Bloom의 신교육목표분류에 기초한 2015 개정 교육과정 『생명과학 I』 성취기준과 교과서 학습목표 분석
Analysis on Achievement Standards of the 2015 Revised National Curriculum 「Life Science I」 and Learning Objectives of Textbooks Based on Bloom’s Revised Taxonomy
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The purpose of this study was to analyze the 2015 revised national curriculum 『Life science I』 achievement standards and the learning objectives in accordance with Bloom’s revised taxonomy. The subjects of this study were 2015 revised national curriculum achievement standards and eight 『Life science I』 textbooks. The results of the achievement standards analysis presented that conceptual knowledge was the most utilized. The second was factual knowledge, and the next was procedural knowledge. Analysis of the cognitive process showed that understanding was the most utilized. The analysis of textbook learning objectives showed a tendency very similar to the results of achievement standards analysis. Conceptual knowledge was the largest, and factual knowledge was presented next. In the analysis of the cognitive process, comprehension was most often presented. Achievement standards and learning objectives are very important because they present the direction of teaching- learning in the field of school education. In particular, the use of various knowledge and cognitive processes in setting achievement standards and learning objectives can be seen as essential to fostering the competencies of the subject. Therefore, efforts should be made to utilize various types of knowledge and cognitive processes in the process of constructing 『Life science I』 achievement standards and learning objectives.
Abstract
The purpose of this study was to analyze the 2015 revised national curriculum 『Life science I』 achievement standards and the learning objectives in accordance with Bloom’s revised taxonomy. The subjects of this study were 2015 revised national curriculum achievement standards and eight 『Life science I』 textbooks. The results of the achievement standards analysis presented that conceptual knowledge was the most utilized. The second was factual knowledge, and the next was procedural knowledge. Analysis of the cognitive process showed that understanding was the most utilized. The analysis of textbook learning objectives showed a tendency very similar to the results of achievement standards analysis. Conceptual knowledge was the largest, and factual knowledge was presented next. In the analysis of the cognitive process, comprehension was most often presented. Achievement standards and learning objectives are very important because they present the direction of teaching- learning in the field of school education. In particular, the use of various knowledge and cognitive processes in setting achievement standards and learning objectives can be seen as essential to fostering the competencies of the subject. Therefore, efforts should be made to utilize various types of knowledge and cognitive processes in the process of constructing 『Life science I』 achievement standards and learning objectives.
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