SAQ(Socially Acute Questions) 측면에서 분석한 국내·외 교과서의 원자력 발전 내용
Nuclear Power Content in Domestic and Foreign Textbooks Analyzed in Terms of SAQ (Socially Acute Questions)
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
본 연구의 목적은 국내·외 교과서의 원자력 발전을 SAQ 교육 측면에서 어떻게 다루고 있는지 현황을 파악하여 과학 교육적 의미에 새로운 방향을 제시하고 한국에 적합한 원자력 교육을 제안하는 데 있다. 이를 위해 주요 국가인 미국, 일본, 프랑스, 독일, 호주, 한국 등 총 여섯 개 국가의 교과서를 활용했다. 총 241권의 국내 과학, 사회 및 환경 교과서에서 총157개를 국외 과학 및 사회 교과서 총 99권에서 총 10 9개의 원자력 발전을 추출해 비교 분석했다. 연구 결과, 국·내외 교과서에서는 SAQ 구성 요소 측면에서 보면 다원적 지식과 실용적 전략이 가장 적었다. 그리고 원자력 발전이 각 국가의 정책및 상황에 영향을 받고 있음을 알 수 있었다. 한국은 개정 시기에 따라 과학 및 사회 특성이 뚜렷해졌고 프랑스는 위험 사회 개념을 강조했다. 독일은 원자력 발전 쟁점이 끝난 시점에서 호주는 시작하는 시점에서 원자력 발전을 제시했다. 미국과일본 교과서는 원자력 발전을 과학적으로 제시했다. 활용 측면에서 국내 교과서는 ‘본문’에서 국외 교과서는 ‘확인 및 정리’와‘본문’에서 활용이 많았다. 교수 전략 측면에서 국내 교과서는 ‘탐구 및 조사 활동’이 국외 교과서에서는 ‘내용 확인’에서 많이 활용했다. 이를 바탕으로 SAQ 측면에서 원자력 발전을 다양하게 접근하기 위해 다원적 지식과 맥락적 지식 활용과 실용적 전략인 확장된 동료 공동체 활동을 제시했다. 본 연구는 원자력 발전을 한국 교과서뿐 아니라 다른 국가와의 교과서를비교하는 것, 향후 과학 교육에서 SAQ 교육을 어떻게 활용해야 하는지 방향을 제시하는데 기초 자료가 될 것이다.
Abstract
The objective of this study is to analyze nuclear power contents in domestic and foreign textbooks in terms of Socially Acute Questions. Based on this, it is to present a new direction in the meaning of science education and to propose nuclear energy education suitable for Korea. To this end, textbooks from six major countries, Korea, the United States, Japan, France, Germany, and Australia, were used. For this study, we analyzed a total of 157 nuclear power units from 241 science, social studies and environmental textbooks in Korea and a total of 109 nuclear power units from 99 science and social studies textbooks in major countries. As a result of the study, in terms of SAQ components, plural knowledge and practical strategy were the least in Korean and foreign textbooks. And the content of nuclear power generation was influenced by the policies and circumstances of each country. In Korea, scientific and social characteristics became clear depending on the revision period, and France emphasized the concept of risk society. Germany proposed nuclear power generation at the point when the issue of nuclear power generation ended, and Australia is at the beginning point. The US and Japanese textbooks included nuclear power generation scientifically. In terms of utilization, Korean textbooks were mostly used in ‘the body’ and foreign textbooks in ‘confirmation and arrangement’ and ‘the body’. In terms of teaching strategy, Korean textbooks used many ‘inquiry and research activities’, and ‘confirmation of contents’ in foreign textbooks. In order to approach nuclear power generation in various ways from the SAQ aspect, we presented the use of plural knowledge and contextualized knowledge, and practical strategies, such as extended peer community activities. This research will serve as a basis for comparing nuclear power generation with textbooks from other countries as well as Korean textbooks and presenting directions for how to use SAQ education in science education in the future.
