• Journal of The Korean Association For Science Education
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• v.11 no.1
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• pp.83-96
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• 1991

The purpose of this study is to construct the evaluative objectives of science inquiry skills specificationaly. Specification of evaluative objectives will be able to serve as evaluative criterion for development of a test of the integrated science process skills. The results in this study are as follows ; (l) The selections of science inquiry skills from the previous developed taxonomies are observation, measurement, formulating hypothesis, designing an experiment and controlling variables, inference, predicting(including intrapolation and extrapolation), organizing data and interpreting, defining operationally, formulating a generalization or model, drawing a conclusion. (2) The definitions of the selected science inquiry skills are made operationally. (3) Evaluative objectives relating to the selected science inquiry skills are specified with the previous developed items. Based on the above results, total 9 science inquiry skills are selected and 72 evaluative objectives are specified.

• Journal of the Korean earth science society
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• v.34 no.7
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• pp.711-726
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• 2013

The purpose of this study was to investigate how congruently the learning objectives of Earth Science I textbooks match the 2009 revised Earth Science curriculum. For this purpose, we classified the learning objectives of curriculum and textbooks were into three factors including ability, cross-cutting concepts, and behavioral verbs. The text data were analyzed using the semantic network analysis method. The results are as follows. The learning objectives of textbooks with regard to ability factors mainly emphasized the cognitive and affective domain. In addition, the ability of inquiry performance was emphasized in the learning objective of the curriculum. The textbooks used various sub-frame of cross-cutting concepts in comparison with the curriculum. Both textbooks and curriculum used the term 'comprehension' the most as behavioral verbs. However, most behavioral verbs just remained at the level of cognitive system.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.212-223
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• 1998

The main results of this study were as follows :(1) the more objectives for environmental education in science textbooks of Korea were focused on “awareness of the environment”. While the objectives of the Project WILD of Canada were balanced between each objectives. (2) the more environmental skills in science textbooks of Korea were focused on ‘observation’ and ‘description’, while the environmental skills of the Project WILD of Canada for environmental education focused on ‘analysis’ and ‘observation’. The environmental skills for the environmental education in the science textbooks of Korea were concentrated on ‘observation ’ and ‘description’, while the Project WILD of Canada were balanced between each skills for investigating the environment and the environmental problems. (3) the instructional procedures in science textbooks of Korea for the environmental education were very similar between each activities of the science textbooks, while the instructional procedures of the Project WILD of Canada were very different, and these procedures were very useful for educating the environmental behaviors.

• Journal of Korean Elementary Science Education
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• v.27 no.3
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• pp.221-232
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• 2008

The purpose of this study was to compare the written tests of the science lessons at elementary schools with the instructional objectives of the teachers' guide for the first term of the 5th grade by using Klopfer's taxonomic system. In the analysis of the instructional objectives in the teachers' guide, A.0(40.0%) and $B.0{\sim}E.0$(42.4%) showed high level but the proportion of processes of F.0(5.6%), G.0(4.0%), H.0(4.0%), and I.0(4.0%) showed low level, while in the written tests A.0 was 54.8%, $B.0{\sim}E.0$ was 36.1%, F.0 was 7.3%, and G.0 was 1.8% but H.0 and 1.0 was not taken at all. In the comparison with the instructional objectives in the teachers' guide about the domain of the knowledge and the comprehension showed hish and the processes of the scientific inquiry showed relatively low. The results of this study suggested that a desirable written test should be made to consider elementary science curriculum and instructional objectives and hold up rates of each behavior category between the instructional objectives of teachers guide and assessment objectives of written tests.

• Journal of the Korean earth science society
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• v.26 no.7
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• pp.640-651
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• 2005

This study was to analyze the subject objectives of Middle school 7th grade Science textbooks based on the Korean 7th curriculum by using Klopfer’s taxonomic system and find out how much compatible they were with the requiring objectives of the curriculum. Particularly, this study makes educational objectives for textbooks coherent wit the requiring objectives of the curriculum, through the analysing the problems. The results are follows. The Middle school science educational objective of the 7th curriculum sets up almost of the objectives through all of the domains of the Klopfer’s taxonomy system, except the operational function (Category G.0), and emphasizes on emotionable domain (Category $H.0\~I.0$) more. However, comparing with an encouragement objective rate of NSTA, Middle school Science textbooks based on the 7th curriculum were published putting more importance in a cognitive domain, and the intention objective (Category I.0) was not mentioned.

