• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.1-18
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• 2022

The two most influential rationales for the 21^st century science curriculum reform can be said to be core competence and scientific literacy. However, the relationship between the two has not been scrutinized but remained speculative - and this has made the harmonization of the general guideline and subject-matter curriculum difficult in Korean national curriculum system. This study compares the two discourses to derive implications for future science curriculum development. This study took a literature research approach. In chapter II, national curriculum or standards, position papers, and research articles were reviewed to delineate the historical development of the discourses. In chapter III and IV, the intersections of those two discourses are delineated. In chapter III, the commonalities of the two discourses are explicated with regard to crisis rhetoric, multi-faceted meanings (individual, community, and global aspects), organization of subject-matter content and teaching and learning method, and the role of high-stake exams. In chapter IV, their respective strengths and weaknesses are juxtaposed. In chapter V, it is suggested that understanding scientific literacy and core competence discourses to have a family resemblance as 21^st century science curriculum reform rationale, after Wittgenstein and Kuhn. Finally, the ways to resolve the conflict between the two ideas from the general guideline and subject-matter curriculum over crisis rhetoric were explored.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.135-145
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• 2016

The purpose of this study is to investigate elementary teachers' views on the democratic scientific inquiry and the methods for promotion of democratic citizenship in science classroom, and to conduct exploratory discussions about science classroom for promotion of democratic citizenship based on their views. Data were collected from 96 elementary teachers. AS results show, the elementary teachers in the study thought that the features of democratic scientific inquiry was 'communication and cooperation', 'autonomy and fairness', and 'contribution to the benefit of mankind and society'. In addition, the participants regarded the 'inquiry/activity focused on communication and cooperation' as the best method for promotion of democratic citizenship in science classrooms. Finally, several suggestions on the science education for promotion of democratic civic literacy and the democratic inquiry were given.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.269-275
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• 2016

This study is conducted to search about changing earth science contents influenced by the scientific literacy from the 7th curriculum to the 2015 revised curriculum. Earth science area is divided into astronomy, geology, meteorology and oceanography contents. Among the elements of scientific literacy, the contents were analyzed focusing on STS elements. In the astronomical and meteorological content areas, there were aspects of scientific literacy in all periods from the 7th to the 2015 revised curriculum. Except for the 2007 revised curriculum in the geological area and the 7th curriculum in the oceanographic content area, the aspects of scientific literacy appeared at all times. It is emphasized the usefulness of science and technology in the astronomical content area and the use of science in everyday life in geological and meteorological content area. In the oceanographic content area, it is emphasized that content of science related social issue such as resource shortage and environmental pollution. This study can be extended to the fields of physics, chemistry and life science, we suggest to inquire the scientific literacy as a integrated science.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.510-519
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• 2021

This study investigated the effect of maker education on the scientific attitude and energy literacy of elementary school students. The subjects of this study were 23 6th grade students, 13 male students and 10 female students, in a B Metropolitan city elementary school. Students' scientific attitude and energy literacy was observed before and after the introduction of maker education into energy education class. The results of this study were as follows. First, energy education using maker education had a positive effect on elementary school students' scientific attitude; there was a significant improvement in curiosity, openness, critical thinking, cooperation, spontaneity, persistence, and creativity. Second, maker education had a positive effect on the energy literacy of elementary school students. There was a significant improvement in all components of energy literacy.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.850-869
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• 2010

This study investigated middle and high school students' perceptions of scientific literacy in the $21^{st}$ century through the survey. Subjects were 952 students from 13 participating schools. 482 middle school students and 470 high school students, 471 male students and 481 female were involved. The survey questionnaire asked which elements they thought would be important to be scientifically literate in the $21^{st}$ century and why they chose the elements. The results showed that most of the students tended to focus on orientation, content knowledge, and mindset. A large portion of female students showed orientation was the most important element. On the other hand, male students showed that scientific knowledge as well as orientation was important.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.789-804
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• 2012

We developed $21^{st}$ century scientific literacy assessment instrument and applied it to explore the contents of seven Korean science textbooks. The $21^{st}$ century scientific literacy assessment instrument involved three dimensions (habits of mind, character and values, science as human endeavor). Each dimension consists of three sub-dimensions. Five science education experts assessed the content of textbook using criteria. We discussed issues in which the examiners responses did not match and reached an agreement on initial disagreement. As a result, we found that most Korean textbook contained contents on habits of mind, especially, communication, collaboration, and information management. We also found that most materials lacked information about character and values and science as human endeavor. Based on the result, we suggest that researchers and science educators need to consider all dimensions of the $21^{st}$ century scientific literacy when they develop curriculum and teaching materials. In addition, the rubric for $21^{st}$ century scientific literacy can be adopted as an assessment tool for examining curriculum, teaching materials.

• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.502-502
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• 2023

지난 140여년(1880~2022)간 지구의 연평균 기온은 약 1.5℃ 상승하였다. 이에 따라 폭염, 홍수, 가뭄 등 이상기후 발생이 급증하고 있으며, 생태계가 급격히 변화하여 담수호의 산소량 또한 급속히 감소하고 있다. 소양호는 총길이 60 km, 유역면적 2.703 km², 최대저수량 29억톤으로, 유역면적은 북한강 유역의 25%에 달하며 북한강 상류에 위치하고 있는 국내 최대의 인공호이다. 따라서 소양호 유역의 관리는 북한강 유역의 수질 관리와 수도권 수자원 공급의 핵심 중 하나라고 볼 수 있다. 그러나 기후변화에 따라 소양호의 성층현상에도 변동이 생겼을 것으로 판단되고 있다. 호소의 성층현상은 수심에 따른 온도의 변화로 발생하는 현상으로, 성층현상이 심하면 유체는 연직운동이 제한되고 상대적으로 수평방향 운동이 활발해진다. 소양호는 수심이 매우 깊으며, 열용량이 크기 때문에 여름에 성층이 형성되는 온대일순환호(warm monomictic lake)로 분리된다. 성층현상이 심하면 호소 하부의 저층에서는 용존산소가 거의 없어 혐기성 상태가 되고, 침전된 유기물이 혐기성 미생물에 의해 분해되기 때문에 수질은 크게 악화된다. 따라서 본 연구는 30년간의 소양호의 수온과 DO의 변동을 분석하여 성층현상의 변동성을 파악하고자 하였다. 이에 따라 약 30년간(1993년 1월~2022년 12월) 0~90 m까지 측정한 수온, DO 데이터를 이용하였다. 데이터는 매달 최소 1회~최대 5회 측정된 자료 중 가장 수심이 깊게 측정된 날의 자료를 이용하였다. 1월과 2월의 데이터는 동절기로 인해 소양호 조사를 실시할 수 없어 제외하였다. 수온의 경우 30년간 서서히 증가하는 경향을 보였으며 0~90m 전반에 걸쳐서도 대체로 증가하는 경향을 보였다. 또한 6월에 성층현상이 더 심해지고, 겨울에는 연직운동이 감소하는 모습을 보였다. DO의 경우 용존산소가 중층에서 최저를 보이는 Metalimnetic oxygen minimum을 보였으며, 2008년까지는 거의 매년 농도 2.0mg/L 이하인 달이 있었으나 그 이후에는 회복되어 대부분 2.0 mg/L 이상을 보였다. 그러나 심층의 경우에는 2014년부터 DO 농도 3 미만으로 떨어지는 경우가 증가하였다.

• Journal of Science Education
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• v.39 no.2
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• pp.290-305
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• 2015

In this study, we analyzed exhibitions and programs of Daegu National Science Museum in terms of levels of science communication and domains of scientific literacy. Also, we surveyed visitors' perceptions on the exhibitions. As results of analysis on science communication level, 48.3% of exhibitions and programs corresponded to the 1st generation level, 49.0% corresponded to the 2nd generation level, and 2.7% corresponded to the 3rd generation level. In terms of domains of scientific literacy, the contents on 'design world' and 'the nature of technology' got a majority. Also, the results of visitors' perceptions on the exhibitions showed they preferred active exhibitions, that is the 2nd generation. It is recommended to develop more 3rd generation exhibitions and programs based on the paradigm shift about the role of science museums. And it is also recommended to carry out the task to raise consciousness of citizens about scientific literacy and science communication.

• Journal of the Korean earth science society
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• v.29 no.7
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• pp.602-616
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• 2008

The purpose of this study is to investigate the influence of global science literacy-oriented instruction on students' views of the nature of science. The participants were 65 male students in 8th grade, and they were taught for five weeks about the Unit of "Earth and Star" that was designed based on global science literacy. Survey was conducted to determine the students' views of the nature of science before and after the instruction. Results revealed that it was hard to change students' views of the nature of science during the short period of time; however, in the sociological aspect, the students acquired relatively more improved students' views of the nature of science than the other aspects including philosophical, psychological, and historical aspects.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.55-70
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• 2013

This study tried to redesign a robot curriculum and proposed it for the purpose of enhancing, supporting sustainable development of robot in educations. For doing so, this study referred relevant existing literacy contents at robot literacy educations, and defined a robot literacy education. In addition, this study presented elements of robot literacy by dividing them into five kinds. In relation with the scope of robot literacy education suggested here, this study proposed basic robot area, measurement and observation along with robots based on three elements of robotics, movement and expression made by robots, my own robot design, and comprehensive activity area. Regarding to development stages of robot literacy, the study applied the classical model of curriculum development by Tyler (1949), and intended to secure validity and reliability on the curriculum composition, and then developed a curriculum after analyzing mathematics and science curriculums in existing elementary, middle schools accordingly.