Revised Science Curriculum Research Articles

Analysis of Summative Evaluation Questions for Life Science I based on the Understanding Aspects of Wiggins & McTighe

The purpose of this study is to analyze the Life Science Ⅰ summative evaluation questions in aspects of Wiggins & McTighe's understanding. For this purpose, we collected evaluation questions for Life Science I conducted regularly from 2019 to 2022 in 12 high schools in Metropolitan D. There were a total of 4,289 collected summative evaluation questions. Based on the understanding aspect analysis framework, the summative evaluation questions were classified into frequencies by year and unit, and the statistical differences in the understanding aspect frequency by year and unit were analyzed. The results of this study are as follows. First, the Life Science I summative evaluation questions are focused only on some aspects of understanding. Second, there was no change in the evaluation strategy for Life Science I. Based on this, it will expected that the evaluation of life sciences conducted in the 2022 revised science curriculum will be evaluated on more diverse aspects rather than focusing only on the aspects of explanation and application. In addition, it will expected that not only the basic concepts will be acquired, but also an evaluation that is appropriate for the characteristics of the unit and changes over time.

An Analysis of the Definitions and Components of Science Career Aptitude in Science Education

The most fundamental consideration when student’s selecting a science-related career is aptitude for science. Therefore, this study analyzed the definitions and components of each concept presented in literature related to science, career, and aptitude. Then, using the 2022 revised science curriculum and the PISA 2025 science framework, we derived the definitions and components of science career aptitude. According to the analysis results, science means both understanding and generating knowledge about natural phenomena. And, a career is defined as both personal life and work. In addition, we concluded that aptitude is the potential to acquire and develop specific abilities in an appropriate environment. Therefore, science career aptitude can be described as the potential to acquire and develop the ability to understand and generate knowledge about natural phenomena in one’s life and work. In this view, science career aptitude in science education can be defined as the cognitive and noncognitive potential to acquire and develop the ability to understand and generate scientific knowledge in life and work. The results of this study may be contributed to provide a criteria for the diagnosis and evaluation of science career aptitude.

2015 개정 교육과정의 통합과학 교과에 대한 학생들의 인식 비교 분석

The purpose of this study was to confirm whether high school students' perceptions of integrated science meet the goal and nature of the 2015 revised science curriculum. The subject of this study was collected from 231 high school students in G-si, Gyeongsangbuk-do. The results are as follows. First, high school students perceived integrated science subject as difficult and uninteresting. However, it was confirmed that students thought the subject was important for university admission and future career decisions. Additionally, students recognized that integrated science is helpful in understanding various scientific contents because it combines various areas of science. However, students thought that the content of Integrated science was complex and did not think that all students must know it. Second, in terms of the need for integrated science, students recognized that it was more necessary to separate each field of science and study by area rather than learning integrated. In addition, students believed that it was necessary to learn scientific content by integrating with areas other than science, such as AI, engineering, and art. Third, in terms of the effectiveness of integrated science classes, students perceived that their attitude toward scientifically solving individual and social problems needed to be developed through integrated science classes. On the other hand, students thought that their scientific knowledge increased through integrated science classes. Based on the results of this study, the application of the 2022 revised curriculum can be applied effectively.

2022 Revised Curriculum and Secondary School Physics Education

A curriculum is broadly defined as ‘the totality of student experiences that occur in the educational process’, which starts from the basic questions of why, what, when, and how to teach students, and can be said to be a ‘practical act of selecting, organizing, executing, evaluating, and improving learning experiences to be provided to learners.’ A curriculum must begin with concerns about what kind of learning experiences students need in the near future society in which they will live. Therefore, the curriculum is not fixed, but can change according to the orientation of school education and social changes required by the times. In case of Korea, the government has revised the national curriculum several times in accordance with social changes and demands. Most recently, the Ministry of Education announced ‘2022 Revised Curriculum’, aimed at ‘cultivating competencies’ to prepare for the future society. In this paper, the main contents and characteristics of the 2022 revised science curriculum are introduced, focusing on physics in middle school and high school.

