한국과 미국의 초등 과학 교육과정 지구영역의 학년 간 내용 연계성 분석 연구
An Analysis of Sequence of Earth Science Content in Elementary School Curriculum in Korea and the U. S.
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The study aims to explore sequence of earth science content in elementary school science curriculum in Korea and the U.S.. The analysis is focused on a) general content structure of earth science part; b) concept relationship between grades in the specific field of ‘geology’; c) longitudinal connection of concepts and content in 'geology.' The findings are as follows. First, earth science curriculum content in Korea is structured according to sub-scientific disciplines centering on not science concepts but topics or inquiry activities whereas the U.S. curricular content is organized through integrative earth science topics with basic concepts and sub-concepts. Second, it is a common feature that basic concepts are interrelated to sub-concepts in all grades in both countries. However, basic concepts are scattered all over the grades, presented in a linear pattern in Korea while those are provided together in 3rd grade and repeated with extended concepts in a spiral structure in the U.S.. Last, it is not clear how concepts and content are longitudinally connected between grades in Korean curriculum. On the contrary, concepts and content in the U.S. curriculum have a strong longitudinal connection between grades with conceptual hierarchy. Such results indicate that Korean elementary school science curriculum would limit students' comprehensive understanding of science concepts through grades. The study suggests Korean science content should strengthen interrelationship among concepts as well as longitudinal connection between grades, in order to achieve the ultimate goal of science education, ‘scientific literacy’.
Abstract
The study aims to explore sequence of earth science content in elementary school science curriculum in Korea and the U.S.. The analysis is focused on a) general content structure of earth science part; b) concept relationship between grades in the specific field of ‘geology’; c) longitudinal connection of concepts and content in 'geology.' The findings are as follows. First, earth science curriculum content in Korea is structured according to sub-scientific disciplines centering on not science concepts but topics or inquiry activities whereas the U.S. curricular content is organized through integrative earth science topics with basic concepts and sub-concepts. Second, it is a common feature that basic concepts are interrelated to sub-concepts in all grades in both countries. However, basic concepts are scattered all over the grades, presented in a linear pattern in Korea while those are provided together in 3rd grade and repeated with extended concepts in a spiral structure in the U.S.. Last, it is not clear how concepts and content are longitudinally connected between grades in Korean curriculum. On the contrary, concepts and content in the U.S. curriculum have a strong longitudinal connection between grades with conceptual hierarchy. Such results indicate that Korean elementary school science curriculum would limit students' comprehensive understanding of science concepts through grades. The study suggests Korean science content should strengthen interrelationship among concepts as well as longitudinal connection between grades, in order to achieve the ultimate goal of science education, ‘scientific literacy’.
참고문헌 (31)
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