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KMID : 0380319690030000053
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Journal of Korean Research Institute for Better Living
1969 Volume.3 No. 0 p.53 ~ p.127
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A Comparative study on the recent science education of high schools in America and Korea.
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鄭瑢載/Chung, Yong Jai
鄭明淑/金順子/이종록/車載璇/韓咸潤/李赫淳/Chung, Myung Sook/Kim, Soon Ja/Lee, Chong Rok/Cha, Jai Sun/Han, Ham Yoon/Lee, Hyuk Soon
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Abstract
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The progress of the modern science is being done tremendously. Thus science education should be improved to catch up and understand such a up-to-date progress of science.
In order to do this, science education has been improvod in many countries recently.
The present study was designed to compare the recent science education of the America high school with the Korean, and to propose the ideal curriculum for the science education in high school of Korea.
The division of work was done according to each author´s major field, physics, chemistry, biology and earth science, and total of 46 text books among which 29 was for the American high school and 17, for Korean were used in the present study.
The results of the present study are given below:
A. Physics
1. The physics education in American high school is focused on the understanding of the basic concept of the modern physics and stressed on the scientific inquiring in the course of learning physics. On the contrary, the Korean books include quite many units and the aim of the physics education is only to understand such many conventional knowledge.
2. The productivity, economic aspect or application to the industry are emphasized in the Korean physics education but it is hard to find such tendency in the American (PSSC).
3. Most of instruments, materials, or chemicals used in any one subject of physics laboratory work are applicable to many other subjects which might be considerably economic in PSSC. But the situation is not in the Korean. The time spent for the laboratory work in PSSC is woo long to apply to the Korean school.
B. Chemistry
4. The inorganic and organic chemistry which are stressed on high school chemistry in Korea but energetics, chemical reaction, and chemical bonds which are the important principles in the modern chemistry are almost neglected.
5. The basic concept of energetics and chemical reactions is emphasized throughout the course of CHEM study. But the arrangement of units is unreasonable to applicate for the chemistry education of the Korean high school.
6. Each special field of chemistry is explained in detail with connection to the principles but the descrition for the organic chemistry was somewhat deficient which is one of defects of CHEM study.
7. The quantitative aspect was emphasized in laboratory work in CHEM study and the basic idea for chemistry laboratory work is in the scientific inquiry. On the otrhe hand chemistry laboratory work is stressed on qualitative experiments and the scientific inquiry for the chemistry study is not found in the Korean chemistry education.
8. Quite a many experimental tools and much times or chemicals are necessary to do laoratory work in CHEM strdy.
Thuse it is probably hard to applicate them to the Korean high school.
C. Biology
9. The conventional biology in which morphology and individual were centered was not found throughout the cource of BSCS, instead BSCS consists of three dimensional consititution in which scientific inquiry is taken as theme; molecules, sells and biosphere, as level; and three biological kingdoms, as kind of living organisms.
10. In BSCS, molecular level is stressed in blue version, ecology, in green version, and in yellow version which is the most similar to the conventional biology among three versions, cell as well as evolution are emphasized.
11. The blue version of BSCS is biassed in favor of biochemistry and the green one, of ecology. On the other hand, the yellow version (particularly revised edition) is emphasized on cell as level and evolutionary concept as theme and is supplemented with ecological and molecular levels. Thus the yellow version (revised edition) is the most advisable to adopt the biology text.
12. The arrangement of units in the Korean biology text Ⅰ and Ⅱ look reasonable and the trend to combine structure and function in description and discussion may be much better than the conventional biology.
13. The Korean biology education is not yet rid of the conventional one in which individual is taken as level, and structure and function are taken as theme.
14. It is desirable to adopt the revised yellow version among BSCS for the biology text and to use the green and blue versions for the references.
D. Earth science
15. The ESCP is rid of the conventional science education which was macroscopic, and becomes microscopic. One the contary, the Korean earth science text is not yet rid of the convenrional one which requests not to understand but to commit to memory the scientific knowledge.
16. The solutions of questions and problems through the experiments are led to find a principle throughout the course of ESCP. Such a discovery learning of the earth science is well organized in the Korean earth science texts.
17. The ESCP begins with the familiar things for students and turns to the unknown field so that students may have interests in the earth science study.
18. Many pictures of the outstanding earth scientists are shown and their great works are introduced in ESCP so that stydents may be encouraged to be great scientist in future.
19. The model curriculums of physics chemistry, bidogy and earth science are proposed.
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