A Phenomenological Approach to the 2022 Revised Science Curriculum Development Experience in the Posthuman New Materialism Era

본 연구에서는 2022 개정 과학과 교육과정 시안 개발 및 교육과정 글쓰기에 참여한 연구자의 체험을 현상학적 접근을 통해 해체적으로 분석하였다. 본 연구의 주요 목적은 현상학적 접근의 특징을 살려서 연구 참여자로서 체험한 것의 의미를 드러내고, ‘과학과 교육과정이라는 글쓰기’의 의미 본질을 기술하려는 것이다. 이를 위해 2022 개정 과학과 교육과정 개발의 상황맥락을 소개하였다. 이어서 과학과 교육과정에 대한 연구자의 글쓰기 체험과 총론 지침에 대한 해체적 읽기 체험의 의미를 (1) 변혁적 역량과 과학과 교육과정, (2) 포스트휴머니즘 시대의 생태전환교육, (3) 인류세 담론과 과학과 교육과정이라는 세 가지 주제로 제시하였다. 물론 이 세 가지로 교육과정 개발 연구 체험의 본질을 모두 드러낼 수는 없을 것이다. 결국 포스트휴먼적 생태주의 패러다임에서는 누가 행위주체성을 가지는지, 그리고 새로운 형상과 잠재성을 현실화하는 변혁적 역량이 무엇인지를 해체적으로 접근하도록 요청하였다. 교육과정 개정 연구 참여 체험에 대한 성찰과 제언으로 교육과정 개발을 둘러싼 담론적 실천과 써지는(writerly) 텍스트로서의 교육과정을 논의하였다.In this study, the experiences of a researcher, who participated in the development of the 2022 revised science curriculum and the curriculum writing, were analyzed deconstructively through a phenomenological approach. The main purpose of this study is to reveal the meaning of the experience as a research participant by utilizing the characteristics of the phenomenological approach and to describe the essence of the meaning of 'writing science curriculum'. First, the context of the development of the 2022 revised science curriculum was presented. In addition, the meaning of the researcher's experience of writing the science curriculum and the deconstructive reading of the MOE’s general guidelines were analyzed (1) transformative competency and science curriculum, (2) ecological transformation education in the posthuman era, (3) Anthropocene discourse. and science curriculum were presented as three themes. It is not possible to reveal all the essence of the curriculum development experience through these three themes. After all, the posthuman ecological paradigm requested a deconstructive approach to who are agencies and what is the transformative competency that demands the realization of new forms and virtualities. As reflections and suggestions, discussed are the discursive practice surrounding the curriculum development, and the curriculum as a writely text.

Appropriateness of Inquiry Activities Presented in Life Science I of the 2015 Revised Science Curriculum

Appropriateness of Inquiry Activities Presented in Life Science I of the 2015 Revised Science Curriculum

Digital Literacy in the 2015 and 2022 Revised Science Curriculum: Emphasis on Elementary Science

This study compared the characteristics of digital literacy in the 2022 revised science curriculum to the 2015 revised science curriculum for elementary school. In the aspects of the overview, achievement standards, teaching-learning and evaluation method in 2015 and 2022 revised science curriculum documents, the content related to digital literacy was compared. The 2015 revised curriculum offered at the level use of audio-visual tools or Internet data. The 2022 revised curriculum, in contrast, promotes digital literacy instruction and is enlarged and highlighted the use of smart devices, digital devices, softwares, and data sharing through social network platforms. The clear direction and emphasis were more than the 2015 curriculum appeared in grade 5th-6th achievement standards. In the directions and method of teaching and learning, the 2022 revised curriculum offers more diverse and particular teaching and learning for digital literacy in response to changes in the digital education environment. In the aspect of evaluation direction, digital literacy–related contents were not specifically presented in the 2015 revised curriculum, however, evaluation methods or evaluation tools using digital educational environments such as online learning support tools are covered in the 2022 revised curriculum.

