2015 개정 교육과정 생명과학 I 교과서에 제시된 글쓰기 문제 유형에 따른 구조화 연구

Abstract

There is a growing interest in science writing in terms of the cultivation of creative problem solving skills. Accordingly, studies on the development of science writing materials are being conducted focusing on the unit of the 2015 revised curriculum Life Science I. If the developed writing materials are introduced into the actual secondary school classes, they can be used as effective teaching- learning strategies to enhance students' creative problem solving skills. Therefore, it is important to find ways to apply science writing development materials to actual classes. This study examined the ways to utilize science writing in actual classes through the structure of writing according to the type of writing materials presented in the textbook of Life Science I. In particular, the structure of science writing in this study was designed to link the methods of explaining and solving problems through scientific thinking based on the basic structure of expository texts and essays dealt with in Korean language. In the previous studies, science writing types are divided into explanatory and argumentative science writing types, explanatory types are classified into explanatory explanation, comparative contrast, causal analysis, goal-oriented type, and argumentative type is subdivided into hypothetical argument, evaluation criticism, ideal presentation, advocacy argument, and opinion presentation type. The purpose of this study is to suggest the writing structure according to the writing types of explanatory and argumentative forms, and as a result, it is designed to present the writing structure according to the goals of each writing based on the basic structure of introduction, main subject, and conclusion according to the writing type. If the education to make the framework of writing is continuously done through the structure of writing in school classes, it is thought that students will be able to improve their problem solving ability more actively and creatively by increasing their understanding of the presentation materials based on the topics related to the science field and actively utilizing them in the writing process. In the future, it is expected that the structured writing materials will be applied to students through teaching-learning strategies through the development of overall science writing programs, and that the actual writing will be implemented and embodied through evaluation, thereby being used as an effective and practical science writing education program.