교육과정 개정에 따라 교육과정과 교과서에 나타난 동물 관련 개념의 수평적 ․ 수직적 연계성
Horizontal ․ Vertical Articulation of the Animal-related Concepts in the Curriculum and Textbooks according to Revision of Curriculum
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The purpose of this study is to investigate the horizontal and vertical articulation of animal-related concepts according to revision of the curriculum. In the 7th curriculum, the 2009 revised curriculum, and the 2015 revised curriculum, we examined the horizontal articulation among animals and energy, stimulus and reaction, reproduction and development units in curriculum achievement standards and textbooks. We examined the vertical articulation among elementary, middle, and high schools. The research results are as follows. First, as the curriculum was revised, there was a lack of the horizontal articulation of animal-related concepts between the three units in the curriculum and textboks. In order to achieve horizontal articulation, it is necessary to present concepts articulated to the curriculum. Second, as the curriculum was revised, the vertical articulation of animal-related concepts between elementary, middle, and high school was relatively good in the sections of animals and energy, stimulus and reaction. Third, the concepts of reproduction and development unit did not have many concepts that are horizontally articulated to other units, and the vertical articulation between elementary and middle and high schools was not well established. This is thought to be because the ‘reproduction and development unit’has been reduced mainly by cell division due to the reduction in the amount of learning in the 2009 and 2015 revised curriculum.
Abstract
The purpose of this study is to investigate the horizontal and vertical articulation of animal-related concepts according to revision of the curriculum. In the 7th curriculum, the 2009 revised curriculum, and the 2015 revised curriculum, we examined the horizontal articulation among animals and energy, stimulus and reaction, reproduction and development units in curriculum achievement standards and textbooks. We examined the vertical articulation among elementary, middle, and high schools. The research results are as follows. First, as the curriculum was revised, there was a lack of the horizontal articulation of animal-related concepts between the three units in the curriculum and textboks. In order to achieve horizontal articulation, it is necessary to present concepts articulated to the curriculum. Second, as the curriculum was revised, the vertical articulation of animal-related concepts between elementary, middle, and high school was relatively good in the sections of animals and energy, stimulus and reaction. Third, the concepts of reproduction and development unit did not have many concepts that are horizontally articulated to other units, and the vertical articulation between elementary and middle and high schools was not well established. This is thought to be because the ‘reproduction and development unit’has been reduced mainly by cell division due to the reduction in the amount of learning in the 2009 and 2015 revised curriculum.
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