1. Sung-Chul Shin Chair Professor, KAIST Director, International Affairs Division, KAST Status of K-12 Science Education in Korea Ⓒ Prof. Sung – Chul Shin (KAIST) AASA-FASAS Workshop October 10, 2009 Dhaka, Bangladesh AASA-FASAS Workshop October 10, 2009 Dhaka, Bangladesh

2. 50 years ago, but Now, W h a t m a k e s s u c h P h e n o m e n a l C h a n g e ? Ⓒ Prof. Sung – Chul Shin (KAIST)

3. ‘Education Fever’ Some statistics: Nearly 100% students go to high school (1 st ). 99% of the students do complete high school (1 st ). 85% of the high-school graduates pursue higher education (1 st ). 41% of population received higher education (4 th ) in 380 universities and colleges. Early oversees education is popular in a English speaking country: ~ 100,000 students in USA ‘Gireogi appa (Goose dad)’ Ⓒ Prof. Sung – Chul Shin (KAIST)

4. Science Education in Elementary & Middle Schools Beginning of Sci. & Math Education: 1st grade in Elementary School 3 hrs for Sci. and 4 hrs for Math in total 25 school hrs per week Title of Science subject: “Wise Life” In Middle School: 3~4 hrs for Sci. and 3~4 hrs for Math in total 34 school hrs per week Covers Physics, Chemistry, Biology, Earth Science Ⓒ Prof. Sung – Chul Shin (KAIST)

5. Several Kinds of High Schools (99.9%) Elementary School ( 6 years) Middle School ( 3 years) Entrance Ratio (99.6%) Type No. of Schools No. of Students General H.S.14931,419,486(72.6 %) Vocational H.S.697487,492(24.9%) Science H.S.203576(0.18%) Science – Gifted H.S.1429 (0.02%) Foreign Language H.S.2923,819 Art H.S.2716,873 Athletics H.S.153,608 Ⓒ Prof. Sung – Chul Shin (KAIST)

6. Science Education in General High School The 7 th National Curriculum reformation is based on differentiated curriculum depending on the student’s ability and preference; science subjects become the elective courses. The student is supposed to take two subjects among physics, chemistry, biology, and earth science. [Physics I (22%), Chemistry I(26%), Biology I (32%), Earth Science I(23%)] Tendency not to take the advanced level of electives in science to avoid difficult subjects. [Physics II (8%), Chemistry II(14%), Biology II(12%), Earth Science II(5%)] Lack of class hours in science, teaching is mostly based on lecture and insufficient experimental activities, which is not desirable in science education. Science teacher is under heavy teaching load: 18 hrs per week Ⓒ Prof. Sung – Chul Shin (KAIST)

7. Education in Science High School 20 Science High Schools in each province and major cities. Students are selected in two ways: based on the GPA in middle schools and oral tests on scientific knowledge and concepts, or based on the awards from various contests such as Olympiad. ~1200 Students in total (top 0.2%) are selected every year. Nearly 50% of the classes are allocated for science and math. Advanced courses in science and math are offered to develop the students’ talents in those areas. Science labs and facilities are well-equipped relative to the general high schools. The students should take Physics, Chemistry, Biology, and Earth Science lab courses. Ⓒ Prof. Sung – Chul Shin (KAIST)

8. Education in Science-Gifted High School 144 Students (top 0.02%) are selected each year through very competitive multiple-step tests including creative-problem solving test, science camp performance, and in-depth interview. The educational cost per student is 40 times, compared to the general high schools and 3 times, compared to the science high schools. Highly emphasize math and science education (60 %). Highly qualified teaching staffs: 76 % of full-time teachers have the doctoral degrees and KAIST professors frequently give special lectures. Must participate in ‘the R&E program.’ Ⓒ Prof. Sung – Chul Shin (KAIST)

9. International Assessment of Science Proficiency of Korean Students According to the PISA (Program for International Student Assessment) 2006 report, Korea was ranked 11 th among 57 countries. The science proficiency is getting lower: 1 st in PISA 2001 and 4 th in PISA 2003. Especially, the competitiveness of the top 5% students was ranked 17 th. The level of Korean students’ interest, motivation, and self-confidence in science is generally lower than an average of the OECD counties. Ⓒ Prof. Sung – Chul Shin (KAIST)

10. National Issues Because of mistrust in public education, private education is very popular and costs too much [17B US$ -2% of GDP(‘08); No. of instructors in the private ed. Inst. are larger than those in public schools(490 K vs 390 K). Battle against private education Science education in Science High Schools and Science-Gifted High School is highly emphasized and relatively well practiced. However, importance of science education in general high schools is diminishing recently. The number of students taking science classes dropped significantly after these subjects became elective courses. S&E major students are rapidly decreasing after industrialization of the country: 70 % in 1980’s, but 30 % nowadays. Post-industrial syndrome was noticeably appeared in 1998. Especially, top-notch students avoid S&E fields and prefer to major medicine and law. A big national problem Thank you for your kind attention! Ⓒ Prof. Sung – Chul Shin (KAIST)

11. ‘Science-Touch on Friday’ Science-promotion program to public especially, K- 12 students, started since 2007 Purpose of program: - Return research results and scientific knowledge to the taxpayers so that they better understand and support science. - Motivate children and youngsters to major science. Leading scientists supported through major governmental projects (NRL, CRI, etc.) deliver public lectures on their research areas. Every Friday night (6:30 ~ 8:30 PM), simultaneously carried out at 5 major cities : Lecture followed by long Q&A session. Ⓒ Prof. Sung – Chul Shin (KAIST)