The papers of earth science examinations given during the first semester of 1981 academic year were collected from the seventy five high schools randomly chosen all over the country. The examination questions were analyzed and evaluated in order to grasp the current state and issues of earth science education. Some critical remarks and suggestions are made for improvement of the earth science education at the secondary school level.

This study aims at identifying the characteristics of current science curriculum in several countries in terms of its format, aims and objectives, contents and guidelines. Each country has its own characteristics of science curriculum, also common characteristics among many countries. Firstly, the format of sicence curriculum in Eastern countries is very different from that of Western countries. Western countries have the curriculum format which includes characteristics and needs of science education, philosophy and background, characteristics of learner, teaching strategy and teaching materials, but Eastern countries have the curriculum format which includes only objectives, contents, and guidelines. Secondly, the aims and objectives of science curriculum in Eastern countries focus on scientific knowledges and concepts, while those of Western countries emphasize scientific methods and attitudes. Thirdly, the contents of science curriculum are very similar regardless of eastern countries or western countries. In other words, all countries included in this study emphasize biological science and earth science at lower grade level and physical science at upper grade level. Especially the observations and learning through curiosity are suggested at lower grade level, and logical reasoning is emphasized at upper grade level. Finally, the guidelines of science curriculum in eastern countries do not suggest specific information about teaching contents, experimental methods, teaching-learning activities, evaluation methods, and teaching and learning materials, while those of western countries provide more specific information about them which teachers can utilize effectively.

This study aims to present an effective basic material and data for the future earth science education by analysizing earth science curriculum of Korean high school. The method used in this study is based on comparison and analysis of the related reference materials. The main subject of this study is to find the changing history of earth science curriculum and compare the Korean earth science curriculum revised in 1982 to the American and Japan curriculums. Based on these studies following suggestions are presented for the future earth science education; 1) The laboratory education in earth science should be more emphasized than lecture. 2) It is urgent need to publish laboratory manuals for students. 3) Well designed laboratory equipments and good quality kits of reasonable price should be supplied.