 교과서에 나타난 과학의 본성에 대한 분석 - 4가지 영역의 과학적 소양을 기준으로 -)

  • Lee, Young Hee;Son, Yeon-A;Kim, Ka-Ram
    • Journal of Korean Elementary Science Education
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    • v.33 no.2
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    • pp.207-216
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    • 2014

  • Understanding the nature of science (NOS) has been a major component of scientific literacy and an important learning goal in science education (American Association for the Advancement of Science, 1990, 1993; Millar & Osborne, 1998; National Research Council, 1996, 2013). To achieve this goal, it is necessary to include appropriate views of the nature of science in science curriculum such as a textbook. The aim of this study was to conduct a content analysis of the elementary science textbooks to examine the presentation of the nature of science (NOS) using the four themes of scientific literacy, which are (1) nature of scientific knowledge, (2) nature of scientific inquiry, (3) nature of scientific thinking, and (4) nature of interactions among science, technology, and society (STS). Findings show while $3^{rd}$ and $4^{th}$ grade levels of science textbooks heavily emphasize on the Theme I, nature of scientific knowledge and the Theme II, the nature of scientific inquiry, the upper grade levels such as $5^{th}$ and $6^{th}$ grades of science textbooks are well balanced with the four themes of the nature of science. In addition, most of elementary science textbooks little focus on the Theme IV, nature of interactions among science, technology, and society (STS) among the four themes of the nature of science. It might be a shortcoming because the understanding the nature of interacions among science, technology and society (STS) is one of the key components in order for students to be a scientific literate person.

  • https://doi.org/10.15267/keses.2014.33.2.207 인용 PDF KSCI