• Proceedings of the Korean Society for the Gifted Conference
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• 2002.05a
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• pp.51-65
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• 2002

올 3월1일부터 영재교육진흥법이 시행됨에 따라 영재교육이 공교육차원에서 실시되는 전기를 마련하게 되었다. 그간 영재교육에 관해서는 필요성을 공감하면서 부작용을 우려하는 목소리가 있어 왔다. 그렇지만 1996년부터 판별도구 개발 및 영재교육 시행방안에 대한연구를 계속해왔고, 최근 사회의 급격한 변동, 그에 따라 우수인력의 중요성이 강조되면서 작년부터 관계부처간 협의 및 각계의견을 수렴하여 영재교육 추진방향을 정립하게 되었다. 특히 지난해에는 인적자원개발회의(의장: 교육부총리)에서 영재교육 추진방향에 대한 정부차원의 의견을 모으는 한편, 몇 십년 전부터 영재교육을 실시해온 미국을 각 시.도교육청 담당자들과 방문하여 수업현장을 살펴보고, 이스라엘 영재학교 교장을 면담하는 등으로 영재교육을 구체화하는 작업을 추진해 왔다. 이러한 과정을 거쳐 올 4월 10일 인적자원개발회의에 '영재의 조기발굴 및 육성에 관한 2002년도 국가인적자원개발 시행계획'을 보고하고, 5월3일자로 부산과학고를 영재학교로 지정하면서 영재교육은 교육정채그이 한 영역으로 자리잡게 되었다. 여기에서는 현재까지 정립된 국가차원의 영재교육 시행방안에 대한 설명과 함께 앞으로 영재교육이 공교육 제도 안에서 자리잡도록 하기 위한 과제에 대해서 논의하고자 한다.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.601-615
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• 1998

Establishing and evaluating science education policies and revising and monitoring the effectiveness of science curriculum should be based upon the results of systematic and scientific research studies. Advanced nations have already been administering and developing national level science assessments for these purposes. The science assessments administered in Korea have been reported having many limitations and problems, and not succeeded in providing data for science education policy making and curriculum reform. The major purpose of the study is developing national level science knowledge assessment system in order to identify longitudinal trends of elementary and secondary school students science knowledge achievements. The research team consisted of science education experts and teachers from various school levels, decided the directions and major elements of national level science knowledge assessment with the consultation of educational evaluation experts. Item developing ability of the researchers was improved by seminars? and workshops on national assessment in advanced nations and developing skills of writing science items. Nearly 500 items were developed and revised. Pilot test was administered with 958 students at various school levels. 380 items were selected and tested with 8766 students, and the characteristics were analyzed in terms of item response theory. The target populations for national level science knowledge assessment are 5th-grade of elementary school, 2nd-grade of middle school, 1st and 2nd-grade of high school students. The proper period for the assessment is February every year. Multi-stage clustered sampling method is desirable and rotated forms are recommendable for the test format. Bridge items should be introduced to compare the results of multiple tests, and various grades. Anchor items should also be used for longitudinal interpretations of the results. The items for elementary school require low to medium abilities, for middle school and first grade of high school require medium to high abilities and for 2nd-grade of high school high abilities. The discrimination ability of the items developed is high.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.342-356
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• 2001

Integrated science for high school is required in the present Korean National Sixth Curriculum and the Seventh Curriculum which will be effective in 2002. Currently, most science teachers in secondary school have concerns about teaching integrated science subjects and this continues to raise a significant problem for practical implementation of integrated science education in schools. In this paper, we discuss two reasons for these concerns that our analysis revealed: 1) Science teachers do not understand how to implement integrated science education and 2) there are insufficient teaching-learning materials supporting integrated science. Three different approaches to integration that have been suggested to overcome the problem of implementation are outlined here. They are the knowledge centered, social problem centered, and individual interest centered approaches. Reported here are the first two steps we undertook in preparation for testing the relative effectiveness of these approaches. First, we analyzed the content of the Korean Sixth and Seventh National Science Curricula, seven Korean integrated science text books, the American National Science Education Standards, and the American Association for the Advancement of Science Benchmarks looking for common themes. We identified in the analyzed materials the common themes: energy conservation, energy transformation, energy transport, energy degradation. We then used their energy related content to organize sets of concept structures, one set for each of the three approaches. These concept structures will provide the foundations for the development of integrated teaching-learning energy plans to be used in our research into the effectiveness of the approaches.

