• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.178-193
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• 2023

The aim of this study was to investigate differences in the achievement standards from the 2015 to the 2022 revised national science curriculum and to present the implications for science teaching under the revised curriculum. Achievement standards relevant to primary science education were therefore extracted from the national curriculum documents; conceptual domains in the two curricula were analyzed for differences; various kinds of centrality were computed; and the Louvain algorithm was used to identify clusters. These methods revealed that, in the revised compared with the preceding curriculum, the total number of nodes and links had increased, while the number of achievement standards had decreased by 10 percent. In the revised curriculum, keywords relevant to procedural skills and behavior received more emphasis and were connected to collaborative learning and digital literacy. Observation, survey, and explanation remained important, but varied in application across the fields of science. Clustering revealed that the number of categories in each field of science remained mostly unchanged in the revised compared with the previous curriculum, but that each category highlighted different skills or behaviors. Based on those findings, some implications for science instruction in the classroom are discussed.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.229-255
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• 2020

In this study, considering the OECD's DeSeCo and 2030 projects, the curriculum to develop competency was expected to be more emphasized, and the evaluation standards of the 2015 revised mathematics curriculum for elementary school in Korea and the Australian curriculum were analyzed in depth. To this end, the capabilities newly emphasized in the OECD 2030 Project were examined in detail and examined how the Australian elementary school mathematics curriculum included capabilities in achievement standards and content descriptions. The achievement standards of elementary school mathematics curriculum in Korea and Australia were matched, and the contents of number and arithmetic domain were compared and analyzed, and the skill verbs included in the achievement standards were analyzed and compared to see how their competencies were reflected in the achievement standards. Based on the results of the analysis, implications for improving math achievement standards were derived to faithfully reflect the capabilities into the mathematics curriculum.

• 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 Practical Engineering Education
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• v.7 no.1
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• pp.67-76
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• 2015

National Competency Standard (NCS) is a national standard for competencies which are required of an employee to achieve his job successfully. For a university with four-year course, since there is no plan to redesign its subjects by applying NCS and some issues with regard to industrial aspects consistently incur, it should be verified that NCS can be applied to the curriculum of a university following the introduction to new National Qualification Test with the progress evaluation based on NCS. Thus, in this paper, we show the feasibility of applying NCS to the curriculum of a computer engineering department and present the redesign to curriculum using NCS.

• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.163-170
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• 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 Elementary Science Education
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• v.41 no.2
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• pp.217-235
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• 2022

This study aimed to analyze the changes in the physics curriculum of elementary schools over the past years and to discuss the issues faced by the science curriculum for elementary education prior to the next curriculum revision. We analyzed changes in the elements of the contents from the 7th curriculum to the 2015 revised curriculum and reviewed studies conducted after the revision in 2015. Additionally, three professors majoring in physics education discussed the results of the curriculum analysis. The result indicates that content of the physics curriculum for elementary education was generally reduced after the 7th curriculum. Specifically, difficult concepts were omitted or designated to a higher school level. Concerns related to the science curriculum pertain to the content adequacy and difficulty of the current curriculum, its relationship with mathematics, connection between the Nuri curriculum and the integrated curriculum for the 1st and 2nd grades, and the achievement standard predicate problem.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.173-185
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• 2022

