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      Defining Science Core Competency in the 2015 revised Science Curriculum and Exploring its Application into STEAM program

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      https://www.riss.kr/link?id=A105893348

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      다국어 초록 (Multilingual Abstract)

      The purpose of the study was to define five science core competencies introduced in the 2015 revised science curriculum with each component and practical indicators into the frame. Science teachers on site could use it in teaching and developing science program to equip students with the competencies to creatively solve problems which is the aim of science education in the 21st century. To develop this frame, we contacted 10 experienced science educators and collected the data through a questionnaire. We coded all responses and categorized into the components and practical indicators of each competency which were all compared with those from well-known theories in order to validate. We then contacted other 35 science educators again to construct the validity to fill out the survey of Likert scale. The finalized science core competency included 19 components in total with practical indicators that can be observable and measurable in the classroom. This frame was used to see how it fits into a STEAM program. The finding was that two different topics of the STEAM program displayed the different description of science core competency usage, which could be used as the prescription of the competency as to whether or not it is more promoted in science class.
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      The purpose of the study was to define five science core competencies introduced in the 2015 revised science curriculum with each component and practical indicators into the frame. Science teachers on site could use it in teaching and developing scien...

      The purpose of the study was to define five science core competencies introduced in the 2015 revised science curriculum with each component and practical indicators into the frame. Science teachers on site could use it in teaching and developing science program to equip students with the competencies to creatively solve problems which is the aim of science education in the 21st century. To develop this frame, we contacted 10 experienced science educators and collected the data through a questionnaire. We coded all responses and categorized into the components and practical indicators of each competency which were all compared with those from well-known theories in order to validate. We then contacted other 35 science educators again to construct the validity to fill out the survey of Likert scale. The finalized science core competency included 19 components in total with practical indicators that can be observable and measurable in the classroom. This frame was used to see how it fits into a STEAM program. The finding was that two different topics of the STEAM program displayed the different description of science core competency usage, which could be used as the prescription of the competency as to whether or not it is more promoted in science class.

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      참고문헌 (Reference)

      1 조윤동, "핵심 역량 육성의 관점에서 비교한 한국과 일본의 수학과 교육과정" 대한수학교육학회 24 (24): 45-65, 2014

      2 소경희, "학교교육의 맥락에서 본 ‘역량(competency)’의 의미와 교육과정적 함의" 한국교육과정학회 25 (25): 1-22, 2007

      3 박영신, "컴퓨팅 사고 실천 분석도구 개발 및 이의 활용에 대한 기초연구" 대한지구과학교육학회 10 (10): 140-160, 2017

      4 최선영, "제 6차와 7차 초등학교 과학과 교과서에 제시된 탐구기능과 교수-학습 방법의 비교 분석" 한국과학교육학회 22 (22): 706-716, 2002

      5 소경희, "역량기반 교육의 교육과정사적 기반 및 자유교육적 성격 탐색" 한국교육과정학회 27 (27): 1-20, 2009

      6 박재진, "역량 중심의 과학 영재 교육을 위한 과학자의 핵심 역량 모델 개발 및 타당화" 한국영재학회 24 (24): 509-541, 2014

      7 박영신, "교실에서의 실질적 과학 탐구를 위한 과학적 논증 기회에 대한 이론적 고찰" 한국지구과학회 27 (27): 401-415, 2006

      8 Kim, J., "What is science commuication and why do we need to do this? The Science ON website"

      9 Cho, H-H., "Theory and Practice of Science Education" Kyoyoobook 2009

      10 Park, Y-S., "The study of development elementary science program with the computational thinking and teaches' percetion" 2018

      1 조윤동, "핵심 역량 육성의 관점에서 비교한 한국과 일본의 수학과 교육과정" 대한수학교육학회 24 (24): 45-65, 2014

      2 소경희, "학교교육의 맥락에서 본 ‘역량(competency)’의 의미와 교육과정적 함의" 한국교육과정학회 25 (25): 1-22, 2007

      3 박영신, "컴퓨팅 사고 실천 분석도구 개발 및 이의 활용에 대한 기초연구" 대한지구과학교육학회 10 (10): 140-160, 2017

      4 최선영, "제 6차와 7차 초등학교 과학과 교과서에 제시된 탐구기능과 교수-학습 방법의 비교 분석" 한국과학교육학회 22 (22): 706-716, 2002

