2015 개정 과학 검정 교과서에서 ‘식물의 구조와 기능’ 단원 분석
Analysis of ‘Plant Structure and Function’ Unit in the 2015 Revised Science Authorized Textbook
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The purpose of this study is to analyze ‘Plant Structure and Function’ unit in the 2015 revised science authorized textbook. The subjects of the study are nine textbooks published in 2022. In this study, the types and materials of inquiry activities, the terms and materials of text, and the complexity and level of the inquiry process were analyzed. The results of this study are as follows. First, there is a part where the inquiry activities of the science curriculum are not properly reflected in the authorized textbooks. Second, with the development of authorized textbooks, materials for inquiry activities diversified. Third, although there was no significant difference in terms of the text of each plant organ, there was a difference in the number and materials of plants used to explain the content of the text or to play an auxiliary role. Fourth, the complexity of the plant organ structure observation process was in the order of cell > flower > seed > stem > root > leaf, and the complexity of the plant organ experiment process was in the order of photosynthesis product > root > transpiration > stem > dispersal > flower. Fifth, the level of inquiry in the authorized textbooks was highly dependent on the answer type, and some of the authorized textbooks focused on a specific level of inquiry or presented a closed type.
Abstract
The purpose of this study is to analyze ‘Plant Structure and Function’ unit in the 2015 revised science authorized textbook. The subjects of the study are nine textbooks published in 2022. In this study, the types and materials of inquiry activities, the terms and materials of text, and the complexity and level of the inquiry process were analyzed. The results of this study are as follows. First, there is a part where the inquiry activities of the science curriculum are not properly reflected in the authorized textbooks. Second, with the development of authorized textbooks, materials for inquiry activities diversified. Third, although there was no significant difference in terms of the text of each plant organ, there was a difference in the number and materials of plants used to explain the content of the text or to play an auxiliary role. Fourth, the complexity of the plant organ structure observation process was in the order of cell > flower > seed > stem > root > leaf, and the complexity of the plant organ experiment process was in the order of photosynthesis product > root > transpiration > stem > dispersal > flower. Fifth, the level of inquiry in the authorized textbooks was highly dependent on the answer type, and some of the authorized textbooks focused on a specific level of inquiry or presented a closed type.
참고문헌 (29)
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