체계적 분류틀을 이용한 한국과 미국 고등학교 생물교과서 실험활동의 탐구수준 비교
Comparing Inquiry Levels of Laboratory Activities between Korean and U.S. High School Biology Textbooks by Applying a Systematic Classification Scheme
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The main purposes of this study were to discover qualitative differences among laboratory activities in Korean and U.S. high school biology textbooks, and then to reclassify inquiry levels for them. Typical samples were sorted into highest and lowest inquiry level groups for comparison between the two countries through constituent analysis. Two main constituents were identified as having a significant impact on determining the inquiry level of laboratory activities. They were the constituents of ‘demanding for formulation of a hypothesis’ and of ‘demanding for application’. Based on these efforts, a new classification scheme was developed and applied to the inquiry level groups for reclassification and comparison. The results were as follows. The higher level Korean samples from the structured inquiry were reclassified into the structured inquiry b which asks students to make either a ‘hypothesis’ or an ‘application’, or structured inquiry c which asks for neither a ‘hypothesis’ nor an ‘application’. U.S. counterparts were reclassified into structured inquiry a which asks for both a ‘hypothesis’ and an ‘application’. The higher level Korean samples of the guided inquiry were reclassified evenly into guided inquiries b and c, while all of the U.S. counterparts were sorted into guided inquiry a. The lower level samples of both the structured and guided inquiries showed obvious inquiry level differences between Korean and U.S. textbooks, which supported the main purpose of this study.
Abstract
The main purposes of this study were to discover qualitative differences among laboratory activities in Korean and U.S. high school biology textbooks, and then to reclassify inquiry levels for them. Typical samples were sorted into highest and lowest inquiry level groups for comparison between the two countries through constituent analysis. Two main constituents were identified as having a significant impact on determining the inquiry level of laboratory activities. They were the constituents of ‘demanding for formulation of a hypothesis’ and of ‘demanding for application’. Based on these efforts, a new classification scheme was developed and applied to the inquiry level groups for reclassification and comparison. The results were as follows. The higher level Korean samples from the structured inquiry were reclassified into the structured inquiry b which asks students to make either a ‘hypothesis’ or an ‘application’, or structured inquiry c which asks for neither a ‘hypothesis’ nor an ‘application’. U.S. counterparts were reclassified into structured inquiry a which asks for both a ‘hypothesis’ and an ‘application’. The higher level Korean samples of the guided inquiry were reclassified evenly into guided inquiries b and c, while all of the U.S. counterparts were sorted into guided inquiry a. The lower level samples of both the structured and guided inquiries showed obvious inquiry level differences between Korean and U.S. textbooks, which supported the main purpose of this study.
참고문헌 (21)
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