• Title/Summary/Keyword: the 6th middle school science curriculum

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A Study on the 6th Middle School Science Curriculum and Its Implementation (제 6차 중학교 과학 교육과정과 그 운영에 대한 조사 연구)

  • Choe, Seung-Urn;Han, In-Ok;Oh, Phil-Seok;Pak, Sung-Jae
    • Journal of The Korean Association For Science Education
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    • v.19 no.4
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    • pp.622-634
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    • 1999
  • We have investigated the 6th middle school science curriculum and its implementation based upon the results of middle school science teachers' and professors' ratings and self-reportings. The national-wide survey was administrated to obtain the data from 213 teachers of 112 middle schools and 43 professors of colleges of education. The survey items correspond to four stages of science curriculum. In the stage of the planned science curriculum, 'goals', 'framework of contents' and 'contents' are relevant to the basic guideline for curriculum revision, 'the more emphasis on inquiry activities'. However, the amount of contents is not appropriate, and 'methods' are difficult to attain. In the stage of the written science curriculum, 'goals', 'framework of contents', 'contents', 'methods' and 'evaluations' are not useful for teachers to teach science. In the stage of the implemented science curriculum, a small number of teachers use the issues of local community, organize the different group activities, develop assessment tools cooperatively, and conduct a lesson and a program considering students' diversities. This is partially because of the large amount of learning contents, the lack of materials and the weakness of supporting system. Finally, in the stage of the attained science curriculum, the students' achievements under the 6th curriculum is not higher than those under the other curricula.

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An Analysis of Science Process Skills for K-12 Science Curriculum Articulation : Focused on the Concept of the State and the State Change of Matter (유치원, 초등, 중등 과학 교재의 연계성을 위한 탐구능력 분석 -물질의 상태 및 상태 변화 개념을 중심으로 -)

  • 백성혜;박진옥;박재원;임명혁;고영미;김효남;조부경
    • Journal of Korean Elementary Science Education
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    • v.20 no.1
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    • pp.91-105
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    • 2001
  • This study was to analyze science process skills related to 'state of matter' and 'state change of matter' in the kindergarten, elementary and middle school science textbooks. On the base of articulation, we analyzed science textbooks of the 5th kindergarten curriculum, the 6th elementary school science curriculum and the 6th middle school science curriculum. The findings indicated that the scientific inquiry abilities of predicting, classifying, hypothesizing and designing investigations are not enough in all grade science textbooks. Also, while young children have measuring ability theoretically, it was represented only in high grade textbooks. We concluded that these were inappropriate from the viewpoint of articulation which is related to scientific inquiry ability.

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The Analysis of Biology in the 6th Middle School Science Textbooks based on Criteria for Selecting Curriculum Objectives (교육과정의 목표 설정 준거에 따른 제 6차 중학교 과학교과서 생물영역 분석)

  • Hong, Jung-Lim;Kang, Kyoung-Mi;Yeou, Sung-Hee;Chang, Nam-Kee
    • 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.

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Analysis of K-12 Science Textbooks Related to 'States of Water', 'State Change of Water', and 'Conditions of State Change' (물의 상태, 상태변화 및 그 조건에 대한 유치원, 초등, 중등 과학 교재의 내용 분석)

  • Paik, Seong-Hey;Park, Jae-Won;Park, Jin-Ok;Im, Myoung-Hyuk;Ko, Young-Mi;Cho, Boo-Kyung;Kim, Hyo-Nam
    • Journal of The Korean Association For Science Education
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    • v.22 no.2
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    • pp.215-229
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    • 2002
  • This study is to analyze the contents related to 'state of water', 'state change of water', and 'conditions of state change' in K-12 science textbooks. For this, we analyzed textbooks based on the 5th kindergarten curriculum, the 6th elementary school science curriculum and the 6th middle school science curriculum. Findings show that some of the contents are designed well by topical sequencing or by spiral sequencing. But others have some problems based on topical sequencing and spiral sequencing. Generally, the contents are represented in the order of Perception of phenomena with senses level, Macroscopic understanding level, Understanding of scientific term level, Microscopic understanding level by grade. But the state change contents related to solidification and melting, and conditions of state change contents related to heat, temperature, wind, and humidity are not represented in the level of Microscopic understanding. The contents of state change and conditions related to heat and wind are not represented in the level of scientific term also.