2009개정 교육과정 초 ․ 중 ․ 고 과학교과서의 날씨와 기후변화 관련 단원의 과학 활동 특징 탐색

Abstract

This research intended to analyze the inquiry activities of weather and climate change units in science textbooks from elementary to high school, developed by the revised 2009 curriculum and explore their characteristics of scientific inquiry. Millar (2010) suggested several instruments for analysing practical science activities in terms of their learning objective, logical structure of practical activities, what students have to do with ideas, and what students have to do with objects and materials. This study adopted his analyzing framework in order to explore characteristics of science activities in science textbooks. There were three units found to deal with weather and climate change in elementary, middle and high school science textbooks.: 5th, 8th, and 10th science textbooks. Based on the findings, 5th science activities focused more on collecting information or data than on critical thinking and justification. However 10th put more emphasis on critical thinking process than 5th and 8th activities. We found more experiment-type of activities in 10th than 5th and 8th. Objectives of activities focused on more aquisition of knowledge and skills than scientific inquiry in 5th. 10th activities aimed toward more scientific inquiry. The logical structure of inquiry activities in 5th, 8th and 10th indicated mostly inductive ways where students collect data on a situation, then think about how it might be summarized or explained. Characteristics of science activities related weather and climate change was reviewed based on the findings. It was also discussed how the same topic was provided for different age group of students in terms of depth and width of understanding of knowledge as well as inquiry activity approaches.