Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Concept and Characteristics of Intelligent Science Lab

지능형 과학실의 개념과 특징

  • Hong, Oksu (Korea Foundation for the Advancement of Science & Creativity) ;
  • Kim, Kyoung Mi (Korea Foundation for the Advancement of Science & Creativity) ;
  • Lee, Jae Young (Korea Foundation for the Advancement of Science & Creativity) ;
  • Kim, Yool (Korea Foundation for the Advancement of Science & Creativity)
  • Received : 2021.11.22
  • Accepted : 2022.04.06
  • Published : 2022.04.30
Download PDF
⟨ Previous Next ⟩

Abstract

This article aims to explain the concept and characteristics of the 'Intelligent Science Lab', which is being promoted nationwide in Korea since 2021. The Korean Ministry of Education creates a master plan containing a vision for science education every five years. The most recently announced '4th Master plan for science education (2020-2024)' emphasizes the policy of setting up an 'intelligent science lab' in all elementary and secondary schools as an online and offline space for scientific inquiry using advanced technologies, such as Internet of Things and Augmented and Virtual Reality. The 'Intelligent Science Lab' project is being pursued in two main directions: (1) developing an online platform named 'Intelligent Science Lab-ON' that supports science inquiry classes, and (2) building a science lab space in schools that encourages active student participation while utilizing the online platform. This article presents the key features of the 'Intelligent Science Lab-ON' and the characteristics of intelligent science lab spaces newly built in schools. Furthermore, it introduces inquiry-based science learning programs developed for intelligent science labs. These programs include scientific inquiry activities in which students generate and collect data ('data generation' type), utilize datasets provided by the online platform ('data utilization' type), or utilize open and public data sources ('open data source' type). The Intelligent Science Lab project is expected to not only encourage students to engage in scientific inquiry that solves individual and social problems based on real data, but also contribute to presenting a model of online and offline linked scientific inquiry lessons required in the post-COVID-19 era.

Keywords

Acknowledgement

이 연구는 2021년 교육부의 재원으로 한국과학창의재단이 수행한 연구로서 '2021년 지능형 과학실 구축·운영 도움자료(MOE & KOFAC, 2021)' 및 '지능형 과학실 연계 과학탐구 프로그램 설명자료집(MOE & KOFAC, 2022)'의 데이터를 일부 활용하여 재구성하였음

