초등학교 과학 교과서의 생태학 지식 분석

Abstract

The purpose of this study is to present improvement by analyzing criteria of ecological knowledge which will be taught for environmental education after analysis about the current elementary school textbooks. For this, criteria for ecological education was composed of systematized content elements through research of scholars and ecology books about ecological knowledge. Next, several improvements for ecological knowledge and complementary education were presented after understanding of ecological knowledge by analysis of elementary school textbooks focused on science. The results of this study are as follows : First, ecological knowledge taught in elementary school textbooks are presented in science. However, much of the contents associated with the most ecological knowledge in the curriculum is fragmentary and scattered with no correlation rather than forming the structure of knowledge in order to understand comprehensive and systematic nature. Second, according to analysis of specific areas of ecological knowledge covered in science subject, four major areas does not have ecological knowledge evenly. In addition, the specific content elements according to the area of ecological knowledge is so concentrated in a particular grade or subject that systematic study is difficult. Third, ecological knowledge and plan that can be complementary ecological knowledge education have been proposed. Intentionally and deliberately, in science, the contents on this human as ecosystem components and any interactions with biological or non-biological environment must be stressed. The suggestions of this study are as follows : To provide a structured system of ecological knowledge that should be addressed at kindergarten, elementary school, middle school, and high school, further studies are required. Also, ecological knowledge that is distributed by each subject and grade needs to integrate and reorganize around the central theme of ecology knowledge in order to educate the ecological knowledge in a systematic effort to environmental education. It is necessary to develop a variety of learning methods that integrate and organize the contents that students learned.