10학년 과학교과서의 물질 영역 탐구 분석

Abstract

Eleven different kinds of the 10th grade science textbook based on the 7th curriculum were analyzed. Especially, inquiry activity on chemistry field was analyzed in order to provide a clue for the development of new science textbooks and the learning through inquiry activity. Analysis of the inquiry activity for the textbooks was made in view of three separate aspects, i.e., inquiry subject, experimental tools and devices for the activity, and number of pages devoted for the inquiry activity. The result indicates that the inquiry subject and the experimental tools and devices are mostly connected with everyday life. Among the textbooks determined, the way of expression and the contents appear to be different. In addition, there is an inconsistency in the name of the experimental tools and devices used and different tools and devices are used for the experiment with the same subject. In average, 40.5% of the total pages of the textbooks are related to the student's inquiry activity. The most extensively discussed subject in relation to inquiry subject is 'an electrolyte and ion (45.2%).' Some of the textbooks include quite different amounts of pages devoted for the inquiry activity between separate chapters. Thus, in order to improve said problems and thus to develop a more complete science textbook, it is required for science teachers to fully analyze and understand its overall contents and to supplement any missing parts so that the students can be able to successfully carry out the various kinds of scientific inquiry activity.