2022 개정 과학과 교육과정에 따른 초등 과학 검정교과서 3, 4학년 생명 영역의 탐구활동 분석

Abstract

This study analyzed the inquiry activities presented in the life domain of seven third- and fourth- grade elementary science textbooks developed based on the 2022 revised science curriculum. The analysis focused on identifying the characteristics and differences of inquiry activity types by grade, publisher, and unit, and examined how the intentions of the curriculum were reflected in the textbooks. The results showed that Investigation, Discussion, and Presentation (IP) and Experimental Observation (EO) were the most frequently used types, with Expressive (EX) activities also appearing relatively often. In contrast, Reading and Writing (RW) activities were rarely presented, indicating a need for improvement in supporting scientific literacy. Differences among publishers were found in both the total frequency and type distribution of inquiry activities, and various approaches were used to achieve the same learning objectives. Unit-based analysis revealed that EO activities were more common in third grade, while Interpretation of Data (ID) and Simulation Activities (SA) were more prominent in fourth grade. Additionally, the use of digital devices in inquiry was emphasized in some textbooks, reflecting shifts in the educational environment. These findings suggest that the textbooks generally reflect the inquiry-centered approach advocated by the 2022 revised curriculum. However, there is a need to ensure a more balanced inclusion of activity types, especially RW activities that support scientific communication. This study provides foundational data for improving the design of science lessons and textbook use, and offers implications for effective inquiry-based science education.