This study identifies and compares science content standards that are approved by departments of education in six states: California, Connecticut, Michigan, New Jersey, Texas, and Virginia. Specifically, the study examines the goals/visions, the organizing/progression principles, the strands of science content, and earth science content found in the states curriculum standards compared to National Science Education Standards. Although many states followed the recommendations of NSES or Project 2061, the format and content of the state science standards reviewed are very diverse. The diversity seems to reflect the diverse perspectives and needs of the states. The results of this study provide Korean educators and teachers with useful models or examples to incorporate Korean national science curriculum guides into the science curriculum frameworks of their regions or schools.

• Kim, Chan-Jong(Department of Earth Science Education, College of Education, Seoul National Unive)
• Lee, Sun-Kyung(Department of Earth Science Education, College of Education, Seoul National University) | Lee, Sun-Kyung
• Hwang, Eunjee(Department of Earth Science Education, College of Education, Seoul National University) | Hwang, Eunjee