A Study on the Reform of Science Education from K to 12 : The Relevance of Assigned-Hours in Science Subjects

Abstract

This study was to investigate the relevance of assigned-hours in science subjects resulted from its reduction in the reform of 7th educational curriculum through the point of view by representatives in society. The number of 268 from the group of natural science, engineering, language arts, education, and CEO participated in this study. Data were collected through the survey and structured interviews. The results included the followings; (1) Participants responded that science education itself is not per ceived at present as influential factor on producing and training of the skilled in science for the devel opment of future-knowledge-based society, while science itself is perceived as influential one; (2) However, participants agreed that the promotion of science education at K-12 must be strengthened for the highly developed scientific-technology society; (3) To meet this goal of the promotion of science education, participants indicated that the reduction of assigned-hours in science subjects at K-12 grades through the 7th educational curriculum is fatal in that students do not have enough chances to learn scientific knowledge, inquiry skills, attitude for science, and the relationship of science-technology-soci ety. On the basis of this result, it is implied that science must be considered as core subject which 90% of participants agreed to and on which reformers could consider the relationship between the development of this country and science education, to increase the assigned-hours in science subjects for the emphasis of scientific literacy, which is the main goal of science education.