      5 소경희, "역량기반 교육의 교육과정사적 기반 및 자유교육적 성격 탐색" 한국교육과정학회 27 (27): 1-20, 2009

      6 박재진, "역량 중심의 과학 영재 교육을 위한 과학자의 핵심 역량 모델 개발 및 타당화" 한국영재학회 24 (24): 509-541, 2014

      7 박영신, "교실에서의 실질적 과학 탐구를 위한 과학적 논증 기회에 대한 이론적 고찰" 한국지구과학회 27 (27): 401-415, 2006

      8 Kim, J., "What is science commuication and why do we need to do this? The Science ON website"

      9 Cho, H-H., "Theory and Practice of Science Education" Kyoyoobook 2009

      10 Park, Y-S., "The study of development elementary science program with the computational thinking and teaches' percetion" 2018

      11 Choi, S-Y., "The effects of using digital textbooks on science and problem solving ability" 2008

      12 Kim, H-B., "The effect of experimental lessons enhanced discussion activities on elementary students' scientific communication ability" Gyungin University of Educatioin Graduate School of Education 2015

      13 Lee, C-S., "The core competency of the 2015 revision curriculum, there is a serious problem !" 2015

      14 Jung, M-N., "The analysis on the sources of science self-efficacy of middle school science-gifted students" Ewha Womans University Graduate School of Education 2011

      15 박영신, "Secondary Beginning Teachers’ Views of Scientific Inquiry With the View of Hands-on, Minds-on, and Hearts-on" 한국지구과학회 31 (31): 798-812, 2011

      16 Lee, O., "Scientific literacy for all: What is it, and how can we achieve it?" 34 (34): 219-222, 1997

      17 Kwak, Y., "Science and competency centered curriculum" Kyoyoobook 2016

      18 Park, Y-S., "Science Museum Guideline"

      19 Ministry of Education, "Science Curriculum. Ministry of Education Notice 74"

      20 OECD, "Schooling for tomorrow: Think scenarios, rethink education" 2006

      21 Sanders M., "STEM, STEM education, STEMmania" 68 (68): 20-26, 2009

      22 Choi K., "Re-conceptualization of scientific literacy in South Korea for the 21st century" 48 (48): 670-697, 2011

      23 PISA, "OECD Programme for International Student Assessment" 2006

      24 Rychen D., "Key competencies for a successful life and well-functioning society" Hogrefe and Huber 41-62, 2003

      25 NRC, "Inquiry and the national science education standards"

      26 Park, G., "Exploratory empirical study on life long learning practices of lifelong learners" Dong Eui University Graduate School of Education 2014

      27 Crawford, B., "Embracing the essence of inquiry: New roles for science teachers" 37 (37): 916-937, 2000

      28 Gormally. C., "Effects of inquiry-based learning on students' science literacy skills and confidence" 3 (3): 1-24, 2009

      29 Schwarz, C. V., "Devloping a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners" 46 (46): 632-654, 2009

      30 Jeon, S-S., "Development of scientific communication Skill test for elementary school students" Korea National University of Education Graduate School of Education 2013

      31 Cho, Y-S., "Development and application of elementary science curriculum for creative problem solving" 20 (20): 307-328, 2000

      32 Ministry of Education, Science and Technology, "Commentary on middle school curriculum (3)"

      33 Kim, H-Y., "Analysis of the science writing in middles school science textbook for the revised 2009 science educational curriculum" Ewha Womans University Science of Education 2013

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2027 평가예정 재인증평가 신청대상 (재인증)
      2021-01-01 평가 등재학술지 유지 (재인증) KCI등재
      2018-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2015-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2011-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2009-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2008-02-19 학회명변경 영문명 : 미등록 -> The Korean Earth Science Society KCI등재
      2007-01-01 평가 등재 1차 FAIL (등재유지) KCI등재
      2005-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2002-01-01 평가 등재학술지 선정 (등재후보2차) KCI등재
      1999-07-01 평가 등재후보학술지 선정 (신규평가) KCI등재후보
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      학술지 인용정보

      학술지 인용정보
      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 0.47 0.47 0.49
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      0.51 0.52 0.909 0.21
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