초등학교 검정 과학 교과서 탐구 활동에 반영된 탐구 기능과 핵심역량의 분석
Analysis of Inquiry Skills and Core Competencies Reflected in Inquiry Activities of Authorized Elementary School Science Textbooks
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This study analyzed the inquiry skills and core competencies targeting the inquiry activities of authorized elementary science textbooks which have been applied since 2022, checked the application aspects of these two elements, and derived basic data and implications for textbook development. As a result of analyzing the inquiry skills, the ratio of observation and communication was high, and the ratio of classification, measurement, and prediction was low. There was no significant difference according to grades and publishers, indicating that the using pattern of inquiry skills was more dependent on the characteristics of units and the contents of inquiry activities. As a result of analyzing the core competencies, the ratio of scientific inquiry ability was the highest, and the ratio of scientific participation and lifelong learning ability was the lowest. In the case of scientific participation and lifelong learning ability, the improvement is needed as it is mainly used for reading materials rather than inquiry activities. Differences in core competencies for each publisher were confirmed, suggesting that the reflection of core competencies was more dependent on the author's disposition and intention. Considering that there is a close relationship between the inquiry skills and core competencies, the efforts to organically link and organize two elements are required when developing textbook later.
Abstract
This study analyzed the inquiry skills and core competencies targeting the inquiry activities of authorized elementary science textbooks which have been applied since 2022, checked the application aspects of these two elements, and derived basic data and implications for textbook development. As a result of analyzing the inquiry skills, the ratio of observation and communication was high, and the ratio of classification, measurement, and prediction was low. There was no significant difference according to grades and publishers, indicating that the using pattern of inquiry skills was more dependent on the characteristics of units and the contents of inquiry activities. As a result of analyzing the core competencies, the ratio of scientific inquiry ability was the highest, and the ratio of scientific participation and lifelong learning ability was the lowest. In the case of scientific participation and lifelong learning ability, the improvement is needed as it is mainly used for reading materials rather than inquiry activities. Differences in core competencies for each publisher were confirmed, suggesting that the reflection of core competencies was more dependent on the author's disposition and intention. Considering that there is a close relationship between the inquiry skills and core competencies, the efforts to organically link and organize two elements are required when developing textbook later.
참고문헌 (23)
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