• Title/Summary/Keyword: Science curriculum

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A Study On the Connection Between the Computer Science Education Curriculum of University and that of Primary and Secondary School (초·중등학교와 대학교의 컴퓨터교과 교육과정 연계 연구)

  • Kang, Shin-Cheon
    • The Journal of Korean Association of Computer Education
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    • v.9 no.3
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    • pp.29-45
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    • 2006
  • The IT(Information Technology) is very important growth power in the knowledge information based society. But there is nothing an educational program or system for putting the computer science education in the primary and secondary school into practice. We can talk this problem because of the national curriculum. This existing state brings to a conclusion not only to the political and administrative support but also to the national curriculum. These internal problems are two. First problem is the content in the computer textbook. And second problem is the connection between the computer science education curriculum of university and that of primary and secondary school. This study analyzed the relation about it. And this study suggested the ideal method for connecting those of them. Finally, the results of this study are two. First result is the necessary to reconstruct the domain knowledge of the computer based on the computer science for getting the identity. And second result is necessary to connect between the domain knowledge of the computer based on the computer science identity of university and that of primary and secondary school.

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Development of the Middle School Science Curriculum to Enhance Creative Problem-Solving Abilities (창의적 문제 해결력 신장을 위한 중학교 과학 교육과정 개발)

  • Cho, Youn-Soon;Choi, Kyung-Hee
    • Journal of The Korean Association For Science Education
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    • v.20 no.2
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    • pp.329-343
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    • 2000
  • The purpose of this study is to develop the middle school science curriculum to enhance creative problem-solving abilities. The reconstructed curriculum consisted of three big components, that is, scientific knowledge, process skills, and creative thinking skills. Five themes have been selected to incorporate with four areas of the middle school science curriculum, namely, physics, chemistry, biology, earth science. The five themes are structure, change, interaction, energy, and stability. Based upon these five themes, the individual or separated scientific knowledges of learners can be put into the unified knowledges. The process skills were observing, measuring, classifying, communicating, inferring, predicting, variable differentiating controling, data gathering analysis, establishing hypotheses, experiment design, and experimenting. Creative thinking skills include divergent and critical thinking. The finally developed curriculum is presented in the form of matrix.

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Radiological Science Curriculum on the Digital Radiology Environments : Problems and Suggestions (디지털 방사선 환경에서의 방사선학과의 교육과정에 대한 현황과 개선 방향)

  • Kim, Chang-Soo;Kim, Hwa-Gon
    • Journal of radiological science and technology
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    • v.28 no.2
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    • pp.129-135
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    • 2005
  • IT communication industries of current society are developed in enormous growth, our country leading the world in the number of super high speed internet equipments in use. In the pride oneself on communication network of those, mobile terminal technology and wireless phone production hold a high rank. Data communication and networking may be the fastest growing technologies in our culture today. In this way, IT fields conjugated in the daily quick, the fact that department of radiological science didn't discharged one's duties on current IT education. The curriculum of radiological technologists that play an important part between skill and occupation's education as major and personality didn't performed one's part most effectively on current IT environments and digital radiological equipments interface. Therefore, in this paper current curriculum of radiological science are catched hold of trend and problems on digital radiology environments, on fact the present state of problems, for radiological engineering and HIS manager, new curriculum course are suggested a reform measure of culture and major education curriculum introduction.

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Analysis of Reading Materials Presented in Chemistry and Science Textbooks and Survey on Utilization Reading Materials (화학 및 과학 교과서에 기술된 읽기자료 분석 및 활용도 조사)

  • Lim, Mi-Kyung;Yoo, Mi-Hyun;Nam, Seok-Hyun
    • Journal of Science Education
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    • v.36 no.1
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    • pp.69-83
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    • 2012
  • The purpose of this study was to analyze the reading materials in 7th curriculum and 2009 revised high school chemistry I textbook for identifying the problems of reading material presented in science textbooks and to investigate science teachers' recognition about utilization reading materials in science textbook. For this purpose, each four 7th curriculum and 2009 revised high school chemistry I textbook were analyzed according to the number of reading materials, the type of contents and the type of students' activities. In addition, the secondary school science teachers' recognition about utilization reading materials in science textbook was investigated. The results were as follows: First, anylizing reading materials in chemistry I textbooks showed that and the rate of reading materials were presented from 7.9 to 17.1% in 7th curriculum and from 20.6 to 28.2% in 2009 revised curriculum textbook. It implies that the rate of reading materials in 2009 revised textbooks increases more than those in 7th curriculum textbook. The result of analyzing the type of contents, 'life sciences' was the largest proportion with 34.3 % in the 7th curriculum chemistry I, but 'enrichment and supplement of knowledge' was the largest proportion with 23.7% in 2009 revised curriculum. Analyzing the type of student activities, only 13% of the reading materials in 7th National Curriculum textbook was found to be inquiry type, but 35% of the reading materials in the 2009 revised curriculum. appears to be inquiry type. It suggested that the curriculum objectives was reflected in the textbook. Second, investigating recognition of teachers' perceptions of utilization science textbooks, 67% teachers responded that they used the reading materials in their science class, but teachers who didn't use the reading materials was almost 33%. A large number of teachers responded that the reading materials associated with the real-life needed for integrated education and thought that the reading materials about 'life and science' should be included in the science textbooks.