• The Science & Technology
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• v.12 no.5 s.120
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• pp.14-25
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• 1979

우리는 학교 교육과정에서 청소년들에게 과학기술에 관한 실기와 지식을 가르치는데 더욱 힘을 쏟아 어렷을 때부터 타고난 자질을 개발시켜야겠다. 특히 학교 과학교육은 과학기술 발전에 직접적으로 종사할 우수한 인재를 양성, 이들은 장차 국가발전에 동량이 되고있다. 따라서 우리는 이들 학생들에게 과학기술에 대한 거리감과 외경심을 없애주어 과학 기술을 일상생활과 밀착시켜 80년대의 고도산업사회와 근대화를 이룩하는 주역이 되도록 힘써야 하겠다. 그러자면 종래의 과학교육이 미치지 못했던 점을 보완, 과학과 인간 그리고 사회와의 관계를 깨우쳐 주어야 한다. 즉 우리 사회가 필요로 하는 과학교과내용으로 문명과 인간생활에 어떤 뜻을 가지고 있는가에 대해 가르쳐야 한다는 것이다. 따라서 과학이 사회에 미치는 경향을 이해한 학생들은 과학적인 태도가 몸에 배어 편견을 쉽게 물리칠 수 있을 것이고 지적인 향상을 가져와 새로운 사실을 소중히 여기며 창의성을 발휘하고 합리적인 생활을 도모할 수 있는 건전한 국민이 될 것이다. 그러면 전국민과학화 운동의 핵심적 역학을 맡고 있는 일선중학교 과학주임교사들에게 이의 효과적인 전개방향을 들어보기로 한다.

• Journal of the Korean earth science society
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• v.41 no.2
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• pp.155-175
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• 2020

The purpose of this study is to analyze the 2015 revised Science Curriculum and Environment Curriculum, and to provide implications for the correlation and complementarity between the two standards. For the analysis of the curriculum, the contents system of the two standards was reorganized based on the four categories of knowledge, attitude, inquiry, participation and practice, which are common literacy elements of science and environment, based on previous studies. Content Analysis was performed on content elements and detailed performance expectation. As a result of this study, there was a difference in terms of the core competencies and goals. The Environment Curriculum emphasized sustainable development and social participation while the Science Curriculum emphasized scientific inquiry and literacy. The contents system analysis results according to the four literacy factors are as follows. First, in terms of attitude, both standards deal with research ethics in common. However Environment Curriculum values learners' values and views on the environment more than Science Curriculum which emphasizes the science attitude as science investigators. Second, there was a serious problem in the knowledge linkage between two standards. In same grade groups, the level of content knowledge dealt in two standards was not consistent. Third, in the inquiry aspect, the Environment Curriculum deals with interdisciplinary topics in the purposefully designed inquiry unit, whereas the Science Curriculum presents various research activities based on related science concepts in every unit. Fourth, in the participation and practice aspect, the Environment Curriculum focused on participation and practice while the Science Curriculum focused on sustainable science and technology development and improvement, scientific interest and decision-making ability. This study provide implications for education for sustainable development(ESD) by providing the complementary potentials between Science Curriculum and Environment Curriculum.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.729-750
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• 2012

The purpose of this study was to develop science education content standards, to guide in developing k-12 national science curriculum, and to provide guidance for local districts and schools to effectively apply the national science curriculum to their school curriculum. We suggest ideas for science education content standards, describing how science education content standards would look through reviews of literature for background research, surveys, and interviews to set the frame, developing standards for each sub-component, and examining and revising. The science education content standards consist of situation, components, and performance. Situation refers to when, where, and how science was needed. Components refers to what kind of knowledge and what kind of process and understanding should be taught in school science, like Nature of Science, Scientific Creativity, Scientific Inquiry, & Disciplinary Core Ideas. Performance refers to what we would like to achieve through science education.

