The purpose of this study is to present the basic content area for preparing Olympiad by
comparing the content elements related to the biology area of ? the IJSO with the syllabus of the 2015 revised
science curriculum of Korea. The research method is to extract the content elements of biological contents
from the syllabus of the IJSO, and to compare the related contents with the contents elements presented
in the ¡®Science¡¯ subject curriculum of the 2015 revised science curriculum of Korea. The method of
comparison is based on a three-step assessment of ¡®very relevant¡¯, ¡®relevant¡¯, and ¡®somewhat relevant¡¯. The
results of this analysis are as follows. First, the content elements dealt with in Korean middle school science
are not learned much of the contents suggested by IJSO or the depth of the content to be studied is
insufficient. Second, in the sub-area, there are a lot of areas where learning is very lacking in the Korean
curriculum compared to IJSO¡¯s syllabus. Third, in order to prepare for the International Secondary Science
Olympiad, most contents can be covered by extending the content elements to those covered by high school
¡®Life Science¡¯. Fourth, even though the contents of IJSO and Korea's curriculum are the same, there are
very different competences in terms of the tendency of the questions and the methods of the questions. Fifth,
in the learning of the KJSO Delegation, first of all, the contents of the curriculum of the ¡®Life Science¡¯
level and the contents required by the IJSO are added to the curriculum that is missing from the Korean
curriculum. You need to get it done. Sixth, the contents of the integrated domain that are not bound to the
curriculum should be reflected in the entire curriculum at the national level, so that learning opportunities
should be provided in detail.
