Sung-Chul Shin Chair Professor, KAIST Director, International Affairs Division, KAST

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

2. 50 years ago, What makes such PhenomenalChange? but Now, Ⓒ Prof. Sung – Chul Shin (KAIST)

3. ‘Education Fever’ Some statistics: Nearly 100% students go to high school (1st). 99% of the students do complete high school (1st). 85% of the high-school graduates pursue higher education (1st). 41% of population received higher education (4th) 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%) Entrance Ratio (99.6%) Elementary School ( 6 years) Middle School ( 3 years) Ⓒ Prof. Sung – Chul Shin (KAIST)

6. Science Education in General High School The 7th 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 11th among 57 countries . The science proficiency is getting lower: 1st in PISA 2001 and 4th in PISA 2003. • Especially, the competitiveness of the top 5% students was ranked 17th. • The level of Korean students’ interest, motivation, and self-confidence in science is generally lower than an averageof 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)