• Journal of the Korean Chemical Society
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• v.57 no.3
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• pp.398-404
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• 2013

In this study, the analogies in the chemistry domain of middle school science textbooks developed under the 2007 revised National Curriculum were analyzed. A total of 235 analogies were found in 27 middle school science textbooks analysed, which means that one analogy per 10 pages was used on average. The number of analogies found in each textbook considerably varied depending on both publishing company and chemistry domain. Functional analogies, verbal and pictorial analogies, analogies with abstract target and concrete analog, enriched analogies, everyday contexts analogies, student-centered analogies, and analogies with low systematicity were frequently used. On presenting the analogies in the textbooks, the term analogy and description about the limitations of the analogies were rarely mentioned. In comparison with the analogies in the science textbooks developed under the 7th National Curriculum, the frequency of analogies per page was increased. There were positive changes in the aspects of representation, extent of mapping and artificiality. No differences, however, were found in the patterns of the other aspects.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.378-386
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• 2002

In this study, the students' responses on the chemistry items of in the general science of College Scholastics Ability Test (CSAT) implemented for the past 3 years since 1999 were investigated. The number of items by content and inquiry process, the average percent correct by content and inquiry process, the distribution of items by the level of percent correct, and the items with high and/or low percent correct were analysed. There were the fewest items in 'environment' area, especially in 'ozon layer', no test item had been made. The most difficult content area was 'acid rain' in 'environment'. By inquiry process, the most number of items belonged to 'analyzing & interpreting data', and 'identifying problems & formulating hypothesis' was the most difficult process. No test item came under the level of 'very difficult', and many items under the 'easy' or 'very easy' level. Students were generally poor at solving test items demanding several concepts, and very good at simply requiring basic concept treated in lower grade. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.580-591
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• 2009

The purpose of this study is to get implications on teacher education curriculum according by analyzing pre-service secondary teachers' difficulties during student-teacher practice. Fifty-six pre-service secondary teachers were requested to write anecdotes about their student-teacher practice. Pre-service secondary teachers revealed that they had experienced the most difficulties relating to instruction teaching. They answered that they had especially comprehended inducing interest in diffcult learners, attention, appropriate composition of questions, and learners' understanding levels. Pre-service secondary teachers showed that they had tried to control students in experiment instruction. Also, they demonstrated that time for guidance counseling had been insufficient. They were dissatisfied with the content and level of counseling. Therefore, we need to improve teachers' college curriculum by performing student-teacher practice and feedback. We especially need to systematize teachers' college curriculum on the basis of developing standards of science teachers' expertise.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.415-427
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• 2020

This study aims to understand science education conducted in North Korea by analyzing the PCK components shown in two science teacher's guidebooks: (1) Guidebook for 1^st grade elementary school and (2) Guidebook for 1^st grade middle school. These were published after 2013, when "the first 12-year Universal Compulsory Curriculum" was implemented in North Korea. The analysis shows that both elementary and middle school guidebooks had the highest percentage of content in "Knowledge of Subject Matter", followed by "Knowledge of Instructional Strategies in Science" and "Knowledge of Science Curriculum". On the other hand, "Knowledge of Assessment in Science" and "Knowledge of Students" were significantly low in content. Within the "Knowledge of Subject Matter", both elementary and middle schools had the highest proportion of content in "Concepts and Theories", along with "Experiments and Inquiries" that was also significantly higher than other PCK components. Science teacher's guidebooks in North Korea advocates constructivist teaching style by using "discussions" as the main activity when conveying scientific concepts and theories to students or conducting scientific inquiry classes. Furthermore, "Knowledge of Instructional Strategies in Science" was mainly focused on guiding the "Instruction sequence and method" from the "Topic-specific Strategies", while only a small part of the "Subject-specific Strategies" was being presented. Also, Science teacher's guide books in North Korea included only a few theoretical elements of science education in both the general outline and the particular sections of guidebooks. "Knowledge of Science Curriculum" was mainly composed of "Lesson Objectives" with some inclusion of "Vertical Articulation" and "Horizontal Articulation". "Knowledge of Assessment in Science" and "Knowledge of Students" accounted for a small portion compared to the science teacher's guidebooks in South Korea.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.183-192
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• 2021

