• Journal of the Korean earth science society
• /
• v.26 no.8
• /
• pp.759-770
• /
• 2005

The purpose of this study is to examine the Earth science content relevance of the 7th national science curriculum. For this purpose, we (1) analyzed science curriculum or content standards of Korea, California, England and Japan, (2) compared science textbooks of Korea and Japan, (3) conducted a nationwide survey to gather opinions from students, teachers, professors and textbook authors about the relevance of the science curriculum and textbooks. According to the results, the Earth science contents of the 7th national science curriculum were not appropriate in terms of the objectives of science curriculum and the needs of students and society. The main reasons include the equal division among physics, chemistry, biology and earth science, iack of connection due to fractionation of units, overly strict application of spiral curriculum, and redundant amount of activities and concepts to cover in the textbook. Major suggestions fir securing the relevance of Earth science contents are as follows: First, the science contents and the size of units at each grade level should be determined according to the students' characteristics, not by equal portion rule. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoided. In addition, the number of activities should be reduced and the quality of required science activities should be improved. Third, to raise students' interest in Earth science, real-life applications and real-world Earth science contents should be emphasized including natural disasters, safety, universe and space exploration, and natural resources. Lastly, considering one of the relevance criteria is feasibility, supports for schools and science teachers are needed to realize the goal of the intended science curriculum.

• Korean Journal of Optics and Photonics
• /
• v.28 no.5
• /
• pp.194-202
• /
• 2017

The purpose of this study is to analyze how optics concepts and activities have changed according to the revision of the national science curriculum. For this purpose, the optics achievement standards presented in the middle-school science curriculum of the 7th curriculum, 2007 revised curriculum, 2009 revised curriculum, and 2015 revised curriculum, and the optics content presented in the textbooks developed for each curriculum, were compared and analyzed. The optics content is classified into four concepts: the process of viewing an object; light and color; reflection and refraction; and the image from a mirror and a lens. The main results are as follows: First, according to the revision of curriculum, some optics concepts have been added or removed. In particular, big changes have appeared in the concepts of "process of viewing the object", "dispersion", "reflection and refraction" and so on. Second, the content for 'image formation by a mirror and a lens' was gradually reduced, according to the revision of curriculum, and the level of activity was also adjusted. Third, attempts to present the content of textbooks in conjunction with the phenomena and tools that students can experience in everyday life have increased gradually. In addition, based on the analysis of the content of curriculum and textbooks, the implications for optics education have been discussed.

• Journal of the Korean Chemical Society
• /
• v.52 no.5
• /
• pp.536-549
• /
• 2008

• Journal of the Korean Chemical Society
• /
• v.66 no.2
• /
• pp.163-170
• /
• 2022

This study investigated and analyzed the social and emotional learning components of middle school science, and high school integrated science and science inquiry experiments, which are common subjects that all students must complete. The subjects of analysis were 139 achievement standards of science and curriculum and 496 activities included in textbooks. The research results are as follows. In the case of curriculum achievement standards, 'cultural understanding' was hardly included among the seven science and social-emotional learning elements, 'numeracy' and 'creative thinking' appeared high in middle school, 'critical thinking', 'social technology' and 'ethical understanding' were included with high frequency in high school. And in the case of textbook activity, the tendency of social-emotional learning elements in middle school and high school was similar. 'critical thinking', 'creative thinking', and 'social skills' were mainly provided, while 'ethical understanding' and 'cultural understanding' were reflected in a limited way. In order to cultivate the elements of overall social-emotional learning, it is necessary to specify the achievement standards of the curriculum or to supplement the textbook activities and teaching-learning process.

• Journal of Korean Academy of Dental Administration
• /
• v.8 no.1
• /
• pp.37-40
• /
• 2020

The background of this study is the observation that there is an increase in the number of elderly persons and the decrease in fertility rates, which may be related to the increase in the average age of the Korean people; accordingly, the national health insurance system changes every year following this pattern. However, this study investigates whether these changes are reflected in the dental hygiene curriculum. Data from the national health insurance system is reviewed for the last three years, and the recently published dental hygiene curriculum is selected, compared, and analyzed using a literature survey. The study is divided into two parts: information that is reflected in the dental hygiene curriculum and information that is not reflected in the dental hygiene curriculum, but which it is believed should be included. In addition, as the part reflected in the dental hygiene curriculum, it was stated in three subjects of dental implantology, dental prosthesis, and conservative dentistry, and there were four cases. Therefore, efforts should be made to ensure that the curriculum for dental hygiene students should reflect the changes in the national health insurance system so that students can more easily understand dental insurance claim processes.

• Journal of Korean Elementary Science Education
• /
• v.26 no.5
• /
• pp.551-557
• /
• 2007

The purpose of this study was to examine the questions in the 'Matter' units of elementary science textbooks under the 7th curriculum. For the analysis, a total of 338 questions were extracted from 15 units. Six criteria (recalling, recognizing, predictive, applied, divergent, and evaluative question) were reconstructed for textbook question analysis based on Blosser(1973)'s question category system for science. The results were as follows. First, there were more closed (recalling, recognizing, predictive, or applied) questions (72.2%) than open (divergent or evaluative) questions (27.8%) in elementary science textbooks. Second, cognitive-memory (recalling or recognizing) question type was the most frequently asked in all grade levels. Open (divergent or evaluative) questions increased according to grade level whereas convergent (predictive or applied) questions decreased. Third, question types were applied based on the characteristics of each unit rather than on children's developmental characteristics. Educational implications were discussed based on the results.