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Analysis of Features of Korean Fourth Grade Students' TIMSS Science Achievement in Content Domains with Curriculum Change (교육과정 변화에 따른 우리나라 초등학교 4학년 학생들의 TIMSS 과학 내용영역별 성취 특성 분석)

  • Kwak, Youngsun
    • Journal of The Korean Association For Science Education
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    • v.37 no.4
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    • pp.599-609
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    • 2017
  • The goal of this research is to analyze the trend of Korean fourth grade students' achievement in TIMSS 2011 and TIMSS 2015 science content domains and to suggest implications for science curriculum and teaching & learning improvement. With four elementary science teachers and three science educators, we analyzed Korean fourth grade students' percentage of correct responses in TIMSS 2015 science content and cognitive domains, and conducted item-curriculum matching analysis for test items. According to the results, Korean students performed relatively better in test topics covered in the science curriculum for 3-4 grades regardless of the science content domain (i.e., Life science, Physical science, or Earth science). Korean students showed low percentage of correct answers for items related to such topics as heat conduction, the action of electricity, the motion of the earth and the moon, etc., which were covered in the 5th-6th grades in the 2009 revised curriculum. For science cognitive domains, Korean students' achievement dropped significantly in reasoning between TIMSS 2011 and TIMSS 2015. Discussed in the conclusion are implications to reconstruct elementary school science curriculum, and ways to improve science teaching and learning.

Ways to Restructure Science Convergence Elective Courses in Preparation for the High School Credit System and the 2022 Revised Curriculum (고교학점제와 2022 개정 교육과정에 대비한 과학과 융합선택과목 재구조화 방안 탐색)

  • Kwak, Youngsun
    • Journal of the Korean Society of Earth Science Education
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    • v.14 no.2
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    • pp.112-122
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    • 2021
  • The goal of this study is to explore ways to restructure Convergence Elective Courses in science in preparation for the high school credit system, ahead of the 2022 revised science curriculum. This study started from the problem that the 2015 revised science curriculum has not guaranteed science subject choice for students with non-science/engineering career aptitudes. To this end, a survey was conducted by randomly sampling high schools across the country. A total of 1,738 students responded to the questionnaire of 3 science elective courses such as Science History, Life & Science, Convergence Science. In addition, in-depth interviews with 12 science teachers were conducted to examine the field operation of these three courses, which will be classified and revised as Convergence Elective subjects in the 2022 revised curriculum. According to the results of the study, high school students perceive these three courses as science literacy courses, and find these difficult to learn due to lack of personal interest, and difficulties in content itself. The reason students choose these three courses is mainly because they have aptitude for science, or these courses have connection with their desired career path. Teachers explained that students mainly choose Life & Science, and both teachers and students avoid Science History because the course content is difficult. Based on the research results, we suggested ways to restructure Convergence Electives for the 2022 revised curriculum including developing convergence electives composed of interdisciplinary convergence core concepts with high content accessibility, developing convergence electives with core concepts related to AI or advanced science, developing module-based courses, and supporting professional development of teachers who will teach interdisciplinary convergence electives.

Analysis of Enacted Curriculum through Classroom Observation of Integrated Science Teaching in 2015 Revised Curriculum (2015개정 통합과학 수업관찰을 통한 실행된 교육과정 분석)

  • Kwak, Youngsun;Shin, Youngjoon
    • Journal of The Korean Association For Science Education
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    • v.39 no.3
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    • pp.379-388
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    • 2019
  • The purpose of this study is to derive implications for support plans for the settlement of the Integrated Science subject based on observations and analyses of integrated science lessons implemented in schools since 2018. For this purpose, we observed and analyzed the lessons for the same achievement standard [10 Integrated Science 07-01] implemented by four science teachers with different science majors. The features of integrated science classes were analyzed in light of curriculum reconstruction, science competency development, learner-centered participatory instruction, and process-centered evaluation aspects. For example, in terms of curriculum reconstruction, science teachers have been reorganizing achievement standards into three/four lessons, optimizing learning contents based on core concepts, and helping students' understanding of cross-cutting concepts between science areas. Regarding science competency development, teachers focused their instruction on students' cultivation of diverse science competencies closely related to the achievement standard and development of the epistemology of science. In addition, teachers emphasized student activities and teachers' role as facilitator of learning to create learner-centered participatory classes, as well as assessment during lessons with feedbacks, etc. Based on the results, we suggested and discussed ways to support the settlement of the integrated science curriculum including the need for a teacher learning community, support for process-centered assessment, and the need to develop an authentic integrated science curriculum.