참고문헌 (27)
- Birdsall, S., "Lifting the cover : developing an analytical tool to unravel environmental education resources", Environmental Education Research, 24(11), pp.1546~1564 (2018)
- Brunet, P., "Le vivant, entre science et marché, une démocratie à inventer" (2006), Syllepse
- Chang Rundgren, S. N., "SEE-SEP: From a separate to a holistic view of socio-scientific issues", Asia-Pacific Forum on Science Learning and Teaching, 11(1) (2010)
- Chao, Y. L., "The Effects of Earth Science Textbook Contents on High School Students’ Knowledge of, Attitude toward, and Behavior of Energy Saving and Carbon Reduction", Science Education International, 28(1), pp.30~52 (2017)
- Cho, E., "A Study on the Plurality of Nature of Science in Science Education", Journal of the Korean Association for Science Education, 38(5), pp.721~738 (2018)
- Choi, S., "Environmental Education" (2014), Kyoyookbook
- DesJardins, J. R., "Environmental Ethics: An Introduction to Environmental Philosophy" (2013), Yeonam Seoga
- Feyerabend. P., "Contre la méthode" (1979), Éditions du Seuil
- Kim, Y., "Methodological Approach to Sport Social Sciences through Philosophy of Science: Reconsidering Ontology and Epistemology", The Korean Journal of Physical Education, 58(3), pp.17~29 (2019)
- Kim, Y., "World of Science Education" (2016), Bookshill
- Legardez, A., "L'école à l'épreuve de l'actualité – Enseigner les questions vives" (2006), ESF, Issy-Ies-Moulineaux
- Lee, B., "Analysis of Nuclear Energy Education in USA : focused on Curriculum and Textbooks", Journal of the Society for the International Gifted in Science, 3(1), pp.45~53 (2009)
- Lee, C., "Content Analysis of Nuclear Power on Technology & Home Economics and Science Textbook in Middle School", Content Analysis of Nuclear Power on Technology & Home Economics and Science Textbook in Middle School, 28(1), pp.89~103 (2015)
- Lee, H., "The Epistemological Limits of the Textbook Knowledge and its Alternatives", Korean Journal of Educational Research, 42(1), pp.257~275 (2004)
- Lee, J., "Research Trends in Domestic and International Nuclear Energy Education", Korean Journal of Environmental Education, 34(1), pp.12~25 (2021)
- Lee, J., "Exploring the Possibilities of Nuclear Power Education Using SAQ(Socially Acute Questions)", Korean Journal of Environmental Education, 35(3), pp.261~280 (2022)
- Lee, M., "Nuclear Power Education in Japan", Journal of the Society for the International Gifted in Science, 3(2), pp.105~117 (2009)
- Research on facilitating communication between science and society, "Park, S.", Ministry of Education, Science and Technology, ~ (2012)
- Radinsky, J. L., "Making sense of complex data: A framework for studying students’ development of reflective inquiry dispositions", doctor, pp.2000
- Ravetz, J., "The no-nonsense guide to Science" (2006), ewho
- Shim, S., "Middle School Education Curriculum and Application of Philosophy of Education : Focusing on Critical Thinking", The Korean Journal of Philosophy of Education, 35(4), pp.125~151 (2013)
- Simonneaux, L., "Questions socialement vives and Socio-Scientific Issues: New trends of research to meet the training needs of post-modern society", Topics and Trends in Current Science Education: 9th ESERA Conference Selected Contributions, pp.37~54 (2014)
- Simonneauxa, L., "Students’ Perception of Risk About Nanotechnology After an SAQ Teaching Strategy", International Journal of Science Education, 35(14), pp.2376~2406 (2013)
- Simonneaux, J., "Educational configurations for teaching environmental Socioscientific Issues within the perspective of sustainability", Research in Science Education, 42(1), pp.75~94 (2012)
- Sjöoströom, J., "Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning", Studies in Science Education, 53(2), pp.165~192 (2017)
- Yun, S., "An Analysis on German School Education about Nuclear Power Generation-Based on the Concept of Technological Citizenship-", The Journal of The Korean Association of Geographic and Environmental Education, 21(3), pp.197~220 (2013)
- Zohar, A., "Fostering students’ knowledge and argumentation skills through dilemmas in human genetics", Journal of Research in Science Teaching, 39, pp.35~62 (2002)