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

• Journal of The Korean Association For Science Education
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• v.43 no.1
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• pp.49-57
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• 2023

The purpose of this study is to analyze the school biology curriculum of the Royal Society of Biology (RSB) for school biology education in the United Kingdom (UK), and to examine the implications for Korean school biology education. The RSB school biology curriculum consists of three dimensions (the practices of biology, the concepts of biology, and the application of biology) and seven big questions. The contents of RSB school biology curriculum are structured according to age, 5-11, 11-16, and 16-19. The practices of biology of the UK RSB school biology curriculum emphasize biology activities should be linked to other communities and communicated and shared through evidence-based discussions. The concepts of biology dimension of the UK RSB school biology curriculum systematized the contents to be detailed considering school-level and ages with 5-7, 7-11, 11-14, 14-16, and 16-19 years old. The UK RSB biology curriculum is composed of human health, biological structure and function, biological growth and reproduction, and biological coexistence, showing a significant difference from Korean national curriculum when comparing the content elements with the core concepts of biology. In terms of the application of biology of the RSB school biology curriculum, three themes were commonly applied to all students, regardless of school level or age, such as development of application methods to promote health and environmental welfare, evaluation of the impact and application of biology knowledge. However, the content elements of the three themes were systematized according to the ages of 5-11, 11-16, and 16-19 years old. It is necessary to reorganize the contents of biology curriculum in Korea by referring to the content system of the UK RSB biology curriculum and to research ways to strengthen connectivity according to age or school level as well as dimensions and big questions.

• Proceedings of the Korean Society of Computer Information Conference
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• 2015.01a
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• pp.129-131
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• 2015

정보 사회는 컴퓨터 과학이 실생활 뿐 아니라 모든 학문 분야의 기반이 되는 사회이다. 자원이 부족한 우리나라는 핵심 학문 분야의 인재 양성이 국가 경쟁력을 강화할 수 있는 원동력이 되기 때문에 컴퓨터 과학 분야의 인재를 양성하기 위한 정보 교육의 중요성이 더욱 커지고 있다. 이러한 일환으로 2015 개정 교육과정에서는 정보 교육을 필수화하였고 어떻게 가르칠 것인가에 대한 많은 연구가 진행되고 있다. 교과서는 학습자의 가장 기본적인 학습 도구가 되는 것으로 어떤 지식을 어떻게 가르칠 것인가를 포함하고 있기 때문에 그 구성은 매우 중요하다. 따라서 본 연구에서는 컴퓨터 과학을 인력 양성을 위한 중요한 학문으로 인식하고 정보 교육의 활성화를 추진하여 실천하고 있는 영국의 교과서를 분석하고 우리나라에 주는 시사점을 제시하였다.

• 대한공업교육학회지
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• v.35 no.2
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• pp.70-81
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• 2010

The purpose of this study is to introduce formation 'International framework curriculum for a Master Degree for TVET teachers and lectures' to present implications about fostering Chinese vocational teachers and to analyze the contents related to it. In 2004, UNFSCO composed formation International framework curriculum for a Master Degree for TVET teachers and lectures ("framework curriculum") to improve the ability of professionals in the vocational education and training fields including teachers and training leaders as well as to promote international academic exchange. Universities which introduce the framework curriculum should form specialized committee and carry out education considering the specific situation including other universities' situation, students' ability, educational certification system, etc. The framework curriculum should include the latest trends of the development of international vocational education science and carry out united educational learning between several internal or external high schools. UNFSCO tries to promote the development of educational learning and study of basic departments of vocational education such as vocational educational learning theory, vocational science, etc through the framework curriculum and to improve knowledge of vocational educational teachers and realize specialization of them. The number of universities that established the master's degree of vocational education in China is approx. 20 and the number of students that they collect every year. As for the plans of the master's degree of vocational teachers in each university, the courses about the practical problems like educational courses and educational learning are insufficient. But the framework curriculum thinks that educational learning of application theory is more important and emphasizes practice about the specific area and educational learning much more. Utilization of preceding experiences of advanced countries has the important meaning in search of models that foster Chinese vocational teachers and departmental system. The framework curriculum implies several useful points in installment of majors and educational process of the process that fosters Chinese vocational teachers.