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학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
대한지구과학교육학회 대한지구과학교육학회지 대한지구과학교육학회지 제7권 제2호
발행연도
2014.1
수록면
203 - 213 (11page)

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초록· 키워드

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This study investigates the implementation of the Converged Science, and what teachers and students think of it in order to understand how it is taking root in schools. The results identify ways in which the new curriculum can establish itself in schools. One hundred and two science teachers, who had participated in the mandatory workshop for the 2009 Amended Course of Science, were given the first survey regarding their general perception of the converged science curriculum. A year after the first implementation of the new curriculum, one hundred and seventy one science teachers were given the second survey in order to determine their general perception and actual results in the classrooms. A similar survey was given to one hundred and forty nine tenth grade students. In addition, one hundred and forty eight tenth grade students, who had experienced the new science curriculum, took part in another survey revealing their general thoughts the course. The results show that the teachers’ responses are rarely positive. The teachers claimed that the contents were too extensive while the level of fundamental concepts were too rigorous for tenth graders. They also asserted that the contents contained too much of a particular subject, and that it is necessary to lower the level of rigor. With regard to the level of unification of converged science textbooks, the teachers expressed that they are still slightly inadequate. The subject of science in the seventh curricula was criticized due to its lack of convergence: over 90% of the respondents answered negatively. On the other hand, the students responded more positively: they said that the new converged science was difficult to learn, but was interesting. In Busan, most high schools adopted the new curriculum in the first year when it was introduced for the first time. In most cases (over 80%), several teachers divided and taught the contents either according to their majors or regardless of their majors.
#Converged Science #Teachers' and Students' Perception #Actual condition of teaching management

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참고문헌 (13)

참고문헌 신청
Carnegie Corporation of New York/Institute for Advanced Study / 2009 / The Opportunity Equation / Carnegie Corporation google schola Institute of Science Education at Korea National University of Education / 2010 / Remote Study Textbook of High School Converged Science / Korea National University of Education Press google schola Jaw, Hye-jeong / 2010 / Comparative Analysis between the 2009 Revised Science Curriculum and the 2007Science Curriculum / 석사 / Ewha Womans University google schola Kim, Yoon-ki / 2012 / Converged Science Education and Narrative / Chemworld 2 : 56 ~ 57 google schola Lee, Hwa-sung / 2008 / High School Curriculum Commentary (6) Science, Ministry of Education and Technology / Daehan textbook google schola

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