우리나라 과학 교과서에 나타난 기초 탐구 과정 분석: 분류, 예상 및 추리 탐구 요소를 중심으로
Analysis of the Basic Inquiry Process in Korean Science Textbooks: Focused on Classification, Prediction and Reasoning
0
조회
0
다운로드
28
인용
0
참고문헌
키워드
초록
The purpose of this study was to examine the features of the standards of classification, prediction and reasoning in foreign national science standards and the characteristics of these inquiry processes in the Korean science textbooks. The inquiry process of classification was found less frequently rather than observation and measurement. ‘The classification of one character’ was much more contained than the higher level of classification, ‘the classification of composit character’. For the inquiry process of prediction, most of prediction was ‘prediction from experiment result’. In the level of prediction, ‘basic prediction’ was found more frequently than ‘operation prediction’. The inquiry process of reasoning was found more frequently than classification and prediction and was increased in the higher grade textbooks. In the level of reasoning, the higher grade textbooks included ‘secondary reasoning’ rather than ‘simple reasoning’.
Abstract
The purpose of this study was to examine the features of the standards of classification, prediction and reasoning in foreign national science standards and the characteristics of these inquiry processes in the Korean science textbooks. The inquiry process of classification was found less frequently rather than observation and measurement. ‘The classification of one character’ was much more contained than the higher level of classification, ‘the classification of composit character’. For the inquiry process of prediction, most of prediction was ‘prediction from experiment result’. In the level of prediction, ‘basic prediction’ was found more frequently than ‘operation prediction’. The inquiry process of reasoning was found more frequently than classification and prediction and was increased in the higher grade textbooks. In the level of reasoning, the higher grade textbooks included ‘secondary reasoning’ rather than ‘simple reasoning’.
참고문헌 (35)
- 교육인적자원부, "과학과 교육과정", 교육인적자원부 고시 제2007-79호, ~ (2007)
- 문교부, "과학과 교육과정(제3차 교육과정)", ~ (1973)
- 서울대학교 과학교육연구소, "성공적인 중학과학 탐구수업을 위한 길라잡이 자료", ~ (2005)
- 우종옥, "국가 수준의 과학탐구 능력 평가체제 개발", 한국과학교육학회지, 18(4), pp.617~626 (1998)
- 유모경, "중학교 1학년 과학 교과서의 탐구 영역 분석", 한국과학교육학회지, 23(5), pp.494~504 (2003), 한국과학교육학회
- 이봉우, "외국 과학교육과정의 탐구기준 비교 분석", 한국과학교육학회지, 25(7), pp.873~884 (2005), 한국과학교육학회
- 이봉우, "외국 과학교육과정의 관찰과 측정 기준 분석", 초등과학교육, 26(1), pp.87~96 (2007), 한국초등과학교육학회
- 이봉우, "우리나라 3-10학년 과학 교과서에 나타난 기초탐구과정 분석 : 관찰 및 측정 탐구요소를 중심으로", 한국과학교육학회지, 27(5), pp.421~431 (2007), 한국과학교육학회
- 이혜원, "초？중학생의 관찰, 예상, 가설의 이해", 초등과학교육, 24(3), pp.236~241 (2005), 한국초등과학교육학회
- 최현동, "초등학생 분류능력 발달의 경향성", 초등과학교육, 24(3), pp.281~291 (2005), 한국초등과학교육학회
- Abd-El-Khalick, F., "The nature of science and instructional practice : Making the unnatural", Science Education, 82, pp.417~436 (1998)
- American Association for the Advancement of Science, "Science - A Process Approach" (1967), Xerox Co
- American Association for the Advancement of Science, "Benchmarks for Scientific Literacy: Project 2061" (1994), Oxford University Press
- Bell, R. L., "Just do it? Impact of science apprenticeship program on high school students' understanding of the nature of science and scientific inquiry", Journal of Research in Science Teaching, 40, pp.487~509 (2003)
- Board of Education, "Science Standards of Learning for Virginia Public Schools", ~ (2003)
- California Department of Education, "Science Content Standards for California Public Schools. Kindergarten through Grade Twelve", ~ (2000)
- Florida Department of Education, "Sunshine State Standards", ~ (1996)
- Florida Department of Education, "Sunshine State Standards with Grade Level Expectations", ~ (1996)
- Gabel, D, L., "Introductory Science Skills" (1993), Waveland press
- Germann, P. J., "Analysis of nine high school biology laboratory manuals : Promoting scientific inquiry", Journal of Research in Science Teaching, 33, pp.475~499 (1996)
- Government of Alberta, "Curriculum and Program Resources: Science", ~ (1996)
- Hodson, D., "Is this really what scientists do? Seeking a more authentic science in and beyond the school laboratory, In Practical Work in School Science", pp.93~108 (1998), Routledge
- INCA, "England Curricula(age 3-19)", ~ (2004)
- Massachusetts Department of Education, "Massachusetts Science and Technology", Engineering Curriculum Framework, 2001
- Ministry of Education, "Science in the New Zealand curriculum", ~ (1993)
- National Research Council, "National Science Education Standards" (1996), National Academy Press
- National Research Council, "Inquiry and the National Science Education Standards" (2000), National Academy Press
- Nebraska State Department of Education, "Nebraska Science Standards", ERIC Document Reproduction Service, ED 454 044, ~ (1998)
- Penner, D. E., "The interaction of domain-specific knowledge and domain general discovery strategies : A study with sinking objects", Child Development, 67, pp.2709~2727 (1996)
- Singapore Department of Education, "Science Syllabus", ~ (2004)
- State of Colorado, "Colorado Model Content Standards for Science", ~ (1995)
- Tamir, P., "Inquiry related tasks in high school science laboratory handbooks", Science Education, 65, pp.477~484 (1981)
- Texas Education Agency, "Texas Administrative Code Chapter 112 Texas Essential Knowledge and Skills for Science", ~ (2005)
- Victorian Curriculum and Assessment Authority, "Curriculum and Standards Framework Ⅱ", ~ (2002)
- Wellington, J. J., "Practical work in science: time for a reappraisal, In Practical work in school science", pp.3~15 (1998), Routledge