2009 개정 과학과 교육과정에 따른 초등학교 과학 교과서 생명 영역의 탐구 활동 분석
Analysis of the Life Science Inquiry Activities in the Elementary Science Textbooks under the 2009 Revised Science Curriculum
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The purpose of this study was to obtain implications for the improvement of inquiry education in life sciences. For this purpose, the analysis of science process skills, learning objectives, and characteristics of the activity design included in the inquiry activities in the life science domain of the elementary science textbooks developed under the 2009 revised science curriculum was conducted. As a result of the research, it was found that the inquiry activities in the life domain mainly have a structure that collects data through observation, constructs explanations through reasoning about the collected data, and expresses it in writing or in words. The integrated inquiry skills were less frequently included than the basic inquiry skills. And The learning objectives of the inquiry activities were mainly focused on developing scientific knowledge rather than developing experimental skills or understanding the process of inquiry. The hands-on activities of the life domain’s inquiry activities showed a high dependency on observation and a high proportion of classification. On the other hand, it was found that the activities of making an object were rarely included. Minds-on activities included in the inquiry activities showed very large variations according to the contents of the unit. In the perspective of openness of inquiry activities, the majority of inquiry activities still showed a low openness level with cookbook style. The analysis of the logical structure of inquiry activities revealed that the data driven activities were overwhelmingly more than idea driven activities.
Abstract
The purpose of this study was to obtain implications for the improvement of inquiry education in life sciences. For this purpose, the analysis of science process skills, learning objectives, and characteristics of the activity design included in the inquiry activities in the life science domain of the elementary science textbooks developed under the 2009 revised science curriculum was conducted. As a result of the research, it was found that the inquiry activities in the life domain mainly have a structure that collects data through observation, constructs explanations through reasoning about the collected data, and expresses it in writing or in words. The integrated inquiry skills were less frequently included than the basic inquiry skills. And The learning objectives of the inquiry activities were mainly focused on developing scientific knowledge rather than developing experimental skills or understanding the process of inquiry. The hands-on activities of the life domain’s inquiry activities showed a high dependency on observation and a high proportion of classification. On the other hand, it was found that the activities of making an object were rarely included. Minds-on activities included in the inquiry activities showed very large variations according to the contents of the unit. In the perspective of openness of inquiry activities, the majority of inquiry activities still showed a low openness level with cookbook style. The analysis of the logical structure of inquiry activities revealed that the data driven activities were overwhelmingly more than idea driven activities.
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