Characteristics of “Values and Attitudes” Embedded in Achievement Standards of the 2022 Revised Common Science Curriculum

Abstract

This study aims to longitudinally analyze the distribution characteristics and developmentalpathways of “Values and Attitudes” embedded in the achievement standards of the 2022Revised Common Science Curriculum (Grades 3-9). An analytical framework with nine subelementswas developed based on curriculum documents to analyze all 189 achievementstandards. The results confirmed that the 2022 Revised Curriculum establishes a two-trackstrategy considering students’ cognitive development and the nature of the subject. First,in the four core domains (Matter, Motion and Energy, Life, Earth and Space), a distinctqualitative shift was observed as school levels increased from a focus on “Sensitivity”(lower elementary) to “Aesthetic Value” (middle school). This signifies a deepeningeducational goal toward fostering a scientific worldview, moving from affective interest toan understanding of the logical beauty of laws and principles. Second, the “Science andSociety” domain demonstrated a unique developmental pathway for citizenship, expandingfrom “Contribution to a Sustainable Society (Practice)” in elementary school to “Enjoymentof Science Culture (Communication)” and “Usefulness (Career)” in middle school. This studyempirically validates the systematic affective design of the common curriculum and suggeststhe necessity of dualized teaching and learning designs reflecting the characteristics ofschool levels and domains.