2015 개정 교육과정 과학과 일반선택과목 교과서에 구현된 탐구실행요소 및 기능 분석
Analysis of Inquiry Practice and Skills Represented in Science General Elective Textbooks of the 2015 Revised Curriculum
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This study aims to explore the reconstruction status of the 2015 revised curriculum implemented in the textbook by analyzing the inquiry practice elements and skills of science general elective textbooks. Textbooks from three publishers with a high selection rate among textbooks in Physics I, Chemistry I, Life Science I, and Earth Science I were analyzed using the textbook analysis framework suggested in the previous study. Main results include the total frequency of inquiry practice elements was Physics I 67∼89, Chemistry I 35∼72, Life Science I 35∼70, Earth Science I 34∼49, and the subject with the most inquiry- related activities in the textbook was Physics I, and the subject with the least amount of inquiry-related activities was Earth Science I. There was a large difference in the frequency of inquiry practice elements and skills presented by subjects, textbooks, and core concepts. The ratio of skills presented in the inquiry practice element showed a similar trend irrespective of subjects and textbooks. ‘Data collection, analysis and interpretation’ and ‘conclusion and evaluation’, which are traditional scientific inquiry activities, showed the highest ratio. On the other hand, recently emphasized inquiry activities such as ‘mathematical thinking and computer use’, ‘development and use of models’, ‘evidence-based discussion and argumentation’, and ‘problem recognition’ all showed a low rate of less than 10%. In the analysis of sub-elements of skill, sub-elements related to traditional inquiry activities were predominant. ‘Creative design’ and ‘scientific participation and lifelong learning ability’ showed significant differences by subject. Based on the research results, ways to reconstruct inquiry practice and skills were suggested for the 2022 revised science curriculum.
Abstract
This study aims to explore the reconstruction status of the 2015 revised curriculum implemented in the textbook by analyzing the inquiry practice elements and skills of science general elective textbooks. Textbooks from three publishers with a high selection rate among textbooks in Physics I, Chemistry I, Life Science I, and Earth Science I were analyzed using the textbook analysis framework suggested in the previous study. Main results include the total frequency of inquiry practice elements was Physics I 67∼89, Chemistry I 35∼72, Life Science I 35∼70, Earth Science I 34∼49, and the subject with the most inquiry- related activities in the textbook was Physics I, and the subject with the least amount of inquiry-related activities was Earth Science I. There was a large difference in the frequency of inquiry practice elements and skills presented by subjects, textbooks, and core concepts. The ratio of skills presented in the inquiry practice element showed a similar trend irrespective of subjects and textbooks. ‘Data collection, analysis and interpretation’ and ‘conclusion and evaluation’, which are traditional scientific inquiry activities, showed the highest ratio. On the other hand, recently emphasized inquiry activities such as ‘mathematical thinking and computer use’, ‘development and use of models’, ‘evidence-based discussion and argumentation’, and ‘problem recognition’ all showed a low rate of less than 10%. In the analysis of sub-elements of skill, sub-elements related to traditional inquiry activities were predominant. ‘Creative design’ and ‘scientific participation and lifelong learning ability’ showed significant differences by subject. Based on the research results, ways to reconstruct inquiry practice and skills were suggested for the 2022 revised science curriculum.
참고문헌 (25)
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