• Journal of Korean Elementary Science Education
• /
• v.43 no.2
• /
• pp.284-300
• /
• 2024

This study elucidates the achievement standards statements of the 2022 revised elementary school science curriculum to identify specific achievement standards for the upcoming curriculum. Therefore, the researcher analyzed the statements of the overall elementary school achievement standards based on Bloom's taxonomy of new educational objectives. The results are as follows. First, the achievement standards statements are biased toward certain knowledge and cognitive process dimensions; this aspect is not consistent with the goals of the 2022 revised curriculum and the teaching and learning directions of the science department. Thus, achievement standards that enable various types of activities and inquiry learning should be developed. Second, a need emerges for the hierarchization of knowledge and cognitive levels by grade level. The proportions of low levels of knowledge and cognitive process dimensions increased in the upper grades, such that a systematic hierarchy should be considered. Third, the need to diversify the use of the descriptors of achievement standards is also identified. Although the tendency to rely on specific descriptors decreased during the previous curriculum, approx imately half of the descriptors were only used once or twice. Therefore, balancing the use of various descriptors is necessary. To ensure that the results are reflected in the achievement standards for elementary school science textbooks under the revised science curriculum for elementary schools in 2022, a discussion is required on the design of achievement standards statements. As a follow-up study, the researcher proposes a comparative analysis of the achievement standards of science curricula for middle and high schools to explore the wording of achievement standards appropriate for elementary school science education considering its nature, goals, and contents and to analyze the hierarchy and continuity of the entire science curriculum.

• Journal of The Korean Association For Science Education
• /
• v.23 no.4
• /
• pp.401-418
• /
• 2003

The purpose of this study was to examine philosophical views on science of two influential curriculum documents, AAAS' s Benchmarks for Scientific Literacy (Benchmark) and NRC's National Science Education Standards (Standard), and to get educational implications about a desired philosophical view on science at a school science level. In order to determine the philosophical views on science explicitly suggested in the documents, Soh's Philosophical Perspectives Probe (PPP) was used as a framework for analysis. Forty preservice teachers reviewed the documents, extracting paragraphs with which statements of the PPP' s questions would agree. The results of the study were as follows: First, the Benchmark's philosophical view on science corresponds to the borderline between inductivism and eclecticism, or eclecticism close to falsificationism. The philosophical positions by the PPP' s themes are very different. Second, the Standard's philosophical position on science corresponds to inductivism close to eclecticism. Its philosophical position by the themes of the PPP is very different like the Benchmark. These results indicate that philosophical positions of the documents are more complex than popular conceptions would have it. That is to say, the results suggest that the science curriculum documents hold not only a contemporary philosophical view on science but also a traditional view on science, and that the philosophical positions on science are different from each other by documents and even by the PPP's themes in the same document. The results suggest that the philosophical views on science in school science contexts need to be adjusted and presented to K-12 students according to topics related to philosophy of science.

• Journal of The Korean Association For Science Education
• /
• v.38 no.5
• /
• pp.625-633
• /
• 2018

The goal of this study is to investigate the features of Korean eighth graders' achievement and its trend in Chemistry in TIMSS 2011 and TIMSS 2015, and to explore its implications for Korean science curriculum and in teaching science. With three science educators and six science teachers, we analyzed the characteristics of Korean eighth graders' achievement in Chemistry by test-curriculum matching analysis. According to the trend analysis of science topics with released items for Chemistry in TIMSS 2015, Korean students' percentage for correct answers has dropped in topics such as regularities in chemical reactions, oxidation-reduction, etc. since these topics are covered after the ninth grade in the 2009 revised curriculum. For science cognitive domains, Korean students showed weaknesses in 'applying' domain in TIMSS 2015. Based on the results, we suggested implications for improvement in middle school chemistry curriculum and how to improve science teaching and learning for students' better science competencies and real-world application of science knowledge.

• Journal of the Korean Data and Information Science Society
• /
• v.16 no.3
• /
• pp.603-608
• /
• 2005

The purpose of this qualitative case study is to understand how the idea of data view and information graphics is used in the social studios middle school textbooks. Data were collected through national curriculum documents and social studies middle textbooks for 7-9 grades. We set up three questions for this studies; what kinds of information graphics are used in the textbooks, how the graphics are organized in the social studies middle school, and how the 7th social studies curriculum is related with the 7th national mathematics curriculum. Through the data analysis, we found that 1) Photographs, illustrations, information maps, etc., are used and frequencies of their usages are in descending order, 2) double lines graphs, circle graphs, and stripe graphs nip often adopted for the comparison of populations, 3) the relation of the two subjects curricula is not so good, especially in the curriculum steps of information mads scatter diagrams, and comparison of populations. Finally we suggest that new web site of data view or information graphics be provided for two curricula, workshop of information graphics are needed for social studies teachers.