Analysis of Inquiry Activities Related to Metabolism Presented in Life Science Textbooks Developed According to the National Common Basic Curriculum (국민공통기본교육과정 과학과 생명영역 물질대사 관련 탐구활동 분석)

  • Shim, Kew-Cheol;An, Joong-Eim;Kim, Hyun-Sup
    • Journal of The Korean Association For Science Education
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    • v.24 no.2
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    • pp.202-212
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    • 2004
  • The purpose of this study was to examine the connection among inquiry activities related to 'Metabolism' presented in life science textbooks developed according to the national common basic curriculum. To perform this, the type, process and context of inquiry activities of life science textbooks were analyzed. The number of inquiry activities is gradually increased from elementary to secondary school. As result of analysis, types, processes and skills, and context of inquiry were not balanced according to textbooks and school levels. It is suggested that the framework of evaluating inquiry activities based on curriculum objectives be provided when developing science textbooks. It also implies that teachers need to reconstruct inquiry contents and activities suitable to school situations when they teach in the real fields of education.

Analysis of Teachers' Perceptions on the Subject Competencies of Integrated Science (통합과학 교과 역량에 대한 교사들의 인식 분석)

  • Ahn, Yumin;Byun, Taejin
    • Journal of The Korean Association For Science Education
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    • v.40 no.2
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    • pp.97-111
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    • 2020
  • In the 2015 revised curriculum, 'Integrated Science' was established to increase convergent thinking and designated as a common subject for all students to learn, regardless of career. In addition, the 2015 revised curriculum introduced 'competence' as a distinctive feature from the previous curriculum. In the 2015 revised curriculum, competencies are divided into core competencies of cross-curricular character and subject competencies based on academic knowledge and skills of the subject. The science curriculum contains five subject competencies: scientific thinking, scientific inquiry, scientific problem solving, scientific communication, scientific participation and life-long learning. However, the description of competencies in curriculum documents is insufficient, and experts' perceptions of competencies are not uniform. Therefore, this study examines the perceptions of science subjects in science high school teachers by deciding that comprehension of competencies should be preceded in order for competency-based education to be properly applied to school sites. First, we analyzed the relationship between achievement standards and subject competencies of integrated science through the operation of an expert working group with a high understanding of the integrated science achievement standards. Next, 31 high school science teachers examined the perception of the five subject competencies through a descriptive questionnaire. The semantic network analysis has been utilized to analyze the teachers' responses. The results of the analysis showed that the three curriculum competencies of scientific inquiry, scientific communication, scientific participation and life-long learning ability are similar to the definitions of teachers and curriculum documents, but in the case of scientific thinking and scientific problem solving, there are some gaps in perception and definition in curriculum documents. In addition, the results of the comprehensive analysis of teachers' perceptions on the five competencies show that the five curriculum competencies are more relevant than mutually exclusive or independent.

Study for Curriculum Evaluation of the College of Nursing, Seoul National University: Focusing on the Health Promotion (건강증진 중심의 학부 교과과정에 관한 평가연구)

  • Park, Sung-Ae;Park, Jung-Ho;Hong, Kyung-Ja;Yun, Soon-Nyung;Lee, In-Sook;Park, Hyeoun-Ae
    • Perspectives in Nursing Science
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    • v.1 no.1
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    • pp.66-84
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    • 2004
  • The purpose of this study is to evaluate the revised curriculum of the college of nursing, Seoul National University. This curriculum was consisted of three conceptual framework: health promotion, illness care and professional development. Especially it is intended to enhance the ability in solving health problem by focusing on the topic of health promotion. Further, the curriculum is strengthening on the professional development through encouraging scholarly inquiry of students. The result of survey was as follows: 1) Is the curriculum focusing on the health promotion generally? - 81.2% of graduates answered positively. 2) Is the curriculum reflecting on the six aims of the education for the college if nursing? - 64.6% of graduates answered positively. 3) Is the curriculum reflecting on the concept of health promotion properly? - 72.8% of faculty answered positively. 4) Did the curriculum achieve the six aims of college of nursing effectively? - 82.6% of faculty answered positively. 5) Was the lecture of each subject in the new curriculum given with focus on the concept of health promotion? - 60.9 % answered affirmatively 6) Did the optional subjects achieve the goal of professional development effectively? - 83% of faculty answered affirmatively.

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