New Physics: Sae Mulli (새물리)

Korean Physical Society (한국물리학회)
권호 표지
DOI QR코드

DOI QR Code

Comprehensive Comparison of NGSS and KSES and Analysis of Physics Content Elements of Performance Expectations Based on the TIMSS Science Framework

미국 차세대과학교육표준(NGSS)과 한국 미래세대과학교육표준(KSES)의 종합적 비교와 TIMSS Science Framework 준거를 통한 수행기대의 물리 내용 요소 분석

  • Kim, Hyojoon (Department of Physics Education, Seoul National University) ;
  • Song, Jinwoong (Department of Physics Education, Seoul National University)
  • 김효준 (서울대학교 물리교육과) ;
  • 송진웅 (서울대학교 물리교육과)
  • Received : 2019.07.12
  • Accepted : 2019.08.02
  • Published : 2019.09.30
⟨ Previous Next ⟩

Abstract

In preparation for a changing future society, the frameworks of science education have changed in many countries. The Next Generation Science Standard (NGSS) was announced in the U.S. in 2013, and the Korean Science Education Standard (KSES) was developed in 2019. In this study, we examined whether the KSES can be used to provide future national science curriculum guidelines and looked for ways to achieve successful implementation. Macroscopically, the orientation of the KSES might be identified through similarities and differences in objectives and systems by comparing it with the NGSS. Microscopically, based on the Science Framework of TIMSS 2019 (8th grade) which is an international comparative achievement assessment, the physics content elements extracted from both standards were compared and analyzed. In addition, by considering the strategies and processes that have been carried out to implement the NGSS, we explored specific requirements for the implementation of KSES.

변화하는 미래사회를 대비하여 여러 나라에서는 과학교육의 프레임 변화가 일어나고 있다. 이러한 맥락에서 2013년 미국 차세대과학교육표준(NGSS)이 발표되었고, 우리나라에서도 2019년 미래세대과학교육표준(KSES)이 개발되었다. 본 연구에서는 KSES가 향후 미래 사회 국가 과학 교육과정 가이드라인으로서의 위상을 갖추었는지 점검하고, 성공적인 정착을 위한 방안을 모색해보았다. 먼저 거시적 접근으로 NGSS와의 비교를 통해 각 표준의 배경, 제시된 목표, 체제의 유사점과 차이점 및 각 표준이 지향하고 있는 바를 살펴보았다. 미시적으로는 국제비교 성취도 평가인 TIMSS 2019의 Science Framework(8학년)를 준거로 NGSS와 KSES의 해당 학년 단계의 물리 분야 내용 요소를 추출하여 비교하였다. 마지막으로, NGSS의 실행을 위해 실시되었던 전략과 방안들을 통해 KSES의 실행과 정착에 필요한 사항들을 구체적으로 살펴보고, 시사점을 도출하였다.

Keywords

References

  1. OECD, The Definition and Selection of Key Competenceis, Executive Summary, 2003. http://www.oecd.org/pisa/35070367.pdf
  2. J. Song et al., Developing Performance Expectations, School Implementation Strategies, Evaluation Indicators of Korean Science Education Standards(KSES) for Next Generation, KOFAC Report No. BD19040004, 2019.
  3. NGSS Lead States, Next Generation Science Standards: For States, By States (The National Academies Press, Washington D.C., 2013).
  4. National Research Council, National Science Education Standards (National Academy Press, Washington D.C., 1996)
  5. AAAS, Benchmarks for science literacy (Oxford University Press, NY, 1993)
  6. S. L. Pruitt, J. Sci. Teacher. Educ. 25, 145 (2014). https://doi.org/10.1007/s10972-014-9385-0
  7. National Research Council, A Framework for K-12 Science Education: Practices, Cross-cutting Concepts, and Core Ideas (The National Academies Press, Washington D.C., 2012).
  8. Y. Kim et al., A Study of Master plan for Development of Korean Next Generation science education Standards, (KOFAC, Seoul, 2015)
  9. D. Kim, K. Han and D. Jeong, Research on the talent of 2045 future society and milestone of core science competencies, (KOFAC, Seoul, 2016)
  10. S. Jeon et al., Development for "Science for All koreans", (KOFAC, Seoul, 2017)
  11. H. Kim et al., Basic research for Next Generation Science Education Standards, (KOFAC, Seoul, 2017)
  12. J. Song et al., A Development of Korean Science Education Standards(KSES) for Next Generation, (KOFAC, Seoul, 2018)
  13. W. R Penuel, C. J. Harri and A. H. Debarger, Phi Delta Kappan, 96, 45 (2015). https://doi.org/10.1177/0031721715575299
  14. J. Krajcik et al., J. Sci. Teacher Educ. 25, 157 (2014). https://doi.org/10.1007/s10972-014-9383-2
  15. B. J. Reiser, What professional development strategies are needed for successful implementation of the Next Generation Science Standards (the Invitational Research Symposium on Science Assessment, 2013)
  16. J. Spiegel, A. Quan and Y. Shimojyo, California Classroom Science, 29(8), (2014).
  17. Next Generation Science Assessment, http://nextgenscienceassessment.org/
  18. ACT academy, https://www.opened.com/search?standard_group=next-generation-science-standards
  19. Next Generation Science Standards, https://www.nextgenscience.org
  20. K. Mun, Phys. High Technol. 23, 2 (2014). https://doi.org/10.3938/PhiT.23.026
  21. M. J. Ford, Sci. Edu., 99, 1041 (2015). https://doi.org/10.1002/sce.21188
  22. International Association for the Evaluation of Educational Achievement https://www.iea.nl/studies/iea/timss
  23. I. V. S. Mullis, M. O. Martin and T. Loveless, 20 YEARS OF TIMSS International Trends in Mathematics and Science Achievement, Curriculum, and Instruction (TIMSS & PIRLS International Study Center, MA, 2016)
  24. V. A. S. Centurino and L. R. Jones, TIMSS 2019 Science Framework In I. V. S. Mullis and M. O. Martin (Eds.), TIMSS 2019 Assessment Frameworks (TIMSS & PIRLS International Study Center, MA, 2017), pp. 27-55.
  25. J. S. Kim, M.A. thesis, Kyungpook National University, 2016.
  26. J. H. Ku, M.A. thesis, Ewha Womans University, 2017.
  27. J. W. Pellegrino, M. R. Wilson, J. A. Koenig and A. S. Beatty, Developing assessments for the next generation science standards (National Academy Press, Washington D.C., 2014)
  28. S. Erduran, Assessment in Education-Principles Policy & Practice, 25(2), 224 (2018). https://doi.org/10.1080/0969594X.2017.1358150
  29. N. H. Kang and J. H. Jeong, New Physics: Sae Mulli 66, 705 (2016). https://doi.org/10.3938/NPSM.66.705