2015 개정 교육과정에 따른 중학교 과학 교과서 탐구 활동에 반영된 과학과 핵심역량의 분석
Analysis of Science Core Competencies Reflected in the Inquiry Activities of Middle School Science Textbooks Based on the 2015 Revised National Curriculum
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초록
The purpose of this study was to find out the implications by analyzing how science core competencies introduced in the 2015 revised national curriculum were reflected in the inquiry activities of middle school science textbooks. The results were as follows. First, The total frequency of core competencies presented in the inquiry activities of four kinds of science textbooks was 1,135 times. The frequency of core competencies in the first-grade textbooks applied to the free school year program was about 70% level compared to the second and third grades. The composition ratio was high in ‘scientific inquiry’ and ‘scientific communication’, and relatively low in ‘scientific problem solving’ and ‘scientific participation and lifelong learning’. Second, in the areas of movement and energy, matter, earth and space, the ratio of scientific inquiry ability was highest, but in the areas of life and integration, scientific communication ability was the highest. Third, the analysis of core competencies for each unit of life area showed the highest proportions of scientific communication ability in ‘biodiversity’, ‘animal and energy’, ‘stimulation and reaction’ and ‘reproduction and inheritance’ unit. On the other hand, scientific inquiry ability was the highest in ‘plant and energy’ unit. The proportion of core competencies by publishers differs, suggesting that specific agreements and guidelines for implementation after the curriculum notice need to be shared. In addition, there is a need for the plan to connect the curriculum’s goals, contents, teaching and learning methods, and evaluations with a focus on core competencies.
Abstract
The purpose of this study was to find out the implications by analyzing how science core competencies introduced in the 2015 revised national curriculum were reflected in the inquiry activities of middle school science textbooks. The results were as follows. First, The total frequency of core competencies presented in the inquiry activities of four kinds of science textbooks was 1,135 times. The frequency of core competencies in the first-grade textbooks applied to the free school year program was about 70% level compared to the second and third grades. The composition ratio was high in ‘scientific inquiry’ and ‘scientific communication’, and relatively low in ‘scientific problem solving’ and ‘scientific participation and lifelong learning’. Second, in the areas of movement and energy, matter, earth and space, the ratio of scientific inquiry ability was highest, but in the areas of life and integration, scientific communication ability was the highest. Third, the analysis of core competencies for each unit of life area showed the highest proportions of scientific communication ability in ‘biodiversity’, ‘animal and energy’, ‘stimulation and reaction’ and ‘reproduction and inheritance’ unit. On the other hand, scientific inquiry ability was the highest in ‘plant and energy’ unit. The proportion of core competencies by publishers differs, suggesting that specific agreements and guidelines for implementation after the curriculum notice need to be shared. In addition, there is a need for the plan to connect the curriculum’s goals, contents, teaching and learning methods, and evaluations with a focus on core competencies.
참고문헌 (25)
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