초·중학교 과학과 검정교과서에 반영된 첨단과학기술 내용 분석
Analysis of Advanced Science and Technology Contents Reflected in Elementary andMiddle School Science Textbooks
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The purpose of this study is to examine how content elements of advanced science and technology, which have a significant impact on future society, are presented in elementary and middle school science textbooks, and to derive implications for the educational direction of advanced science and technology. The results of this study are as follows. First, as a result of analyzing elementary school science textbooks, the frequency of ecosystem/eco-friendly topics was found to be high, and information/communication topics was low. Also, depending on the description method, the frequency of ‘use’ and ‘influence’ was high, and the frequency of ‘basic’ and ‘principle’ was low. Second, As a result of analyzing middle school science textbooks, the frequency of ecosystem/ecofriendly and manufacturing/convergence topics was high, and information/communication topics was low. In addition, depending on the description method, the frequency of ‘use’ and ‘influence’ by topic was high, similar to the analysis results of elementary school science textbooks. But, compared to elementary school, the proportion of ‘principles’ increased relatively. In the future, it is necessary to reflect more diverse topics of advanced science and technology in achievement standards, discuss the continuity and hierarchy of content elements in an integrated manner with other subjects, and diversify the way of describing advanced science and technology.
Abstract
The purpose of this study is to examine how content elements of advanced science and technology, which have a significant impact on future society, are presented in elementary and middle school science textbooks, and to derive implications for the educational direction of advanced science and technology. The results of this study are as follows. First, as a result of analyzing elementary school science textbooks, the frequency of ecosystem/eco-friendly topics was found to be high, and information/communication topics was low. Also, depending on the description method, the frequency of ‘use’ and ‘influence’ was high, and the frequency of ‘basic’ and ‘principle’ was low. Second, As a result of analyzing middle school science textbooks, the frequency of ecosystem/ecofriendly and manufacturing/convergence topics was high, and information/communication topics was low. In addition, depending on the description method, the frequency of ‘use’ and ‘influence’ by topic was high, similar to the analysis results of elementary school science textbooks. But, compared to elementary school, the proportion of ‘principles’ increased relatively. In the future, it is necessary to reflect more diverse topics of advanced science and technology in achievement standards, discuss the continuity and hierarchy of content elements in an integrated manner with other subjects, and diversify the way of describing advanced science and technology.
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