2015 개정 과학과 교육과정 속 첨단과학기술 내용 분석

Objectives In modern society, which is continuously changing due to advances in science and technology, the 4th industrial revolution has accelerated the changes in human life. In this study, in order to draw implications for the reflection of advanced science technology in the future revised curriculum, we investigate how the topic of advanced science technology appears in the 2015 revised curriculum.
 Methods In this study the advanced science technology were defined base on the findings of the recent science and technology prediction survey and advanced science technology were divided into six groups and fourteen major issues depending on their importance. Also, advanced science and technology are classified into five descriptive categories: basic, principle, usage, influence, and profession. The achievement goals and learning contents of the 2015 revised curriculum were analyzed using this classification framework for middle school science, high school science.
 Results In the 2015 revised science curriculum the ecology/eco friendly group showed the highest percentage among the advanced science technology issue. The topic groups with the lowest frequency were the transportation/robot group and the information/communication group. When examining topic groupings, the high school elective courses were cited the most, particularly life science subjects with 8 cases and science history subjects with 3 cases. As a result of the frequency according to the advanced science technology content description category, the proportion of use, principle, and social impact was high, whereas the proportion of basic and profession description categories was small, confirming that the description method of advanced science and technology was biased.
 Conclusions First it is vital to diversify the advanced science technology categories given in curricula and textbooks. It is necessary to provide the non-biased contents of diverse sectors of the advanced science technology. Second, it is necessary to expose openly major advanced science technology topics. Third, it is required to deliver the class in a manner that may be adjusted in a variety of ways so that students can truly investigate or experiment with the advanced science technology.

2015 개정 과학과 교육과정의 화학 I 교과서에서 탐구 활동의 ‘기능’ 분석

This study analyzed the inquiry activity of the Chemistry I textbook of the 2015 revised science curriculum to investigate how well the functions presented in the curriculum content system table were reflected. The order of the most common functions in the 80 inquiry activities analyzed was communication, conclusion drawing and evaluation, data collection⋅analysis and interpretation, model development and use, inquiry design and execution, problem recognition, mathematical thinking and computer use, and evidence-based discussion and argumentation. And no evidence-based discussion and argument appeared at all. The sub-elements of each function did not appear evenly, and each inquiry activity included only about two functions on average, such as communication, conclusion drawing and evaluation. In order to achieve the goals and subject competency pursued in the 2015 revised science curriculum, it is necessary to organize science textbook inquiry activities to include various functions and sub-elements of functions.

Adequacy of Inquiry Activities in Life Science Ⅱ Based on the 2015 Revised Science Curriculum

Adequacy of Inquiry Activities in Life Science Ⅱ Based on the 2015 Revised Science Curriculum

Systematization of competencies and skills in 2015 revised science curriculum

목적 본 연구에서는 2015 개정 교육과정에서 과학 교과의 역량과 기능에 대한 이슈를 정리하고 현재 교육과정이 가진 문제점을 해소하기 위한 방안을 도출하기 위해 수행되었다. 방법 이를 위하여 2015 개정 교육과정 전후로 수행된 각종 정책과제와 논문을 분석하고, 전문가 자문회를 통해 개선방안을 논의하였다. 결과 교과역량과 관련된 이슈로는 핵심역량과 교과역량과의 개념적 연계성, 각 교과역량에 대한 수준과 하위 요소에 대한 이해 차이의 문제가 제기되었다. 과학과 기능에 관련된 이슈에는 기능에 대한 정의의 불명료성, 기능의 학년 또는 학교급별 체계화 필요성, 성취기준에서 기능과 서술어 관계 명료성 문제에 대해 논의하였다. 결론 이러한 이슈를 기반으로 본 연구에서는 역량과 기능 방식에 대해 변화의 폭에 따라 과학과 교과역량과 기능을 좁은 범위 또는 넓은 범위의 구분 방식을 통해 연결시키는 방안, 현재의 교과역량은 유지한 상태에서 기능을 각 교과역량의 하위요소에 위치하고, 학년군 또는 학교급 수준에서 수준을 재정의하는 방안, 과학 교과의 역량을 새롭게 정의하고, 역량의 하위요소로 기능을 재편하는 세 가지 방안을 제안하였다.

