Korean Science Education

This dissertation attempts to expatiate the inherent linkage among the key elements of science education of the middle and primary schools through a research into the science education in South Korea after World War II.There are 9 chapters besides the introduction and conclusion of the dissertation. They can be divided into three major parts. The first part (chapter 1-2) describes the background of science education in South Korea; the second part (chapter 3-7) elaborates the institutional curriculum, the implemented curriculum and the actualized curriculum of science education of middle and primary schools in South Korea; the third part (chapter 8-9) illustrates the scientific and cultural activities in South Korea and some existing problems. The content of this dissertation is outlined as follows:The introduction part expounds the reason and significance of research on science education in South Korea, previous researches as well as the research approach and the framework of the dissertation.Chapter One outlines the school and examination systems of South Korea All knows that the examination system has a great impact on basic education. To alleviate the pressure of excessive exam competition at the stage of basic education and to reduce students' learning burden, the institution of free-entrance to junior high school for primary school students and equalization education in senior high school was adopted in South Korea Moreover, it is pointed out that it is one of the effective ways to improve South Korean matriculation institution that government, senior high schools and universities join in evaluating students' achievement.In Chapter Two, important laws and policies of science education in South Korea are expounded. Firstly, the relationship between science education, environment and sustainable development is illustrated by introducing the " declaration " and " topic of the world scientific and technical meeting. Secondly, through the policies and regulations of Science education in South Korea, for example, law for revitalizing science education, developing the country by science, G7 Plan, fundamental law of science and technology and the policy of science, technology and manpower, the essentiality of the policies and regulations of science education is explained.In Chapter Three, the science curriculum standards of South Korea are expatiated. Firstly, the developing processes and the characteristics of science curriculum standards in South Korea are given through the example of the seventh science curriculum standard (1997). Secondly, relation between the recognition of scientific inquiry or STS and the trends of international reform of science course is clarified.Chapter Four describes teaching material of science in South Korea. The teaching material is text course, and the concrete presentation of course standard. It plays an extremely important part in school education. For this reason, South Korea pays much attention to the development of the teaching material. It sets up the textbook research department and carries on long-term, systematic research. The current South Korea' s science textbook has the following features: easy, interesting, cordial, leading the specific group activity, direct experience and discussion; adopting varied editing methods to improve thereadability of the textbook; increasing pictures and quantity of inquiry activities; offering convenient websites; diversifying textbook designs and their presenting way, etc.Through a study of teaching material of South Korea, it points out that to develop good teaching material, it is vital to refer to teachers' and students' suggestion frequently and to develop such teaching materials as CD, online materials, Video/Audio etc. And also there is need to properly provide time, space, and technological service for teachers to develop the teaching materials.In Chapter Five, the education of the science teacher is studied. The key element of curriculum reform is the teacher. Pre-Service training of South Korean science teacher emphasizes not only the mastery of subject knowledge and educational literacy, but also the attention of curriculum reform and the capacities of developing textbooks, scientific inquiry and field investigation. Although there is not specially set up the integrated science teacher in many teacher colleges, the proportion of elective course has been extended and the collaboration of each department has been consolidated so as to train integrated science teacher. In order to enhance the quality of science teacher, it is quite necessary to take measures of fetching in proper mechanism of competition, and adjusting the content coverage of the exam for teacher qualification, and strengthening in-service training.The fact of science education in South Korea is opened out by some hot problems such as scientific inquiry, STS, environmental education, gift student education in Chapter Six. Although principals and teachers of high schools in 1980s attached importance to science education, there was a gap between institution curriculum and implemented curriculum. In order to practice inquiry activity, teachers' capacity of scientific inquiry must be assured, and they must be given enough time and equipment. Besides, teachers' understanding of STS, and STS in textbook, and implement of STS and some problems in implement are also given out in this chapter. Environmental education is particularly emphasized in South Korea, and South Korea is one of the few countries that set up environmental course. Both science for all and gift student education are emphasized together. What were done for South Korea gift student education is different with that in key senior high schools of China.What is expatiated in Chapter Seven is the science achievement of students. Investigations of IEA and OECD indicate that science achievement and scientific literacy of South Korean student are on the top of that of developed countries, especially the achievement of scientific inquiry. It is found in investigations that elements that can affect students' achievement are self-confidence, learning attitude, teaching and learning activity, learning vogue and family background of students.In Chapter Eight, the history of South Korean culture of science is set forth on the view of culture of science. The history of South Korean culture of science is divided into era of dawn, form and mature. Livelihood of science and scientizing of life, formation of vogue of scientific life, scientizing of teenagers, citizen' s understanding of science and technology, and smooth development of culture of science and technology are discussed.Though South Korea tries hard to construct country by science and technology, serious crisis exists in the present science education. In Chapter Nine, firstly, reasons and solutions of the decrease of students majoring in subject of science and technology are discussed; secondly, problems that have to be confronted with during the course of realizinga powerful country with strong manpower of science and technology; finally, suggestions on reform of science education is proposed.Based upon the general survey of the science education in South Korea, existing problems of the science education of our country are analyzed in Chapter Ten. Furthermore, some improvement measures to the science education in China are given out with reference to the experience and lessons of science education in South Korea.