2015 개정 과학과 교육과정에 따른 초등 5, 6학년 과학 검정교과서 생명 영역의 탐구활동 분석
Analysis of Inquiry Activities in the Field of Life in 5th and 6th Grade Elementary Science Authorized Textbooks according to the 2015 Revised Science Curriculum
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In order to ensure teachers and students' right to choose, such as supporting diverse and creative curriculum autonomy and improving quality through competition, elementary science textbooks have been converted into authorized textbooks and operated from the 2022 school year. In 2022, it was applied to 3rd and 4th graders, and in 2023, it is being applied to 5th and 6th graders. Accordingly, this study attempted to obtain implications by comparing and analyzing the types of inquiry activities in the national textbooks and the newly developed 5th and 6th grade elementary science authorized textbooks. Types of inquiry activities were divided into six categories: experimental observation (EO), simulated activity (SA), investigation discussion and presentation (IP), data interpretation (ID), written reading (RW), and expression (EX). The research results are as follows. First, various types of inquiry activities appeared in nine types of authorized textbooks according to the characteristics of inquiry subjects. In other words, even if the subject is the same, different textbooks have different ways to solve it, and various types of inquiry activities are appearing. Second, looking at the inquiry activities of the 5th and 6th graders by grade, the main types of inquiry activities of the 5th graders were investigation, discussion and presentation (IP), and the 6th graders were experimental observation (EO). It can be seen that the type of inquiry activity focused on inducing students' participation in learning is intensively presented by reflecting the direction of revision of the curriculum to promote student participation-type classes. Third, looking at the types of inquiry activities in detail, experimental observation (EO) and simulated activities (SA) were the main types of inquiry activities with a rate of about 57.3%, and writing and reading (RW) types showed the lowest rate at about 1.5%. The proportion of simulated activities (SA) was 24.8%, which increased about 5 times compared to 3rd and 4th graders. It can be seen that there are many topics that need to be used. The type of reading and writing (RW) presented at the lowest rate can help increase understanding of scientific concepts and improve scientific thinking, so it is hoped that it will be tried in more diverse areas and topics in the next test textbook. As a result, the newly developed and planned 5th and 6th grade elementary science textbooks in the field of life reflect well the purpose of the 2015 revised science curriculum, and were developed based on the existing curriculum, but each publisher conducts various inquiry activities on the same subject. It can be seen that they are trying to secure autonomy and diversity in the curriculum.
Abstract
In order to ensure teachers and students' right to choose, such as supporting diverse and creative curriculum autonomy and improving quality through competition, elementary science textbooks have been converted into authorized textbooks and operated from the 2022 school year. In 2022, it was applied to 3rd and 4th graders, and in 2023, it is being applied to 5th and 6th graders. Accordingly, this study attempted to obtain implications by comparing and analyzing the types of inquiry activities in the national textbooks and the newly developed 5th and 6th grade elementary science authorized textbooks. Types of inquiry activities were divided into six categories: experimental observation (EO), simulated activity (SA), investigation discussion and presentation (IP), data interpretation (ID), written reading (RW), and expression (EX). The research results are as follows. First, various types of inquiry activities appeared in nine types of authorized textbooks according to the characteristics of inquiry subjects. In other words, even if the subject is the same, different textbooks have different ways to solve it, and various types of inquiry activities are appearing. Second, looking at the inquiry activities of the 5th and 6th graders by grade, the main types of inquiry activities of the 5th graders were investigation, discussion and presentation (IP), and the 6th graders were experimental observation (EO). It can be seen that the type of inquiry activity focused on inducing students' participation in learning is intensively presented by reflecting the direction of revision of the curriculum to promote student participation-type classes. Third, looking at the types of inquiry activities in detail, experimental observation (EO) and simulated activities (SA) were the main types of inquiry activities with a rate of about 57.3%, and writing and reading (RW) types showed the lowest rate at about 1.5%. The proportion of simulated activities (SA) was 24.8%, which increased about 5 times compared to 3rd and 4th graders. It can be seen that there are many topics that need to be used. The type of reading and writing (RW) presented at the lowest rate can help increase understanding of scientific concepts and improve scientific thinking, so it is hoped that it will be tried in more diverse areas and topics in the next test textbook. As a result, the newly developed and planned 5th and 6th grade elementary science textbooks in the field of life reflect well the purpose of the 2015 revised science curriculum, and were developed based on the existing curriculum, but each publisher conducts various inquiry activities on the same subject. It can be seen that they are trying to secure autonomy and diversity in the curriculum.
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