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A Relationship between Scientific Key Competencies and Achievement Standards in Physics under the 2015 Revised National Curriculum of Korea
New Phys.: Sae Mulli 2018; 68: 1081~1095
Published online October 31, 2018;
© 2018 New Physics: Sae Mulli.

Sangwon RHEE, Ilgyun NAM, Sungmin IM*

Department of Physics Education, Daegu University, Gyeongsan 38453, Korea
Correspondence to:
Received August 8, 2018; Revised August 23, 2018; Accepted August 24, 2018.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The 2015 Revised National Curriculum of Korea has meaningful differences from previous curricula in terms of key competency. This study analyzed the structural relationship between scientific key competencies and achievement standards for physics in the 2015 Revised Curriculum. For this, we set a framework for scientific key competency: scientific thinking, inquiry, problem solving, communication, and participation and life-long learning ability. Also, we coded the texts in achievement standards according to that framework; then, we explored its meaning by using a semantic network analysis. As a result, we found that scientific key competencies were impartially distributed among achievement standards in middle school and scientific inquiry & experiment in high school. However, scientific inquiry is disproportionately emphasized in elementary school, and scientific thinking in Integrated Science, Physics I, and Physics II in high school, while scientific communication and scientific participation were found to be lacking in emphasis.
PACS numbers: 01.40.G-,, 01.40.ek
Keywords: 2015 Revised National Curriculum, Scientific key competency, Achievement standard, Semantic network analysis

January 2019, 69 (1)
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