• Title/Summary/Keyword: science curricula

Search Result 312, Processing Time 0.024 seconds

Analytical Research on Changes of Library and Information Science Education in China (중국 문헌정보학 교육에 대한 변화분석 연구)

  • Han, Mi-Kyung
    • Journal of the Korean Society for Library and Information Science
    • /
    • v.47 no.2
    • /
    • pp.389-411
    • /
    • 2013
  • With the objective of analyzing changes in the education and curriculum of library and information science in China, this study conducts the following analyses. First, with respect to library and information science education, this study analyzed changes in terms of library and information science departments and majors being offered for undergraduate, graduate, doctoral, and post-doctoral training institutions from 2001 to 2012. Also, this study examined and analyzed colleges, areas, years of establishments and characteristics of 25 colleges that offers library and information science major. Second, with respect to library and information science curriculum, this study analyzed changes in the curricula of 1997 and 2006, while using China Education Ministry's 2003 main curricula of library science major as criteria and analyzed changes and characteristics of 2012 library and information science curricula of Wuhan University and Beijing University.

The Analysis of Bioinformatics and Biotechnology Contents in Curriculum and Textbooks According to Revising Curricula (교육과정 개정에 따른 교과서와 교육과정 속의 생명공학과 생물정보학 내용 분석)

  • Ju, Hee-young;Dong, Hyo-kwan;Lee, Kil-jae
    • Journal of Science Education
    • /
    • v.36 no.2
    • /
    • pp.186-197
    • /
    • 2012
  • The proliferation of bioinformatics in modern biology marks a modern revolution in science that promises to influence science education at all levels. This study analyzed the contents of standards in the 7th and 2007 and 2009 revised high school biology curricula and compared the contents, amount and the presentation styles of bioinformatics with those of biotechnology in biology textbooks. In result, first of all, there are some vague expressions about biotechnology and bioinformatics in the 7th and 2007 revised curriculum. There is a clear expression about biotechnology in 'life science I' and 'advanced biology' of 2009 revised curriculum. Second, more biotechnology is introduced than bioinformatics in 'science', 'biology I', 'biology II', 'life science I' textbooks. Third, in 'biology for high class' textbook, amount of biotechnology contents in the 2007 revised curriculum didn't increase. An more effort to introduce bioinformatics to science high school student is needed according to revising curricula.

  • PDF

A Study for Model Curricula Development, in GIS(Geographic Information Science) (GIS 교육과정 개발에 관한 연구)

  • 성효현
    • Spatial Information Research
    • /
    • v.1 no.1
    • /
    • pp.73-87
    • /
    • 1993
  • This paper reviews the topic of GIS, the academic setting of GIS, GIS model curricula and the possibility GIS education in Korea. The topics which might be included in a science of geographic information consist of data collection and measurement, data capture, spatial statistics, data modeling and theories of spatial data, data structures, algorithms and processes, display, analytical tools, institutional, managerial and ethical issues. The problems in teaching a course on GIS in higher education are reviewed. Because of their technological, integrative, and rapidly changing nature, GIS pose major challenges to their education system which it is ill equipped to meet. In higher education a number of initiatives have been taken to provide education about and training with, GIS. The possible GIS curricula are suggested. These curricula are divided into 3 major sections, relating GIS context, technical issues and application issues. The prospects of GIS appears lo depend largely upon the future cooperation of academia, government, and industry

  • PDF

A Status Survey on the Preservice Education of Secondary Science Teachers (중등 과학교사 양성 과정의 실태 분석)

  • Kim, Heui-Baik;Kim, Young-Soo;Pak, Sung-Jae
    • Journal of The Korean Association For Science Education
    • /
    • v.14 no.2
    • /
    • pp.199-213
    • /
    • 1994
  • The quality of science teachers is one of the most important factors to improve the science education in secondary schools. In this study the current status of preservice education of secondary science teachers was surveyed and the directions for the improvement were suggested as follows: 1. The purposes of departments of science education have to be partially revised to include other education programs related to science education than preservice training courses of science teachers. 2. Training courses of integrated science teacher should be organized differently from those of physics, chemistry, biology or earth science teachers because their requirements are different. 3. Strict standards of curricula for training science teacher have to be established and applied practically. 4. The curricula of departments of science education have to reflect the contents and the changes of secondary science education. 5. More credits to subjects on the science education, the nature of science, and the laboratory experiments should be taken in the preservice courses of science teachers. 6. Professors at the department of science education have to use various methods to teach inquiry lab and evaluation techniques so that students can experience them at the training courses. 7. The number of professors majoring in science education at the department of sciece education should be increased. 8. Enough research funds have to be supported to activate the researches in science education.

  • PDF

Analysis on Continuity between the 2015 Revised Elementary Intelligent Life Curric ulum and Sc ienc e Curric ulum for Grades 3-4 (2015 개정 초등학교 슬기로운 생활과 3~4학년 과학과 교육과정의 연계성 분석)

  • Park, Jisun;Chang, Jina;Jin, Ye Eun
    • Journal of Korean Elementary Science Education
    • /
    • v.41 no.2
    • /
    • pp.267-282
    • /
    • 2022
  • This study aims to analyze the continuity and sequence between the intelligent life curriculum for grades 1-2 and the science curriculum for grades 3-4 with a focus on knowledge and inquiry process skills. The results demonstrate that contents related to science in the intelligent life curriculum consisted of only 10 out of 32 elements. Five elements were related to the science curriculum for grades 3-4 and limited to the 'life sciences' area. Particularly, the intelligent life curriculum did not address topics related to 'matter' and 'motion and energy'. Developmental connection was established in the 'life sciences' area and dramatic changes were noted for the topics related to 'earth and space' area. In terms of inquiry process skills, the levels of observation, measurement, inference, and communication naturally increased, whereas a developmental connection was noted between the intelligent life and science curricula. Classification can be viewed as a developmental link; however, viewing the classification as scientific from the epistemic perspectives was insufficient. In the case of expectation, a gap was observed in both curricula due to the absence of expectation activities in the intelligent life curricula. The study discussed the implications for securing the connection between the intelligent life and science curricula on the basis of these results.

Curricular Analysis of Agricultural Chemistry Department in Korea (한국농화학교육(韓國農化學敎育)의 현황분석(現況分析))

  • Yoo, S.H.;Lee, C.Y.;Lim, S.U.;Shin, J.D.;Park, C.K.
    • Applied Biological Chemistry
    • /
    • v.24 no.1
    • /
    • pp.74-83
    • /
    • 1981
  • Agricultural departmental curricular of the universities have been compared and analyzed with an exception of that of Chung Nam National University where agricultural chemistry department was established in 1979. The analysis reveals that major subjects covered by the undergraduate curricula of all the universities in agricultural cheimstry departments are in the fields of soil science, plant nutrition, agricultural chemicals, biochemistry, and fermentation technology or applied microbiology, although there are minor differences in curricula among universities. Besides, it must be pointed out that the ratio of students to teaching staffs, a significant index of the educational quality, is shown to be somewhat lower than expected for an appropriate college education. According to the analysis, the curricula of universities located in various areas in Korea do not show substantial differences among them, indicating that there is no locality. Thus, it may be recommendable to set up a unified curriculum of agricultural chemistry departments in Korea so as to achieve a balanced educational improvemet.

  • PDF