The most basic and essential academic material in the planning and realization of the science curriculum is the textbook. As the students study science, the textbook acts as an educational material, a summary of what is to be learned, as well as a guide to the learning method and class procedure. Pa...
The most basic and essential academic material in the planning and realization of the science curriculum is the textbook. As the students study science, the textbook acts as an educational material, a summary of what is to be learned, as well as a guide to the learning method and class procedure. Particularly in the 2009 Revised Curriculum, various scientific experiments are highly recommended so analyzing these activities can be valuable research.
Specifically, earth science is a branch of science that deals with the earth and the vastness and variety of space. However, among the various facets of earth science, the area of oceanography is lacking behind geology, meteorology, and astronomy in its analysis and research in current science textbooks. The current situation with regards to oceanography in the science curriculum is that there is a clear lack in the research topics of physical oceanography and there has not been a significant change in the provided experiments. Experiments using recent observations as well as computer models and programs are non-existent. The current experiments do not pike student interest there is virtually no related studies.
This research considers experiments involving oceanography that is included in the seventeen science textbooks from the 2009 Revised Curriculum. The purpose of this research is to help the oceanography experiments in middle and high school science textbooks along with Earth Science I and II to reflect the curriculum of South Korea. The results of the research are as follows.
First, the results of the analysis in available research materials shows that among middle and high school science curriculum earth science and oceanography most often showed up in the seventh grade and Earth Science II.
In the seventh-grade science curriculum, out of seven major units, two units dealt with earth science to a total of 94 to 110 pages. Out of that 94 to 120 pages or 38.8 to 44.0 percent dealt with oceanography. In the eighth-grade science curriculum, less than ten pages dealt with oceanography. Therefore, it can be concluded that most of the oceanography study occurs in the seventh-grade. In the high school science curriculum, the entire curriculum is focused on earth science, resulting the in the courses of Earth Science I and II. In these two courses, oceanography is dealt with in 266 to 319 pages. In Earth Science II, 48 to 53 pages or 16.6 17.8 percent dealt with oceanography. This was the largest inclusion of oceanography at the high school level.
Second, experiments involving earth science and oceanography most commonly occurred in the seventh-grade science curriculum, for middle school, and in high school, it was in Earth Science II.
In the seventh-grade curriculum there was between 11 and 18 earth science experiments, in Earth Science II curriculum there was between 36 and 48 experiments. Also at each level, there were between 5 and 8 and 5 and 7 oceanography experiments respectively.
Third, in middle and high school science education there are several facets to the experimentation in oceanography. The most commonly used inquiry process used in the basic inquiry process is reasoning and when integrated inquiry process is used data analysis is most common.
Among the oceanography experiments currently being done in the middle school science curriculum data analysis isused forty-seven times and reasoning along with controlling variables reasoning was used twenty-five times. In the oceanography experiments being done in the high schoo l curriculum data analysis is used fourteen times and reasoning nine times. In another research similar to the one being done, “An Analysis of Inquiry Activities in Earth Science Textbooks on the Revised 2009 Curriculum” also found out that in the basic inquiry process and integrated inquiry process both data analysis and reasoning were most commonly used. Oceanography is a study of science that deals with the ocean and the creatures that live in it, as well as looking into the natural order of the land that surrounds the oceans through the use of data. This vast part of nature cannot be effectively recreated in the laboratory setting, and a huge amount of real-time data over a long period of time is required. Finally due to the nature of having to figure out the cause of the data gathered reasoning and data analysis play a large part in oceanography experiments.
The most basic and essential academic material in the planning and realization of the science curriculum is the textbook. As the students study science, the textbook acts as an educational material, a summary of what is to be learned, as well as a guide to the learning method and class procedure. Particularly in the 2009 Revised Curriculum, various scientific experiments are highly recommended so analyzing these activities can be valuable research.
Specifically, earth science is a branch of science that deals with the earth and the vastness and variety of space. However, among the various facets of earth science, the area of oceanography is lacking behind geology, meteorology, and astronomy in its analysis and research in current science textbooks. The current situation with regards to oceanography in the science curriculum is that there is a clear lack in the research topics of physical oceanography and there has not been a significant change in the provided experiments. Experiments using recent observations as well as computer models and programs are non-existent. The current experiments do not pike student interest there is virtually no related studies.
This research considers experiments involving oceanography that is included in the seventeen science textbooks from the 2009 Revised Curriculum. The purpose of this research is to help the oceanography experiments in middle and high school science textbooks along with Earth Science I and II to reflect the curriculum of South Korea. The results of the research are as follows.
First, the results of the analysis in available research materials shows that among middle and high school science curriculum earth science and oceanography most often showed up in the seventh grade and Earth Science II.
In the seventh-grade science curriculum, out of seven major units, two units dealt with earth science to a total of 94 to 110 pages. Out of that 94 to 120 pages or 38.8 to 44.0 percent dealt with oceanography. In the eighth-grade science curriculum, less than ten pages dealt with oceanography. Therefore, it can be concluded that most of the oceanography study occurs in the seventh-grade. In the high school science curriculum, the entire curriculum is focused on earth science, resulting the in the courses of Earth Science I and II. In these two courses, oceanography is dealt with in 266 to 319 pages. In Earth Science II, 48 to 53 pages or 16.6 17.8 percent dealt with oceanography. This was the largest inclusion of oceanography at the high school level.
Second, experiments involving earth science and oceanography most commonly occurred in the seventh-grade science curriculum, for middle school, and in high school, it was in Earth Science II.
In the seventh-grade curriculum there was between 11 and 18 earth science experiments, in Earth Science II curriculum there was between 36 and 48 experiments. Also at each level, there were between 5 and 8 and 5 and 7 oceanography experiments respectively.
Third, in middle and high school science education there are several facets to the experimentation in oceanography. The most commonly used inquiry process used in the basic inquiry process is reasoning and when integrated inquiry process is used data analysis is most common.
Among the oceanography experiments currently being done in the middle school science curriculum data analysis isused forty-seven times and reasoning along with controlling variables reasoning was used twenty-five times. In the oceanography experiments being done in the high schoo l curriculum data analysis is used fourteen times and reasoning nine times. In another research similar to the one being done, “An Analysis of Inquiry Activities in Earth Science Textbooks on the Revised 2009 Curriculum” also found out that in the basic inquiry process and integrated inquiry process both data analysis and reasoning were most commonly used. Oceanography is a study of science that deals with the ocean and the creatures that live in it, as well as looking into the natural order of the land that surrounds the oceans through the use of data. This vast part of nature cannot be effectively recreated in the laboratory setting, and a huge amount of real-time data over a long period of time is required. Finally due to the nature of having to figure out the cause of the data gathered reasoning and data analysis play a large part in oceanography experiments.
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