고등학교 통합과학 교과서에 나타난 탐구활동 유형 분석
Analysis of Inquiry Activity Types in the Integrated Science Textbooks for High School Students
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참고문헌
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초록
The purpose of this study was to analyze inquiry activity types in the integrated science textbooks, which are developed on the basis of the 2015 revised science curriculum for high school students, and compare them according to areas and publishers. In the integrated science textbooks, there were various inquiry activity types such as experiment and observation, investigation, discussion and presentation, interpretation of data, debate, science writing, simulation and expression activity. It seems that attempts and efforts have been made to include student-centered inquiry activities with the purpose of science curriculum. But, investigation, discussion and presentation, and interpretation of data are more than other inquiry activities in the integrated science textbooks. The largest number of inquiry activities were presented in the environmental and energy unit among the four units of the integrated science textbooks(material and regularity, systems and interaction, change and diversity, environment and energy). There was the difference of the proportions of inquiry activity types and the number of inquiry activities according to publishers and units. Thus, authors and publishers should be provided the considerations of directions, teaching and learning methods, the linkage of units, etc. for developing integrated science textbooks.
Abstract
The purpose of this study was to analyze inquiry activity types in the integrated science textbooks, which are developed on the basis of the 2015 revised science curriculum for high school students, and compare them according to areas and publishers. In the integrated science textbooks, there were various inquiry activity types such as experiment and observation, investigation, discussion and presentation, interpretation of data, debate, science writing, simulation and expression activity. It seems that attempts and efforts have been made to include student-centered inquiry activities with the purpose of science curriculum. But, investigation, discussion and presentation, and interpretation of data are more than other inquiry activities in the integrated science textbooks. The largest number of inquiry activities were presented in the environmental and energy unit among the four units of the integrated science textbooks(material and regularity, systems and interaction, change and diversity, environment and energy). There was the difference of the proportions of inquiry activity types and the number of inquiry activities according to publishers and units. Thus, authors and publishers should be provided the considerations of directions, teaching and learning methods, the linkage of units, etc. for developing integrated science textbooks.
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