• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.239-247
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• 1999

This study is to make suggestion for developing textbook systematically by analyzing biological contents and organization in science textbooks which are important instructional media to accomplish objectives of the 6th middle school science curriculum. The inclusiveness degree of the 6th science educational objectives reflected in the textbooks was analyzed by Klopfer's and the Korean Educational Department's objectives taxonomy. And the biological contents and the organization of the science textbook were analyzed by learner, subject matter, and society dimensions which are selecting criteria for curriculum objectives suggested in Tyler's curriculum model. The analyzed results are as follows: 1. The inclusiveness degree of the educational objectives was very low. 2. Regarding the dimension of learner, the concepts of formal operational cognitive level were much increased as grade becomes higher. And the degree of learner's interests reflected on the learning topics and domains was very low. 3. Regarding the dimension of subject matter, the concept-centered learning was increased, in relation to inquiry learning as grade becomes higher. The analyzed results of inquiry subskills showed that observation, classification, and recording skills in 1st grade, observation and operation skills in 2nd grade, and interpreting data skills in 3rd grade were centered. As the problems and processes were presented, so most of inquiry activities had low openness scale. The learning contexts were organized into discipline-centered in relation to real life. 4. Regarding society dimension, the learning topics of environments and health were much presented. but those of biotechnology and career were presented scarcely. And most learning topics related society dimension were organized in textbooks of the 2nd and 3rd grade. These suggested that to accomplish curriculum objectives effectively. the inclusiveness degree of educational objectives is to increase and, the contents and organization of textbook were constructed harmoniously in aspects of learner, subject matter and society dimensions.

• 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.