Differences Between a Standards-Based Curriculum and Traditional Textbooks in High School Earth Science

Park, Do-Yong

doi:10.5408/1089-9995-53.5.540

Cited by 14 publications

(8 citation statements)

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“…As cited in the literature, Korea has a National standard curriculum for Earth Science in high school whereas a variety of Earth Science curricula are available throughout the U.S. and are modified dependent on local and state requirements (Park, 2005). As students study with these curriculums, international standardized science tests have shown that Korean students consistently outscore students in other countries, including the U.S. (Martin, et al, 2000).…”

Section: Methodsmentioning

confidence: 99%

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A Comparative Analysis of Earth Science Curriculum Using Inquiry Methodology between Korean and the U.S. Textbooks

Park

Lee

2009

EURASIA J MATH SCI T

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The purpose of this study is to investigate in what ways the inquiry task of teaching and learning in earth science textbooks reflect the unique characteristics of earth science inquiry methodology, and how it provides students with opportunities to develop their scientific reasoning skills. This study analyzes a number of inquiry activities in both Korean and American earth science curriculums by using an analysis framework of earth science inquiry methodology. Results suggest that Earth science activities in Korean textbooks appropriately reflect comprehensive earth science methodologies and provide students with more opportunities to develop their earth scientific literacy, while the American curriculum used in the U.S. included only a small number of inquiry-based activities.

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Section: Methodsmentioning

confidence: 99%

“…In addition, only 10% of U.S. high schools offer earth science courses (Park, 2005). Earth science has been considered as a secondary science because it relies on skills used in physics (Frodeman.…”

Section: Introductionmentioning

confidence: 99%

A Comparative Analysis of Earth Science Curriculum Using Inquiry Methodology between Korean and the U.S. Textbooks

Park

Lee

2009

EURASIA J MATH SCI T

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“…Tahmin, gözlem yapma, hipotez kurma ve değişkenleri tanımlama-kontrol etme gibi birçok beceriyi geliştirdiği de bilinmektedir. Deney etkinliklerine yeterince yer verilmeyen bir fen öğretiminde öğrencilerin deney düzenleme ve uygulayabilmesinin istenilen düzeyde olmayacağı, bilimsel süreç becerileri kapsamında verileri toplama, tahmin, sonuç çıkarma gibi becerilerin yeterli düzeyde desteklenemeyeceği ifade edilmektedir (Park, 2005). Bu durum karşısında kendini geliştiremeyen, araştırmalara kapalı, eleştirel düşünme becerilerinden yoksun öğrencilerin ortaya çıkacağı unutulmamalıdır (Güneş, Çelikler ve Gökalp, 2009).…”

Section: Bilimsel Süreç Becerileri Son Test Puanlarına İlişkin Sonuçlarunclassified

“…Bu anlayış 2004 öğretim programı ile öneminin anlaşılması sonucu yer verilmesine rağmen istenilen düzeye ulaştığı söylenemez. Halen fen öğretiminin laboratuvarlardan uzak, öğretmen merkezli yöntemler ile işlenmesi bu anlayışın eksik yanlarının olduğunu ortaya koymaktadır (Nicosia ve ark., 1984;Glasson, 1989;Germann ve ark., 1996;Park, 2005;Güneş, Çelikler ve Gökalp, 2009). Bu eksikliklerin giderilmesi için çalışmalar yapılabilir ve eksikliğin nedenleri araştırılabilir.…”

Section: öNerilerunclassified

The Structure of Matter in the Unit of 4E Model and Its Impact on Science Process Skills

Karamustafaoğlu¹,

Meşeci²

2014

Journal of Theoretical Educational Science

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This research with four-stage model is enriched with activities supported by the scientific process skills of teachers to develop guidance material and this material is carried out to determine the effectiveness of the process of teaching science process skills. For this purpose, scientific process skills test developed by Enger and Yager and applied on 48 students. Iteman program and 5 item with low reliability are removed. The final status is 31 items. The test result of the analysis of the collected data indicated that the test scores of students' science process skills are significantly different and they were in favour of the experimental group. Primary education is the first stage of the education and this sort of research is extremely good for teacher candidates. By the help of this research, teacher candidates can receive a very good science education.

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“…In addition, an attempt was made to ascertain whether the present books of biology have a different distribution and proportion of their subjects than those written in previous years. Park (2005) [4] developed a methodology to investigate the differences between a standard school program in the U.S.A. (EarthComm) and curricula that follow traditional books. To substantiate his point of view, the author chose to compare the laboratory activities contained in three textbooks.…”

Section: Introductionmentioning

confidence: 99%

The Mining History of Greece in School Textbooks: The Case of Lignite

Makri

Roumpos

Antoniadis

2021

International Conference on Raw Materials and Circular Economy

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The geological education in Greece is essentially rooted in the second half of the 19th century, since 1836, when secondary education was established in Greece. Although geology is referred to in all educational programs, its field was not taught before 1880, due to the lack of competent teachers and suitable books. Geological education in Greece was established as a ”necessary” science at the end of the above century, during Greece’s opening phase of mining activity. In particular, the first attempt to exploit lignite deposits began in Aliveri (Evia) in 1873, but the intensive exploitation in Aliveri began after the First World War, reaching an annual production of 23,000 tons by the end of 1927. Respectively, lignite mining began in Ptolemais in the 1950s and Megalopolis in the 1960s. In the present paper, the correlation of the lignite mining activity in Greece for electricity generation with the content of geoscience textbooks is investigated since it is widely accepted that education is directly linked to economic development.

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Differences Between a Standards-Based Curriculum and Traditional Textbooks in High School Earth Science

Cited by 14 publications

References 0 publications

A Comparative Analysis of Earth Science Curriculum Using Inquiry Methodology between Korean and the U.S. Textbooks

A Comparative Analysis of Earth Science Curriculum Using Inquiry Methodology between Korean and the U.S. Textbooks

The Structure of Matter in the Unit of 4E Model and Its Impact on Science Process Skills

The Mining History of Greece in School Textbooks: The Case of Lignite

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