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https://doi.org/10.3938/NPSM.68.1347
Analysis of the Organization of the Physics Curriculum in Science Core Schools
New Phys.: Sae Mulli 2018; 68: 1347~1355
Published online December 31, 2018;  https://doi.org/10.3938/NPSM.68.1347
© 2018 New Physics: Sae Mulli.

Jeongwoo SON1, Bongwoo LEE*2, Hunkoog JHO3, Jaehyeok CHOI4, Kew-Cheol SHIM5

1 Department of Physics Education, Gyeongsang National University, Jinju 52828, Korea
2 Department of Science Education, Dankook University, Yongin 16890, Korea
3 Department of General Education, Dankook University, Cheonan 31116, Korea
4 Department of Physics Education, Chonnam National University, Gwangju 61186, Korea
5 Department of Biology Education, Kongju National University, Gongju 32588, Korea
Correspondence to: peak@dankook.ac.kr
Received November 6, 2018; Accepted November 20, 2018.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This study aimed at investigating the physics curriculum implemented in science core schools. Thus, the researchers analyzed the science curriculum articulated in the annual reports of science core schools and interviewed some teachers in the schools to identify the features of the physics curriculum. The research findings were as follows: First, with respect to the teaching units by subjects, general science had the largest proportion, as much as 6.7 hours in average, and physics I and II were 4.2 and 4.4 hours, respectively, which were similar to other subjects such as chemistry, life science, and earth science. Second, most of schools opened the courses of physics I and II with two hours for two semesters. Fourteen schools taught physics I as an intensive unit whereas nine schools taught physics II intensively. In the case of specialized subjects, the most frequent one was independent research, and advanced physics was taught in 7 schools whereas physics experiments were done in 34 schools. Based on the findings, this study gives some implications about how to organize the physics curriculum in science core schools according to the 2015 revised science curriculum.
PACS numbers: 01.40.ek, 01.40.G-
Keywords: Science core school, Curriculum organization, Physics-related subject, 2009 revised science curriculum


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