• Journal of The Korean Association For Science Education
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• v.16 no.3
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• pp.270-277
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• 1996

The purpose of this study is to classify and state of evaluating objectives using three-dimensional assessment framework of science inquiry. The first, as an attempt to provide a theoretical base for developing an assessment framework taxonomies and classificatory schemes of educational objectives were analyzed Bloom's taxonomy, Klopfer's specification, NAEP(National Assessment of Educational Progress), and APU(Assessment of Performance Unit) framework. The second, three-dimensional assessment framework use in this study has formed a clear definition of three-dimensional matrix. These three dimensions consists of content, context and process. The third, the model of three-dimensional taxonomy of science inquiry developed in this study is presented. In addition, an example of classification and statement of evaluating objectives based on the model is presented.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.591-612
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• 2008

In order to investigate the composition and characteristics of instructional objectives in a teaching-learning material for gifted elementary students in science, 217 instructional objectives across 13 themes in 4 areas of 'energy','materials', 'life' and 'earth' were analyzed by Bloom's revised taxonomy of educational objectives. Four types of factual, conceptual, procedural and meta-cognitive knowledge in knowledge dimension were all comprised in the objectives. Conceptual knowledge was primary constituent of the objectives and the proportion of factual knowledge was the least. On the other hand, all 6 categories of 'remember', 'understand', 'apply', 'analyze', 'evaluate' and 'create' in cognitive process dimension were also comprised in the objectives. The category of 'understand' was primary constituent and that of 'remember' was the least one. While conceptual knowledge in knowledge dimension was primary constituent of the objectives in 'energy', 'materials' and 'earth' areas, procedural knowledge was the most objectives in 'life' area. The least type of knowledge was factual knowledge in all 4 areas. In cognitive process dimension, the category of 'understand' was primary constituent and that of 'remember' was the least one in all 4 areas. In conclusion, it was showed that the instructional objectives in the teaching-learning material reflected the characteristics of educational objectives for gifted students in science.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.81-95
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• 1992

The purpose of the study is to specify the evaluative objectives of science process skills and to serve as an evaluative criterion for the development of university competency test. The followings are the results of this study. (l) Five steps as a teaching and learning model of science are suggested for the improvement of science inquiry skills. (2) Three dimensional taxomony was presented to evaluate the science process skills of university competency test. (3) Sixteen behavioral elements were selected from the science process model and defined operationally. (4) 146 evaluative objectives were specified according to each behavioral element based on the results presented above, the science inquiry model and the evaluative objectives wilt be contributed to teaching and learning strategies for the improvement of science process skills including basic concepts and contents, and problematic situation in science.

• Journal of Korean Library and Information Science Society
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• v.28
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• pp.355-383
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• 1998

In this study it is surveyed how the educational objectives of orientation in Library & Information Science under current school system should be formed and presented as follows; First, there are many obstacles in overcoming problems and setting successfully education of Library & Information Science under the school system by Ministry of Education. To get over this clear objectives and goals of education must be presented. According to clarified goal of education curriculums must be formed systematically. As a result it is suggested that setting goal of education emphasizing on paralleling of fortifying of theory and conducting practical business rather than training of Information specialist. Second, in analysis of curriculum of library & Information Science it is divided into five categories; (1) 'information organization', (2) 'reference/bibliographical information', (3) 'management of library/ information center', (4) 'informatics' (5) 'library & Information science in general', then courses of each category are arranged and analyzed. As a result balanced development among categories and education is required. In short educational goal of library & Information Science must show basic philosophy, ideal, and direction of education. In addition it is ideal that educational goal of Library & Information Science be presented concretely and in feasible way. Thus in this context the goal and objectives of library & Information Science must be devised and amended, su n.0, pplement as circumstances change.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.109-128
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• 1992

Elementary science textbooks are the major instructional materials which contain sceientific objectives to be acquired by students. The purpose of this study is to analyze the development system, to evaluate the inquiry activity in current elementary science testbooks, and to make suggestions for the improvement of them. The questionnaires were administered to 116 subjects that participated in development of the 5th elementary science textbooks, and 86 of the subjects responded. Based on the data gathered and analyzed in this study, the major findings are as follows. First, regarding the analysis and evaluation of elementary science textbooks. 1. The instructional objectives in elementary science textbooks are analyzed. The proportions of comprehension objectives is 38%, scientific inquiry process objectives 21%, experimental skills objectives 7%, scientific attitudes and interests objectives 4%. 2. The science concepts in elementary science textbooks of the 3rd grade required the preconcrete operational level(82%) and of the 6rd grade required the postconcrete operational level (73%) by J. Piaget 3. The inquiry activities in elementary science textbooks are emphasizing gathering and organizing results and evaluation, and hypothesizing and designing an experiment Inquiry index of the elementary science textbooks is 76. This is significantly higher than 35${\sim}$50 of America and U.K.. 4. The number of questions per class hour is mostly three, and most of them require the students to explain phenomena in nature or in experiment Second, regarding the development system of elementary science textbooks. 1. The budget for and the period of the development of elementary science textbook should be expanded. 2. For the improvement of elementary science textbooks, more abundant resources and time should be used for the basic study and the field trial of textbooks. 3. The elementary science textbook must include the affective objectives as well as the scientific knowledges and scientific inquiry skills. 4. It is not desirable to assign equal number of pages to the content of physics, chemistry, biology, and earth science. 5. Closer cooperation system is needed among the ministry of education, development research center and the field trial schools.