Models and Modelling: Science Teachers’ Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum

As part of curriculum reforms, models and modelling (MoMo) are playing an increasingly prominent role in science education. Through a questionnaire study, this paper investigates lower secondary school teachers’ (n = 246) perceived practices of, rationales behind, and possibilities for working with MoMo in the context of the revised science curriculum. Our findings suggest that: (1) teachers prioritize the subject-specific knowledge embedded in models over and above the modelling process and meta-knowledge; (2) teachers prioritize engaging students in MoMo activities for descriptive rather than predictive purposes; (3) the process of designing, evaluating and revising models based on students’ own inquiry only plays a minor role in teachers’ practice and; (4) a content-heavy curriculum and multiple-choice exam are counterproductive to teachers’ efforts to implement a more competence-oriented approach to MoMo. Our study also sheds light on, and discusses implications for, how to enhance teachers’ possibilities of teaching for modelling-competence.

Comparison of Conceptual Networks in Biology I Textbooks under the 2009 and 2015 Revised Science Curriculum - Focused on the Continuity of Life -

Comparison of Conceptual Networks in Biology I Textbooks under the 2009 and 2015 Revised Science Curriculum - Focused on the Continuity of Life -

Comparative Analysis of Inquiry Tendency of Life Science I according to 2009 and 2015 Revised Science Curriculum by Romey Analysis Method

Comparative Analysis of Inquiry Tendency of Life Science I according to 2009 and 2015 Revised Science Curriculum by Romey Analysis Method

2009 개정과 2015 개정 교육과정의 과학 교과서 비교 분석: 지구와 우주 영역을 중심으로

The purpose of this study is to investigate the contents and composition of elementary school science textbooks compiled by the 2009 revised curriculum and the types and roles of illustrations in the science textbooks compiled by the 2015 revised curriculum. First, in order to optimize the amount of learning, the 2015 revised science curriculum deleted the middle section and science writing sections in the 2009 revised curriculum science textbook. As a result, the number of textbook pages decreased by 3.75 pages compared to the 2009 revised curriculum. However, the number of sentences increased in all units. Although the number of pages of the unit has been reduced to optimize the learning volume, the number of sentences seems to have increased for reasons such as detailed instructional content. Second, among the types of illustrations, the largest number in the 2015 revised curriculum science textbook is photographic data, which accounts for 49%. This is equal to the proportion of the 2009 revised curriculum science textbook photo. The reason why photographic materials are used most often is that it is necessary to present realistic and objective data rather than pictures or cartoons in the earth and space areas that can be confirmed through long-term exploration activities.

A Survey on the Implementation of the 2015 Revised Science Curriculum to the 3rd and 4th Grade of Elementary School

A Survey on the Implementation of the 2015 Revised Science Curriculum to the 3rd and 4th Grade of Elementary School

A Study on the Operation of Future School’s 2015 Revised Science Curriculum Using Digital Devices

A Study on the Operation of Future School’s 2015 Revised Science Curriculum Using Digital Devices

Analysis of Optics Contents of High School Physics Textbooks for by the 2015 Revised Science Curriculum

Analysis of Optics Contents of High School Physics Textbooks for by the 2015 Revised Science Curriculum

Developing biomimicry STEM activity by querying the relationship between structure and function in organisms

The theme that structure determines function is one of the most significant cornerstones in understanding natural sciences. On the other hand, recently revised science curriculum in Turkey has emphasized science and engineering practices to help students be able to converge science with the other disciplines by applying theory into practice and product; but there is not an emphasis on the repeating patterns and relationships between structure and function for natural and built systems at any grades. In order to close this gap, the main objective of this study is to develop an integrated biomimicry STEM activity about the unit of Living Things World at grade five. This paper reported on a case study of 21 fifth-grade students’ gaining experiences about the engineering design process by mimicking a structure from the organisms to solve a human problem. Even more striking result is that students can manage to incorporate biomimicry into their design solutions by the way of complementary relationship between structure and function in organisms.

Definition and Explanation of Core Concepts of Thermodynamics in Physics Textbooks according to the 2015 Revised Science Curriculum

Definition and Explanation of Core Concepts of Thermodynamics in Physics Textbooks according to the 2015 Revised Science Curriculum