• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.187-195
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• 2019

The purpose of this study is to diagnose the operation status of high school integrated science newly introduced in the 2015 revised national curriculum and first applied in 2018, to examine teachers' perception on the new educational policy, and then based on this, extract implications for settling down the policy. A survey was administered to science teachers who participated in the in-service teacher training on integrated science, and the responses of 384 high school science teachers were analyzed. According to the results of the survey, integrated science was allotted six units to each school, and two or more teachers divided achievement standards and were responsible for them in many cases. Science teachers pointed to the increase of student-oriented activities as the biggest change due to the application of integrated science and also showed a positive attitude towards increasing the proportion of performance-based assessment, diversifying evaluation methods, increasing teacher consultations, and enhancing the holistic understanding of natural phenomenon, etc. In particular, teachers with 15 years or more of teaching experience were significantly positive about the increase of student-oriented activities, diverse assessment methods, and opportunities of teacher consultations. For teachers with a sub-major in science, teaching about non-majored contents was the most difficult and it was also difficult to determine the appropriate level of contents to teach. Teachers who majored common science, however, rarely complained about teaching non-majored content. In the case of two teachers in charge of integrated science, there was a statistically significant demand for subject matter knowledge as training content, and for mixed education incorporating theory and practice and customized training as a training method. In the case of one teacher responsible for the subject, there was a relatively lower demand. From these results, some implications for the successful implementation of integrated science were discussed.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.81-96
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• 2022

The purpose of this study was to examine the extent to which the contents of elementary and secondary curricula are connected and overlapped in the 'family life' area of Practical Arts(Technology & Home Economics) subjects. The procedure and results are as were like below. First, the types of criteria for analyzing curriculum contents are developed. The connectivity are classified as 'discontinuous hierarchy' and 'spiral hierarchy' and duplication are classified as 'repetition (high level of overlapping)', 'reproducing', 'deepening (intermediate level of overlapping)', 'substitution', and 'omission (low level of overlapping)'. Second, as a result of analyzing the contents of elementary and secondary curricula, the 'Human Development' area showed higher connectivity with a deepening type of duplication. The 'Safety' and the 'Lifelong Planning' concepts showed lower connectivity. Third, as a result of analyzing the achievement standards of the 2015 Curriculum, the secondary Home Economics curriculum showed a considerable increase in the level of difficulty and the volume compared to the elementary curriculum. There was low connectivity between the contents of elementary and secondary curricula in the core concepts 'Safety' and 'Lifelong Planning', an intermediate level of connectivity in 'Life Culture' and 'Management', and high connectivity in 'Development' and 'Relationship'. Also, there was a high level of duplication in the core concepts 'Safety' and 'Lifelong Planning', being classified as 'reproducing', 'substitution', and 'omission', analyzed to have low connectivity. When structuring the curriculum contents with a spiral hierarchy, one should connect the elementary and secondary school contents organically: the hierarchy with core concepts considering the different characters of constructuring knowledge in each school level, with a moderate volume, with a moderate difficulty level, with a moderate level of duplication of the contents, and with the minimum level of repetition of the same topics within the same school level.

• Journal of the Daesoon Academy of Sciences
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• v.28
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• pp.207-241
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• 2017

In the scripture of Daesoon Jinrihoe, the expression 'Dosu (度數)' is frequently used and Jeungsan, Jeongsan, and Wudang also left behind many teachings related to Dosu. In this paper, the concept of Dosu is analyzed in detail and the achievement of an in-depth understanding of the concept of Dosu is attempted. The term Dosu is often used in traditional literature. In the classics, Dosu was used to mean institutions, standards, rules, law, figures, and the laws of heavenly bodies. In other words, Dosu is used to mean the laws of astronomy and the norms of human society. This meaning is expanded and used as the principle of the universe and nature. This concept of Dosu is related to the mathematical cosmological understanding of numbers as the principle of the universe. This type of mathematical cosmology was systematized by Shao Yong (邵雍). In the Joseon Dynasty, Seo Gyungduk (徐敬德) accepted it positively, and it thereby became an influential trend in Korean thought. In the world view of Daesoon thought, there exists the view that numbers as a principle of the universe, and of course this world view is connected to mathematical cosmology. In Daesoon thought, the concept of Dosu is based on the concept of traditional Dosu and adds an additional meaning which connects it to the Reordering of the Universe (Cheonjigongsa). Also, Dosu is used to mean the process of changing the principles and laws of cosmos through Jeungsan's Reordering of the Universe. It is especially the case that discourse about Dosu is widely used when describing the Reordering of the Universe. Jeungsan corrected, reorganized, and adjusted Dosu, as well as establishing new Dosu. Jeongsan, who succeeded Jeungsan, followed the Reordering of the Universe by Jeungsan, and also realized Dosu. In other words, Jeongsan acted and practiced according to the Dosu that had been enacted by Jeungsan. Also, Dosu means the process of the transformation of principle according to the Reordering of the Universe, and Wudang used the concept of Dosu to describe the historical process of Daesoon Jinrihoe. This means that the foundation of Mugeukdo, the change to Taegukdo, the establishment of Daesoon Jinrihoe, and the contruction of Yeoju headquarters are episodes in a divine history carried out through Dosu. Through this discourse, Daesoon Jinrihoe asserts a legitimacy that distinguishes itself from other sects, and believers can be inspired by the sacred meaning that they are participating in the Dosu of heaven and earth. This empowers their devotion and sincerity.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.57-75
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• 2024

This study aimed to investigate the current state and educational needs of risk education related to science and technology as perceived by secondary science teachers. A survey was conducted with a total of 366 secondary science teachers. The results are as follows. First, There were more teachers who had not provided education on risks arising from science and technology in terms of risk perception, risk assessment, and risk management than those who had not. Global warming was the most common risk taught by teachers, followed by earthquakes, artificial intelligence, and traffic accidents. Second, teachers recognized that they lacked understanding that the achievement standards of the 2022 revised science curriculum include risks that may occur due to science and technology, but they thought they were prepared to teach. Third, teachers recognized that their understanding of risk perception was higher than that of risk management and risk assessment. Fourth, the experience of teachers in training on risk was very limited, with fewer having training in risk assessment and risk management compared to risk perception. The most common training experienced was in laboratory safety. Fifth, teachers recognized that their capabilities for the 10 goals of risk education were not high. Middle school teachers or teachers majoring in integrated science education evaluated their capabilities relatively highly. Sixth, many teachers thought it was important to address risks in school science education. They prioritized 'information use', 'decision-making skills', and 'influence of mass media', in that order, for importance and called for urgent education in 'action skills', 'information use', and 'influence of risk perception'. Seventh, as a result of deriving the priorities of education needs for each of the 10 goals of risk education, 'action skills', 'influence of risk perception', and 'evaluate risk assessment' were ranked 1st, 2nd, and 3rd, respectively.