As part of the second-year monitoring study on the implementation of the 2015 revised science curriculum, this study investigated high school science teachers' perception and realization of instruction and assessment of elective courses to derive measures to settle and improve the science curriculum. A total of 244 high school science teachers responded to the survey questionnaire, and 9 teachers participated in interviews. In survey results, science teachers are contemplating ways to increase students' science competencies and their participation in classes, but still, lecture-oriented classes are most often used in their teaching. Regarding assessment, teachers responded that there were positive changes in all of the questions related to process-based assessment (PBA). Regarding the difficulty of managing science elective courses, teachers most often selected increased numbers of subjects being covered, overload of work, and the burden of restructuring classes considering various ways of teaching and assessment. Through in-depth interviews, teachers argued the difficulty for Science I courses to emphasize student participatory classes compared to integrated science, and the difficulty to implement student participatory classes for Science II courses, which are mainly placed in the third grade. Teachers also argue that it is necessary to secure time to implement PBA in science elective courses, and that there is no need to implement PBA for the science experiment since there are no tests on the SAT. Based on the results of the study, discussed in the conclusion are support plans for the settlement of PBA in elective courses, and the need for in-depth analysis of the direction and cause of student participatory classes and PBA at the school.

• Journal of the Korean Society for Library and Information Science
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• v.55 no.1
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• pp.5-36
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• 2021

This study attempted to present the direction of development of the curriculum of Library & Information Science by investigating and analyzing the current status of the curriculum of Library & Information Science in Korea and the perception of the necessity of each major subject. To this end, the curriculum of the Department of Library and Information Sciences nationwide was thoroughly investigated. Based on the subjects, a questionnaire survey was conducted for all professors of the Department of Library and Information Science on the degree of consent for required and elective subjects. As a result, first, the total number of courses opened in the Department of Library and Information Science has recently decreased. It was confirmed that the proportion of the required subjects and basic subjects decreased, and the proportion of elective subjects increased. Second, it was found that the importance and weight of informatics are constantly increasing, and there is a high demand for new subjects such as big data, programming, and data analysis. Third, the proportion of library management in all subjects is decreasing, but the necessity of detailed subjects is highly recognized. Fourth, it was confirmed that the proportion of bibliography was gradually decreasing. Fifth, although records management was not a required major subject, its weight increased as an elective subject, while language subjects showed almost no awareness of the necessity.

• Korean Security Journal
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• no.19
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• pp.139-163
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• 2009

The purpose of this study is to build up the expert system with more subdivided qualifications and improved qualities with the development of the security industry. And also it is to analyze a survey measuring how satisfied they are with curriculum, teaching faculty, educational administration, facilities among 439 private guards completing a course in Korea private guard educational institution and registered in the National Police Agency in Seoul, Gyeonggi, Chungcheong, Gyeongsang, Jeolla province. For this, SPSS(Statistical Packages for Social Science) 15.0 Version was adapted to analyze and other analysis methods used for this study are like these: frequency, reliability analysis, regressive analysis, moderated multiple regression, post hoc test for categorizing the performance changes, looking into the characteristics, examining closely job performance, intention to quit one's job, and inquiring into the influence how satisfaction measurement at education training satisfaction makes on carrying out one's job. Firstly, The Effect Satisfaction at The Program has on Performing One's Duty With respect to job performance, curriculum, educational administration, teaching abilities have positive influences on it. On the other hand, with respect to quitting one's job, curriculum just makes positive effects on leaving one's work statistically. It indicates that systematic and effective curriculum, administration, teaching faculty or contents with high quality rather than just education facilities would make the task performance excellent and satisfaction at the program well in regards to making effects on the task performance. Secondly, The Effect Satisfaction at The Program has on Performing One's Duty with Social Supports Despite being the fact that statistically any strong correlation between curriculum and social supports, one between education facilities and social supports, one between teaching abilities and social supports, and one between educational administration and social supports do not have influences on carrying out job performance, it turns out that satisfaction at the program and social supports make positive effects on performing one's task. In conclusion, the entire social system and support need to be improved and some institutions appropriate for satisfaction at the program should be established as soon as possible.

