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Analysis of Scientific Literacy for the Achievement Standards in the 2015 Revised Physics Curriculum
New Phys.: Sae Mulli 2019; 69: 519~531
Published online May 31, 2019;
© 2019 New Physics: Sae Mulli.

Insun LEE1, Jongwon PARK*2

1Department of Physics Education, Chungbuk National University, Cheongju 28644, Korea
2Department of Physics Education, Chonnam National University, Gwanju 61186, Korea
Correspondence to:
Received March 12, 2019; Revised April 1, 2019; Accepted April 1, 2019.
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.
This study applied the scientific literacy model to analyze how scientific literacy is reflected in the physics achievement standards presented in the 2015 revised science curriculum. As a result, among the 107 achievement standards, only 3% reflected public relations, and most of the inquiry skills(76%) achievement standards were basic inquiry skills. For the contents outside the science, 27% included daily life and technology, but no other outside contents. Achievement standards were described as competency-based, but 78% were ‘explanation’ or ‘search’. More diverse and high-level competencies were found to be lacking. However, the NGSS(Next Generation Science Standards) contents and the scientific literate person by NSTA(National Science Teachers Association) were found to reflect science literacy appropriately. we suggest, with examples, that the physics curriculum should be improved so that scientific literacy is adequately reflected in achievement standards.
PACS numbers: 01.40.G-, 01.40.-d
Keywords: Physics curriculum, Achievement standard, Scientific literacy

May 2019, 69 (5)
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