The purpose of this study is to present a reflective review of the earth and universe units from the revised elementary curriculum of 2007-2015 and suggest changes in the 2022 revised curriculum. For this purpose, we conducted an FGI with earth science educators and elementary school teachers regarding the content elements and system, the achievement standards and inquiry activity composition, and the vertical and horizontal curriculum connectivity. Free response and weighted hierarchical analysis items were incorporated into the FGI to ensure logical consistency of the inductively derived improvement. This analysis revealed that the composition of units by grade group had been unevenly distributed among each of the "earth systems" until the 2015 revised curriculum was finalized. Furthermore, the basic concept was still insufficient. We suggest that achievement standards centered on the learning content and skills must state specific scientific core competencies, and inquiry activities should include rigorous critical thinking, student written responses, and student inquiry and analysis. In the hierarchical analysis items, FGI emphasized the inclusion of essential content elements rather than reduction of content elements, understanding-oriented concept learning rather than interest-centered phenomenon learning, basic concept division learning before integration between subjects, and expanding vertical-horizontal connectivity rather than repeating and advancing learning. There is a limit to the generalizing the suggestions proposed in this study to the common opinion of elementary earth science experts. However, since the main vision of the 2022 revised curriculum is to gather opinions through educational entities' participation in a variety of educational subjects, it is suggested that our results should be incorporated as one of the opinions proposed for the 2022 curriculum revision.

• Journal of Korean Society of Forest Science
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• v.110 no.4
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• pp.689-710
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• 2021

The purpose of this study was to analyze contents of the elementary school textbooks on 'Forest Education' based on the 2015 revised curriculum. This study is designed to determine the status of forest educationrelated content in the curriculum. Thetypesofforesteducationintextbooksweredividedintoanalysis. In addition, the standards of achievement of the curriculum were analyzed into the areas of forest education curriculum to determine the similarities between the curriculum and the achievement of forest education. This study shows that, first, the field of knowledge in forest education was included in all subjects and grades except mathematics. It noted that the curriculum includes areas of knowledge that directly convey knowledge related to forest education. This showed that the forest education knowledge area is linked to various courses. Second, the types of forest education included in the curriculum appeared differently depending on age. In the lower grades, there was the most information on the tools and sensibilities of forest education, and in the higher grades, the more knowledge and value-related areas were addressed. As the school year increases, so do forest education levels. Third, when analyzing the achievement criteria in the curriculum, the curriculum achievement criteria included key points in forest education. Thus, this study confirmed the link between the curriculum and forest education.

• Journal of Science Education
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• v.45 no.1
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• pp.1-10
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• 2021

In this study, we analyzed the relationship between the physical science domain of TIMSS 2019 and the Korean science curriculum. Twelve subjects are presented in the physical science domain of the TIMSS 2019 4th grade evaluation framework. Research group consisting of elementary and middle school teachers and science education experts, a total of 12, participated to analyze in which grade these subjects were included in the Korea 2009 revised and 2015 revised science curriculum. As a results of analyzing whether the achievement standards of the TIMSS 2019 evaluation framework and Korean science curriculum are consistent, the subjects pertinent to chemistry like 'chemical changes in everyday life,' 'heat transfer,' and 'electricity and simple electrical circuits' appeared not covered at all until the 4th grade curriculum in Korea. Given that the TIMSS 2019 evaluation framework is an international achievement standard, we are proposing to improve the Korean curriculum as follows: first, for the development of the next science curriculum, there is a need for science curriculum organized from the 1st grade of elementary school to connect the content and scope of chemistry in elementary, middle, and high schools as a whole including the Nuri curriculum. Second, as an alternative to the problem of suitability of learning volume and level of learning, it is possible to think of a method to readjust the grade of dealing with related concepts by lowering the difficulty or simplifying the concept. Third, it is necessary to discuss about introducing essential concepts and standard terms into Korea science curriculum according to international trends.

• Journal of Science Education
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• v.44 no.1
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• pp.15-37
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• 2020

Unlike Korean science curriculum's continued push for "relevance of contents" to reduce the burden of learning on students, IB DP (International Baccalaureate Diploma Programme) is chosen in many countries and the number of IB world schools continues to grow, although it contains not only a large amount of learning but a substantial amount of content that requires quantitative calculations. Through this study, we suggest implications for Korean science curriculum and textbook, by comparing the constructions of chapters, the achievement standards, the learning contents, and the formulas of physics textbook, focusing on the 'relativity' unit of the 2015 revised national curriculum and IB DP, and by analyzing the questions of college scholastic ability test (CSAT) and external assessment (EA).