• Journal of Korean Library and Information Science Society
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• v.50 no.1
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• pp.85-103
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• 2019

This study aims to analyze the direction of the reading education programs based on the 2015 revised curriculum and to seek the plans for the school library and the teacher librarian to be able to contribute them. For this purpose, the types of school-based reading education programs in the report of 100 excellent school curriculum in 2016, which was first applied by the amended curriculum were analyzed through multiple intelligences. Upon the analysis results, the reading education programs in the schools showed to be operated with interpersonal Intelligence. Community-aligned reading was the most frequently operated in the primary schools while student reading club activities were the most common in the middle and high schools. In case of reading education program related to linguistic intelligence, the most commonly operated ways were reading books, writing with literatures, and writing book report, in primary, middle, and high schools, respectively. In case of reading education program related to spatial intelligence, media production type showed the most commonly operated in all types of schools. However, there was no reading program related to naturalist intelligence. Based on these analysis results, the plans to contribute the activation of reading education programs by school libraries under the 2015 amended curriculum were suggested in the aspects of development of connection programs with teachers, students and parents as the center of education community, installation and operation of maker spaces and enhancement of program management and inquiry-based learning competency of teacher librarians.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.192-199
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• 2003

The Journal of Korean Elementary Science Education has been developed in both quantitative and qualitative aspects during twenty years since first published year 1983. This study was intended to survey the research trend of the journals, which has been published so far. It will give an orientation of science education research and suggestions towards research to improve science education. The 243 articles of the journals, which were published from 1983 to 2002 by Korean Elementary Science Education Society, were classified into 7 categories including science teaching, science learning, assessment in science, science teacher education, science curriculum, educational facilities & materials, and general science education. The results are as follows: 1. The articles published last decade are increased four times compared with the first decade. 2. The half of articles published so far concentrated on science teaching and learning. The articles on educational facilities & materials or general science education are few. 3. During the last decade, the articles on science teacher education, educational facilities & materials, assessment in science, and science learning relatively increased than the first decade. The number of articles on science curriculum was fluctuated every five years. 4. Most of articles were focused on the narrow subject areas. For example, the articles on science teaching, science learning, assessment in science, science teacher education, science curriculum, and educational facilities & materials were largely focused on the teaching strategies, pupils' conception, affective assessment and teaching practice survey, teachers' appreciation about the nature of science or instruction, analysis of science textbooks, development of the experimental materials or the audiovisual aids respectively. 5. The subject areas highlighted so far in science education, for example, inquiry or experimental activities, STS instruction, environmental education, gifted education, instruction with multimedia, problem-solving or reasoning, experimental skill assessment, etc. were not much researched.

• Journal of Science Education
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• v.43 no.1
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• pp.64-78
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• 2019

The purpose of this study is to investigate how Integrated Science, a new subject introduced under the 2015 revised curriculum, was implemented in 2018 when it was first enacted at the school level. Through a survey of 258 high school science teachers, we explored how Integrated Science was organized and implemented at the school level, how teaching & learning and assessment were conducted in Integrated Science courses, how teachers' learning communities were operated, what kinds of support are required for the settlement of Integrated Science, etc. Major results are as follows: A similar ratio is found between schools with eight units and schools with six units of integrated science, and in about 2/3 of surveyed schools, multiple teachers are in charge of Integrated Science lessons per classroom. In addition, lecture-type teaching methods are still dominant in the majority of the classes, and science teachers have difficulties with lack of understanding of non-major areas or burden of designing integrated teaching depending on their teaching experiences, and so on. Discussed and suggested in the conclusion are ways to raise awareness of curriculum integration, ways to support for activation of teacher learning communities, ways to support the settlement of Integrated Science, and reexamining the system of science teacher certification.