• Journal of the Korean earth science society
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• v.44 no.1
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• pp.47-61
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• 2023

Rather than an abstract discourse, the purpose of this study is to outline the core concepts in the 2015 revised curriculum as a concrete teaching and learning method in the school context. We interviewed eight secondary science teachers and reported their perceptions and perspectives on core concepts using a backward design model based on the cyclical process of the platform, deliberation, and design for developing teaching and learning materials to understand core concepts. The participants perceived these core concepts differently, such as big ideas corresponding to the ultimate principle, minimum science concepts required for daily life, and primary and significant key concepts. In addition, this affects the association of teaching and learning. When core concepts are understood as transferable and expandable big ideas, there is a tendency to focus on the relationship between concepts and design project learning in a specific direction. However, if core concepts are identified as minimum science concepts at the level of science literacy, that can be recalled within the context of life, there is a tendency to emphasize on activities that make a meaningful difference to the lives of students with focus on case studies that are relevant to everyday life. Once core concepts are identified as key scientific content elements, such as basic or significant concepts, teachers recognize that it is essential to emphasize concept changes by correcting misconceptions, acquiring accurate scientific knowledge, and developing problem-solving items through paper-and-pencil evaluation. As the 2015 revised curriculum is finalized and the 2022 revised curriculum is scheduled for release, effective policy support is required to ensure that the curriculum is revised, which emphasizes the purpose of big ideas by naming core concepts as core ideas, to be stably implemented in schools.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.194-204
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• 2016

The purpose of this study is to find out the relationship between types and sources of background knowledges of elementary preteachers' questions about astronomy contents in the elementary science text books. Data were extracted from the preteachers' classes established in a university of education. The results are as follows. First, right background knowledges of questions were found in about 58% questions, wrong background knowledges 15%, and no background knowledges 26%. Second, it was found that 'school' as a source of background knowledges was found in 29% questions, 'friend' 21%, 'internet' 14%, 'book reading' 12%, 'others' 9%, 'TV' 7%, 'institute' 4%. In case of the type that right background knowledges have casual relation or correlation with question contents, 'book reading' and 'TV' sources rate increased, but 'internet' and 'others' decreased when compared to total questions. In the type which background knowledges are right and did not have casual relation or correlation with question contents, 'internet' source rate increased and 'friend' decreased. In case of the type that wrong background knowledges do not have casual relation or correlation with question contents, 'friend' and 'TV' sources rate increased, but 'school' and 'book reading' decreased. The type which background knowledges are right and did not have casual relation or correlation with question contents, 'internet' source rate increased and 'friend' decreased. In case of the type of no background knowledges, 'TV' and 'institute' source rate increased, but 'internet' and 'book reading' decreased. Third, the questions in 'Earth and Moon' unit have little background knowledges. The questions in 'solar system and stars' have background knowledges with no relation to the questions. Especially, in the unit 'changes of seasons', right background knowledges were found in more than half questions, but the contents of questions and background knowledges were not connected scientifically.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.1-8
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• 2017

In terms of science learning for students and of scientific literacy for the general public, understanding science terminology is very important. Aside from the science language education delivered in schools, we assumed that supplementary materials are necessary to search and study the meaning of science terminologies for students or the general public. This study aims to investigate whether explanation texts of portal dictionary, Pyojun Korean Dictionary, and science textbooks are easy to read or understand for students and how the students perceive the explanations they present. The results show that science textbooks are easier to read and understand for students than the portal dictionary or Pyojun Korean Dictionary. However, all three materials have very low level of readability compared with students' average level. There definitely are rooms for improvement to increase their readability.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.267-276
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• 2004

The purpose of this study was to explore factors influencing kindergarten teachers' science anxiety. The subjects were 182 kindergarten teachers. The career, educational background, scientific literacy, science-related experience, type of kindergarten, age of classroom students, science supporting environment of kindergarten, and students' interest in science were examined as possible factors affecting teachers' science anxiety. The results showed that the science-related experience, science supporting environment of kindergarten, and students' interest in science were related to the teachers' science anxiety. However, the most important factor influencing kindergarten teachers' science anxiety was science-related experience. These results can be interpreted that positive science experiences affect decreasing teachers' science anxiety

• Journal of Science Education
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• v.39 no.2
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• pp.209-220
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• 2015

Science has an essentially integrated character as a discipline that explores the natural phenomena. And the integrated science education is required to achieve the goals of science education to forster scientific literacy of all students. In this respect, we defined the basic concepts and principles that can penetrate the natural phenomena as an integrated concepts in this study, and organized the contents of integrated science curriculum around them. Integrated concept centered curriculum was intended for the 10th grade students and the breadth and depth of learning concepts were represented by presenting the achievement level of the learning concepts. Contents organization of integrated science curriculum presented in this study was meant to provide a new perspectives to the revision of the national integrated science curriculum that is currently in progress.

