On the basis of a second-year monitoring study on the implementation of the 2015 revised science curriculum this study examined how science teachers and students perceived the effectiveness of adapting core ideas and science key competencies. Data was collected by a survey questionnaire and interviews. In results, first, the teachers positively evaluated the importance of addressing core ideas and science key competencies, but pointed out lack of in-service teacher training and instructional supports and lack of clarity and concreteness in the definitions of science key competencies. Since such limited understanding could be barriers to properly implement the major changes in schools, it would be more necessary to clearly communicate with teachers on the emphases of the curriculum. In addition, some teachers tended to misunderstand core ideas as a decrease in the amount of learning. The teachers suggested that science textbooks should clearly address core ideas and science key competencies.
The purpose of this study was to confirm correlation between elementary school students' VARK Learning styles test and Scientific Communication Skills through VARK questionnaire (version 7.3) for Youngers and Scientific Communication Skills Test. The subjects were 99 in 6 th grade students of an elementary school located in Gyeonggi-do, Korea. The results of this study were as follows: 64% of the students had multiple learning styles, but only 36% of the students preferred a single mode of information presentation. Among students had a single mode preference, the aural ("A") was the highest unimodal preference. Among "V(visual)" mode, "A" mode, "R(read/write)" mode, and "K(kinesthetic)" mode, "A" mode was the commonest learning mode which students had. In Scientific Communication Skills Test, students' overall average was 26.19p [scientific explanation type (11.85p), scientific insistence type (14.34p)]. Girls' scores were higher than boys in scientific explanation type, but not in scientific insistence type. The scores by communication forms were Text (5.67p), Number (6.87p), Table (6.15p), and Picture (7.49p). Girls' scores were higher than boys in Text and Picture forms but not in Number and Table forms. In result of correlation analysis (Spearman's rho) between VARK Learning Styles and the types & forms of Scientific Communication Skills, there were common correlation in "Read/write (R) learning styleScientific insistence type", "Read/write (R) learning style-Grounds of Scientific insistence", "Read/write (R) learning style-Description of Scientific explanation", and "R learning style-Text form".
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