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중학교 ‘소화, 순환, 호흡, 배설’ 탐구 활동에 제시된 과학적 역량 분석

Analysis of Scientific Competencies in Inquiry Activities of ‘Digestion, Blood Circulation, Respiration, and Excretion’ Represented in Middle School Textbooks

이신영|이영미
한국생물교육학회 (The Korean Society of Biology Education)|2023.03|생물교육 (BIOLOGY EDUCATION)|제51권 제1호|pp. 78-93|DOI 10.15717/bioedu.2023.51.1.78

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키워드

inquiry activityscientific competencydigestionblood circulationrespirationexcretion
주제분류교육학

초록

This study aimed to examine scientific competencies present in inquiry activities of science textbooks according to changes in the curriculum. To this end, from the 7th curriculum to the 2015 revised curriculum, three competences in the PISA science domain were analyzed focusing on inquiry activities in the ‘Digestion, blood circulation, respiration, and excretion’ unit in middle school science textbooks. This study revealed that the competency of ‘Explaining phenomena scientifically’ was defined with expected phrases such as ‘to predict the result of the inquiry’ or ‘to generate an explanation by applying the knowledge obtained after the experiment to a new context’ in inquiry activities. ‘Evaluating and designing scientific inquiry’ competency was required to explain the role of variables and to evaluate the inquiry process. Inquiry activities containing ‘to identify the question in a given scientific study’ and ‘to propose an appropriate experimental design’ were rarely presented. Furthermore, ‘Interpreting data and evidence scientifically’ competency was included in inquiry activities with a high frequency. However, it was rarely found in discussion of activities which fall under the prescribed definitions of ‘to distinguish the elements constituting scientific argument’ and ‘to evaluate the scientific validity of claims and evidence’. Based on these findings, educational implications were suggested as follows: accurately reflecting the three scientific competencies in the inquiry activities in the textbook, increasing opportunities for students to design their own scientific inquiry process, to evaluate the scientific validity of the proposed inquiry process, and to justify one's claim based on scientific evidence.

Abstract

This study aimed to examine scientific competencies present in inquiry activities of science textbooks according to changes in the curriculum. To this end, from the 7th curriculum to the 2015 revised curriculum, three competences in the PISA science domain were analyzed focusing on inquiry activities in the ‘Digestion, blood circulation, respiration, and excretion’ unit in middle school science textbooks. This study revealed that the competency of ‘Explaining phenomena scientifically’ was defined with expected phrases such as ‘to predict the result of the inquiry’ or ‘to generate an explanation by applying the knowledge obtained after the experiment to a new context’ in inquiry activities. ‘Evaluating and designing scientific inquiry’ competency was required to explain the role of variables and to evaluate the inquiry process. Inquiry activities containing ‘to identify the question in a given scientific study’ and ‘to propose an appropriate experimental design’ were rarely presented. Furthermore, ‘Interpreting data and evidence scientifically’ competency was included in inquiry activities with a high frequency. However, it was rarely found in discussion of activities which fall under the prescribed definitions of ‘to distinguish the elements constituting scientific argument’ and ‘to evaluate the scientific validity of claims and evidence’. Based on these findings, educational implications were suggested as follows: accurately reflecting the three scientific competencies in the inquiry activities in the textbook, increasing opportunities for students to design their own scientific inquiry process, to evaluate the scientific validity of the proposed inquiry process, and to justify one's claim based on scientific evidence.

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