2022 개정 교육과정 고등학교 생명과학 탐구 활동에서의 디지털 자원 활용과 교육적 기능 탐색

Abstract

This study aimed to analyze the patterns of digital resource utilization and their educational affordances in inquiry activities presented in high school Life Science textbooks developed under the 2022 revised national curriculum. A total of 19 textbooks developed under the 2015 and 2022 revised curricula were analyzed. Inquiry activities were categorized into four types—data interpretation, experimentation and observation, simulation and modeling, and research and presentation—and the use of digital resources and their potential affordances were examined accordingly. The results revealed a significant increase in the use of digital resources in the 2022 curriculum, with approximately 60% of the cases showing alignment between the use of digital resources and the educational goals of each inquiry type. These findings suggest that the educational role of digital resources can vary depending on the instructional context, and in some cases, their use remains at a superficial level. Despite the limitation of focusing solely on textbook content, this study holds significance in that it provides a systematic analysis of how digital resources are integrated into inquiry-based activities—particularly in the context of technology- enhanced inquiry— from the perspective of educational affordances. The findings offer foundational insights for the future development of science textbooks and instructional design that aim to make meaningful use of digital resources in alignment with inquiry goals.