• Asian-Australasian Journal of Animal Sciences
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• v.12 no.3
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• pp.481-492
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• 1999

Asian-Australasian region comprises of 82 countries spread over varying agro economic zones, habitats and ecosystems varying from dry hot to humid tropics and cold deserts. The literacy standards vary from very low to almost 100 percent. On the basis of economic development there are 4 countries Japan, Australia, New Zealand and Korea which are developed countries, rest are in varying states of development and growing economically very rapidly. Based on Agro ecosystems and farming practices, we have chosen four countries for indepth study in this paper namely China, Thailand, Indonesia and India. They represent 70% of the bovine and poultry population of the region. This paper makes a comparative study of the grain and roughage production and utilization at present and in 2000 A.D. by examining information on feed rates demand patterns and feed requirements in these four countries keeping in view the size and growth of bovine and poultry population and dietary pattern of the people. It has been observed, there has so far been no country level detailed study on the livestock feed requirements. Apart from conceptual discrepancies, most of the estimates given in various reports brought out by the national governments and international agencies do not have any scientific basis. Hence an inter-country comparison is virtually impossible on the basis of the available information. We have however, attempted to analyse the dietary pattern in the different countries, feedgrains requirements, availability of feed based on the information available from the various published and unpublished reports. We have given an inter-country comparison of feed rate and feed requirements which, however, needs to be tested by carrying out a micro level study in each selected country.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.109-121
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• 1998

Scientific literacy implies an adequate understanding of the nature of science. However, little is known about factors that can influence students' conceptions of the nature of science. The purpose of this study was to test the validity of the prevalent assumption that teachers' philosophical perspectives of science directly influence their students' conceptions of the nature of science. A comparison between science teachers' and students' perspectives of science did not support the assumption that a science teachers' perspectives of science is significantly related to students' conceptions of science. The data clearly indicated that there was no relationship between teachers' philosophical perspectives and those of their students. The results convincingly indicated that the nature of science was not being considered or taught to students as a consequence of students' needs and curriculum guide objectives. It is believed that the results of this investigation will help to redirect the focus of future efforts to promote more adequate conceptions of the nature of science in our secondary schools.

• Korean Journal of Childcare and Education
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• v.6 no.1
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• pp.95-114
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• 2010

The purpose of this study is explores the trend in Science of early childhood education. The subjects of analysis were the articles in the six journals registered with the Korean Research Foundation. The articles were analyzed by research type, data collection method, data analyzing method, research sample and research subject. As results of this study, the greatest number of research type was the quantitative research, the most frequently used data analyzing method was t-test(difference verification), samples were generally children and the largest number of study subjects were child development.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.183-200
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• 1998

Widespread recognition of the various aspects of science education has been prompted by post-positivist philosophers' discussions of the nature of science and intense debates among constructivist psychologists about learning in science. Their discussions and debates, in turn, have raised the problems associated with teaching/learning of science in the schools. The purpose of this article, basically based on the reviews and analyses of the literature related to philosophy of science and psychology, was to describe the implications of post-positivism and constructivism for current science education in the schools. In this paper, the author defines science education as education of/about science, and education through/by science. He also stresses that scientific literacy and decision-making should be emphasized as the goals of science education, that the ethical dimensions of science and technology must be included in science curriculum, that group discussion and/or cooperative learning are effective teaching strategy for science as interpreted by post-positivists and constructivists, and that the assessment should be focused on the degree to which cognitive structure has been changed through instruction in the school classrooms.

• Journal of Science Education
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• v.38 no.3
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• pp.625-640
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• 2014

In 21st century, it is essential to understand Nature of Science (NOS) related to science educational curriculum. The study analyzed Earth Science components of third- through sixth-grade science textbooks in terms of incorporated NOS themes and their relative proportions. Modified analysis methods of Chiappetta et al. (1991) and Lee (2012) are devised and adapted. The results of analysis indicates that the current elementary school textbooks include and explain all the four themes of NOS, but do not include sub-areas of each theme of NOS in a balanced way. In addition, the themes of NOS in Earth Science are not treated equally among different grades. Such results warrant the efforts to include balanced themes of NOS into elementary school science textbooks with the ultimate goal of fully and properly comprehending NOS to the students.