2015 개정 교육과정에 따른 ‘생명 과학 I’ 교과서의 과학 글쓰기 활동 분석
Analysis of Science Writing Activities in ‘Life Science I’ Textbooks according to the 2015 Revised Curriculum
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Science writing activities are emphasized to develop scientific thinking ability and communication skills. The purpose of this study was to analyze the science writing activities according to the unit and publishing company in 7 kinds of ‘Life Science I’ textbooks according to the 2015 revised curriculum in terms of the type of science writing requiring scientific thinking ability, presented sites, presented forms and topic. A total of 122 science writing activities were presented in 7 kinds of ‘Life Science I’ textbooks. The science writing activities requiring deductive thinking ability were presented 51 times, and those requiring creative thinking ability were 16 times. As a result of analyzing according to publishing company, the frequency of scientific writing activities was a maximum of 28 times and a minimum of 10 times, and the rest of the textbooks were similar to 16 times, and the types of scientific writing activities varied depending on publishing company. The science writing activities were the most presented in the site of ‘Inquiry activities’, followed by the ‘Unit summary’ and the least presented in the site of ‘Formative evaluation’. As a result of analyzing the presentation forms, ‘presented text+decorative illustration+question’ was the most, followed by ‘data+question’, and ‘data+explanation of data+question’ was not presented. As a result of analyzing the type of science writing requiring scientific thinking ability according to the topic and publishing company, the topics of science writing activities were variously presented according to each unit. The various science writing activities should be presented in ‘Life Science I’ textbooks.
Abstract
Science writing activities are emphasized to develop scientific thinking ability and communication skills. The purpose of this study was to analyze the science writing activities according to the unit and publishing company in 7 kinds of ‘Life Science I’ textbooks according to the 2015 revised curriculum in terms of the type of science writing requiring scientific thinking ability, presented sites, presented forms and topic. A total of 122 science writing activities were presented in 7 kinds of ‘Life Science I’ textbooks. The science writing activities requiring deductive thinking ability were presented 51 times, and those requiring creative thinking ability were 16 times. As a result of analyzing according to publishing company, the frequency of scientific writing activities was a maximum of 28 times and a minimum of 10 times, and the rest of the textbooks were similar to 16 times, and the types of scientific writing activities varied depending on publishing company. The science writing activities were the most presented in the site of ‘Inquiry activities’, followed by the ‘Unit summary’ and the least presented in the site of ‘Formative evaluation’. As a result of analyzing the presentation forms, ‘presented text+decorative illustration+question’ was the most, followed by ‘data+question’, and ‘data+explanation of data+question’ was not presented. As a result of analyzing the type of science writing requiring scientific thinking ability according to the topic and publishing company, the topics of science writing activities were variously presented according to each unit. The various science writing activities should be presented in ‘Life Science I’ textbooks.
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