• Title/Summary/Keyword: 클로퍼

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An Analysis of 7th Middle School Science Curriculum by Klopfer’s Taxonomy of Education Objectives -Focusing on 7th grade- (Klopfer의 교육목표 분류에 따른 제7차 교육과정의 중학교 과학 교육목표 분석 -7학년을 중심으로-)

  • Kim Sang-Dal;Lee Yong-Seob;Choi Sung-Bong
    • Journal of the Korean earth science society
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    • v.26 no.7
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    • pp.640-651
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    • 2005
  • This study was to analyze the subject objectives of Middle school 7th grade Science textbooks based on the Korean 7th curriculum by using Klopfer’s taxonomic system and find out how much compatible they were with the requiring objectives of the curriculum. Particularly, this study makes educational objectives for textbooks coherent wit the requiring objectives of the curriculum, through the analysing the problems. The results are follows. The Middle school science educational objective of the 7th curriculum sets up almost of the objectives through all of the domains of the Klopfer’s taxonomy system, except the operational function (Category G.0), and emphasizes on emotionable domain (Category $H.0\~I.0$) more. However, comparing with an encouragement objective rate of NSTA, Middle school Science textbooks based on the 7th curriculum were published putting more importance in a cognitive domain, and the intention objective (Category I.0) was not mentioned.

Relationship between Science Education Researchers' Views on Science Educational Theories for Pre-service Science Teachers and the Examination for Appointing Secondary School Science Teachers (예비과학교사에게 필요한 과학교육학 이론에 대한 과학교육 연구자들의 의견과 중등과학교사임용시험의 연관성)

  • Lee, Bongwoo;Shim, Kew-Cheol;Shin, Myeong-Kyeong;Kim, Jonghee;Choi, Jaehyeok;Park, Eunmi;Yoon, Jihyun;Kwon, Yongju;Kim, Yong-Jin
    • Journal of The Korean Association For Science Education
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    • v.33 no.4
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    • pp.826-839
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    • 2013
  • The purpose of this study is to examine science education researchers' views on what and how much science educational theories would be needed for pre-service science teachers, and to investigate the relationship between their views and the Examination for Appointing Secondary School Science Teachers(EASST). For this study, the views of science education professors on science education theories have been analyzed in terms of their priorities for contributing to the improvement of science teacher competency and literacy. Their views have been compared with proportions of questions related to science education theories of the EASST in terms of what kinds of science education theories have been used for solving each item. As results of this study show, they have perceived that more essential things are needed for the improvement of science teacher competency and literacy including science inquiry process, methods of experimental equipments and tools, laboratory safety, misconception of students, discussion, writing, evaluation of scientific knowledges, and evaluation of scientific inquiry ability other than science philosophy, changes of science curricula, science curricula of foreign countries, Bruner's instructional theory, Karplus's Learning Cycle model, generative learning model, discovery learning model, and Klopfer's taxonomy of educational objectives. There is a higher proportion of questions related to science curriculum and Ausubel's learning theory in the EASST. They are hardly correlated with science education professors' selections of science educational theories for EASST questions. This study advocates the needs of exploring a new method of narrowing down the gap between science educators' opinions and questions of ESSAT in terms of science educaiton theories.