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KMID : 1059520200640060429
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Journal of the Korean Chemical Society
2020 Volume.64 No. 6 p.429 ~ p.437
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Integrated Science Teachers’ Implementation and Changes to Apply the Curriculum-Instruction-Assessment
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Park Hyun-Ju
Kim Na-Hyeong
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Abstract
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This study investigated a total of 529 integrated science teachers’ implementation and changes to apply the curriculum- instruction-assessment. Data was collected through online survey on scientific competencies and skills, teachinglearning and assessment methods, changes of teacher’s preparation, topics/materials, teaching-learning, and assessment to apply the curriculum-instruction-assessment as teaching integrated science. The results of the study were as follows: first, in the integrated science class, teachers implemented more on scientific communication and scientific inquiry among scientific core competencies, and analysis and interpretation of data collection and communication among scientific skills. Teachers often taught in lectures and used multiple choice items and short essay for evaluation. Teacher groups with less than 10 years of teaching experience appeared to be less active in teaching scientific core competencies and skills than those with more than 10 years. Second, Teachers have increased more time and efforts to search and to organize various materials in addition to textbooks, and try to integrated concepts in various fields to prepare learning topics and textbooks. Third, even though teachers made little change in implementing the process-oriented assessment, they used instructional strategies to increase student engagement in the integrated science class, restructured the instruction to provide immediate feedback after conducting the assessment. It is necessary to build a system that ensures fairness and credibility of evaluation while respecting the autonomy and professionalism of teachers.
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KEYWORD
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Curriculum-instruction-assessment integration, Process-focused assessment, Integrated science, High school teacher
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