2015 개정 교육과정에 따른 중·고등학교 과학과 교과서의 진화 관련 단원 내용 및 기능 분석
Analysis of the Contents and Skills in the Units for Biological Evolution Included in Secondary School Science Textbooks according 2015 Revised Korea National Science Curriculum
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초록
This study analyzed the content and skills of the evolution related units in revised textbooks according to the 2015 revised national curriculum. Vertical connectivity of evolutionary concept included in the textbooks was not done well because there were many ‘gaps’ rather than ‘repetition’ and ‘development’ as a whole. The curriculum and textbook should be structured so that students can learn the unit of evolution through ‘repetition’, ‘development’ based on the precedent learning by introducing the concept of evolution from the lower grades, and to learn the biology from the evolutionary point of view. Analyzing the skills included in the inquiry activities, the elements of traditional inquiry activities such as ‘data collection, analysis and interpretation’ and ‘conclusion and evaluation’ were the main factors. Although evolution is the most important theory to explain biology, it does not contain enough content in textbooks, nor is there a systematic link between its contents. This causes students to have difficulty in learning evolution. Science teachers in the environment for applying to the 2015 revised national curriculum need to make efforts to reconfigure the curriculum with the conceptual linkage in teaching the unit of biological evolution.
Abstract
This study analyzed the content and skills of the evolution related units in revised textbooks according to the 2015 revised national curriculum. Vertical connectivity of evolutionary concept included in the textbooks was not done well because there were many ‘gaps’ rather than ‘repetition’ and ‘development’ as a whole. The curriculum and textbook should be structured so that students can learn the unit of evolution through ‘repetition’, ‘development’ based on the precedent learning by introducing the concept of evolution from the lower grades, and to learn the biology from the evolutionary point of view. Analyzing the skills included in the inquiry activities, the elements of traditional inquiry activities such as ‘data collection, analysis and interpretation’ and ‘conclusion and evaluation’ were the main factors. Although evolution is the most important theory to explain biology, it does not contain enough content in textbooks, nor is there a systematic link between its contents. This causes students to have difficulty in learning evolution. Science teachers in the environment for applying to the 2015 revised national curriculum need to make efforts to reconfigure the curriculum with the conceptual linkage in teaching the unit of biological evolution.
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