References

  1. Artayasa, I., Susilo, H., Lestari, U., & Indriwati, S. (2018). The effect of three levels of inquiry on the improvement of science concept understanding of elementary school teacher candidates. International Journal of Instruction, 11(2), 235-248. https://doi.org/10.12973/iji.2018.11216a
  2. Jeong, D., Kang, D., Ko, S., Kim, M., Moon, K., Park, J., Park, J., Seo, K., Son, M., Shim, K., Lee, J., Jho, H., Ha, M., & Hong, O. (2021). Research on future-oriented science curriculum organization to cope with post-COVID challenges. Sejong: MOE.
  3. Kim, C., Lim, H., Maeng, S., Ha, M., Son, J., Kwak, Y., Oh, P., Jho, H., Lim, W., Park, W., & Shin, M. (2020). Developing agenda and implementing forum for science education development panel. Seoul: KOFAC.
  4. Korea Foundation for the Advancement of Science and Creativity (KOFAC). (2020). Online forum on student participation online science classes in the post-COVID era. Seoul: KOFAC.
  5. Korean Educational Development Institute (KEDI). (2019). Creating a user-led school of the future: school space restructuring manual for future schools (사용자가 주도하는 미래학교 만들기: 미래학교를 위한 학교 공간 재구조화 매뉴얼). Jincheon: KEDI.
  6. Kim, S., Yang, I., & Lim, S. (2020). A study on status and perception of class operation by elementary school science specialized teachers in COVID-19 situation. Journal of Korean Society of Earth Science Education, 13(2), 317-329. https://doi.org/10.15523/JKSESE.2020.13.3.317.
  7. Lim, W., Jeong, D., Son, J., Son, M., Shin, Y., & Kim, J. (2020). Planning research on the scientific inquiry-facilitating platform. Seoul: KOFAC.
  8. Ministry of Education (MOE). (2015a, Sep 23). Announcement of 2015 revised national curriculum (2015 개정 교육과정 총론 및 각론 확정.발표). Retrieved from MOE website: https://www.moe.go.kr/boardCnts/viewRenew.do?boardID=294&lev=0&statusYN=C&s=moe&m=020404&opType=N&boardSeq=60753.
  9. Ministry of Education. (MOE). (2015b, October 8). 2015 Revised national science curriculum. Retrieved from National Curriculum Information Center website: http://ncic.re.kr/mobile.revise.board.list.do?degreeCd=RVG01&boardNo=1002.
  10. Ministry of Education (MOE). (2020a). The master plan for science education (2020-2024). Sejong: Ministry of Education.
  11. Ministry of Education (MOE). (2020b, July 27). Data literacy: ability to interpret data. Retrieved from MOE website: https://www.moe.go.kr/boardCnts/view.do?boardID=340&boardSeq=81359&lev=0&searchType=null&statusYN=W&page=1&s=moe&m=020201&opType=N.
  12. Ministry of Education (MOE). (2021, April). Future-oriented curriculum development plan (국민과 함께하는 미래형 교육과정 추진 계획). Sejong: MOE.
  13. Ministry of Education (MOE), & Korea Foundation for the Advancement of Science and Creativity (KOFAC). (2021). A guidebook for building and operating an Intelligent Science Lab (2021년 지능형 과학실 구축.운영 도움자료). Seoul: KOFAC.
  14. Ministry of Education (MOE), & Korea Foundation for the Advancement of Science and Creativity (KOFAC). (2022). A guidebook for inquiry-based science learning programs for the Intelligent Science Lab (지능형 과학실 연계 과학탐구 프로그램 설명자료집). Seoul: KOFAC.
  15. Ministry of Education (MOE), Ministry of Science and ICT (MSIT), & Korea Foundation for the Advancement of Science and Creativity (KOFAC). (2019). Scientific literacy for all koreans: Korean science education standards for the next generation. Seoul: KOFAC.
  16. Organisation for Economic Co-operation and Development (OECD). (2018, May 4). The future of education and skills: Education 2030. OECD. Retrieved from OECD website: http://www.oecd.org/education/2030project/contact/E2030_Position_Paper_(05.04.2018).pdf.
  17. Park, C., Hwang, J., & Kwack, D. (2009). A comparative analysis of inquiry levels and inquiry skills in laboratory activities between Korean and American high school biology textbooks. Biology Education, 37(4), 631-644. https://doi.org/10.15717/bioedu.2009.37.4.631
  18. Park, C. & Son, J. (2020). The effects of data-based scientific inquiry linked with science writing heuristic (SWH) on elementary school students' science core competencies. Teacher Education Research. 59(2), 245-258. https://doi.org/10.15812/TER.59.2.202006.245
  19. Sim, J. (2021). A study on the application of teaching and learning methods of secondary science teachers in the 2015 revised science curriculum. Teacher Education Research, 60(2), 309-324. https://doi.org/10.15812/TER.60.2.202106.309
  20. Son, J., Kwon, K., Shim, K., Lee, B., Lim, W., Jeong, D., Cha, J., Choi, W., & Noh, S. (2020). A guidebook for building and operating a creative convergence science lab (창의융합형 과학실 모델 구축 운영 가이드북). Seoul: KOFAC.
  21. Son, M. & Jeong, D. (2020). Exploring the direction of science inquiry education in knowledge-information based society. School Science Journal, 14(3), 401-414. https://doi.org/10.15737/SSJ.14.3.202008.401
  22. Song, J., Kang, S., Kwak, Y., Kim, D., Na, J., Do, J., Park, S., Son, Y., Son, J., Oh, P., Lee, J., Lee, H., Lhm, H., Jeong, D., & Joung, Y. (2019). Developing performance expectations, school implementation strategies, evaluation indicators of the Korean Science Education Standards (KSES) for the next generation. Seoul: KOFAC.
  23. World Economic Forum (WEF). (2020, Apr 28). The COVID-19 pandemic has changed education forever. This is how. Retrieved from WEF website: https://www.weforum.org/agenda/2020/04/coronavirus-educationglobal-covid19-online-digital-learning.