과학과 핵심역량에 대한 중학교 과학1 교과서의 반영 순위 및 학생들의 인식 분석

Abstract

This study was to perform for an offer suggestive point for construction and management of curriculum to cultivate effective science core competencies through to the comparative analysis of middle school students’perception level and reflection order in Middle School Science 1 textbooks that are published according to 2015 revised science curriculum for science core competencies. For those, I analyzed the reflection order of each textbook and unit for science core competencies that are showed in four different textbooks, and inquired the priority order for education of each science core competency through to the investigation of perception level for 200 first year student in middle school. As a result, there was showed that the average number of science core competency in Middle School Science1 textbooks is 195, and there was many different to each textbook from 331 of the most number to 113 of the fewest. However, there was composed to cultivate core competency almost equally in six units. The reflection order of core competency that are showed in four total textbooks was‘thinking>communication> inquiry>problem>participation’and there was thinking ability(33.20%), communication ability(24.23%), inquiry ability(23.97%). These three core competency almost account for as the total 81.41%. The survey findings of students’perception for science core competencies was average 3.14, as a middle level, and there was no significant difference between the male and the female student. The result of the priority order for education was a significant difference as compared with the result of textbook analysis. That is, there was showed that the communication ability(24.23%) was very much higher than the problem solving ability(12.56%) in textbook analysis, but on the contrary the cultivation education to problem solving ability was more demanding than that of communication ability in the priority order for education. I think that it is related to difference between 2015 revised science curriculum focusing affective domain and teacher and student familiar with the previous science curriculum focusing cognitive domain. Therefore, I think that it is necessary to change the perception of teacher and student taking a serious view of the teaching and learning activity to cultivate core competency in affective domain like communication ability to faithfully attain the goal of Middle School Science curriculum.