고등학교 ‘과학’ 과목의 생명과학 관련 학습 내용에 관한 과학 융합 요소와 STEAM 요소 분석 및 ‘과학’ 과목의 ‘생명과학Ⅰ’, ‘생명과학Ⅱ’와의 연계성
Analysis of Fusing Science and STEAM Factors of Learning Contents related to Life Science presented in High School ‘Science' and the Connection between ‘Science' and ‘Life Science Ⅰ' or ‘Life Science Ⅱ'
0
조회
0
다운로드
29
인용
0
참고문헌
키워드
초록
The purpose of this study was to analyse fusing science and STEAM factors of learning contents related to life science presented in high school science textbooks, and then to examine the connection between ‘Science’ and ‘Life Science I’ or ‘Life Science II’. ‘Science’ textbooks were published by 7 publishers, which were developed according to 2009 Science Curriculum. ‘Life Science I’ and ‘Life Science II’ textbooks were published by 5 publishers. Learning contents were analysed to identified by fusing science factors(biology, chemistry, physics and earth science) and STEAM factors (science, technology, engineering, art and mathematics). There was lower proportion of fused science subjects, and more than 50% of learning topics were related to only one science subject. The integrative proportion of STEAM factors of learning topics wasn't higher, too. Most learning topics of ‘Science’ had no relationship with ‘Life Science I’ or ‘Life Science II’. The results suggested that learning programs should be developed to complement with the lack of fusing science factors and STEAM ones for high school students, and learning contents or topics of ‘Science’ be harmonized in aspects of connection between subjects concerned with.
Abstract
The purpose of this study was to analyse fusing science and STEAM factors of learning contents related to life science presented in high school science textbooks, and then to examine the connection between ‘Science’ and ‘Life Science I’ or ‘Life Science II’. ‘Science’ textbooks were published by 7 publishers, which were developed according to 2009 Science Curriculum. ‘Life Science I’ and ‘Life Science II’ textbooks were published by 5 publishers. Learning contents were analysed to identified by fusing science factors(biology, chemistry, physics and earth science) and STEAM factors (science, technology, engineering, art and mathematics). There was lower proportion of fused science subjects, and more than 50% of learning topics were related to only one science subject. The integrative proportion of STEAM factors of learning topics wasn't higher, too. Most learning topics of ‘Science’ had no relationship with ‘Life Science I’ or ‘Life Science II’. The results suggested that learning programs should be developed to complement with the lack of fusing science factors and STEAM ones for high school students, and learning contents or topics of ‘Science’ be harmonized in aspects of connection between subjects concerned with.
참고문헌 (34)
- 교육과학기술부, "2009 개정 교육과정에 따른 고등학교 교육과정 총론 해설", 교육과학기술부, ~ (2009)
- 교육과학기술부, "고교 과학과 교육과정 해설서", 교육과학기술부, ~ (2009)
- "창의 인재와 선진과학기술로 여는 미래 대한민국" (2010)[URL]
- "인재대국진입으로선진일류국가실현" (2011)[URL]
- 김성숙, "미술·과학교과가 융합된 교수학습방안", 석사, pp.2011
- 김정아, "융합형 인재 양성을 위한 IT 기반 STEAM 교수․학습 방안 연구", 수산해양교육연구, 23(3), pp.445~460 (2011), 한국수산해양교육학회
- 김진수, "STEAM 교육을 위한 큐빅 모형", 한국기술교육학회지, 11(2), pp.124~139 (2011), 한국기술교육학회
- 박형주, "통합 교육에 근거한 중학교 수학 교과서 분석 : STEAM 교육을 중심으로", 석사, pp.2012
- 서혜애, "과학적 창의성과 과학영재교육의 방향", 영재교육연구, 14(1), pp.65~89 (2004)
- 손연아, "통합과학교육의 방향 설정을 위한 이론적 고찰", 한국과학교육학회지, 19(3), pp.41~61 (1999)
- 손정우, "융합형 과학의 효과적 정착을 위한 제안", 한국과학교육학회 총회 및 제 61차 동계학술대회자료집, pp.31~44 (2012)
- 신영준, "국민공통기본교육과정 과학과 생명영역에서의 탐구 활동 연계성 분석", 생물교육, 32(2), pp.135~141 (2004), 한국생물교육학회
- 신영준, "초등학교 교사들의 융합인재교육(STEAM)에 대한 인식 연구", 초등과학교육, 30(4), pp.514~523 (2011), 한국초등과학교육학회
- 심규철, "제 7차 교육과정 과학과 생명영역의 학습 내용 분석: 자극과 반응 단원을 중심으로", 생물교육, 32(2), pp.114~123 (2004), 한국생물교육학회
- 심규철, "제 7차 교육과정 7학년 과학 교과 생명 영역의 탐구 분석", 한국과학교육학회지, 22(3), pp.550~559 (2002), 한국과학교육학회
- 융합형 과학 교과 운영 실태 조사 연구, "심규철", 공주대학교 사범대학, ~ (2012)
- 윤회정, "2009 개정 교육과정과 융합형 과학 교과서에 대한 고등학교 과학교사들의 인식", 교과교육학연구, 15(3), pp.757~776 (2011), 교과교육연구소
- 창의적 인재 육성을 위한 중등학교 교육 개선 연구, "이광우", 한국교육과정평가연구원, ~, pp.RRC-2011-2 (2011)
- 이인식, "지식의 대융합" (2008), 고즈윈
- 이효녕, "외국의 STEM", STEAM 교육 사례, 2012, 20~26
- 조재주, "기술 교과 중심의 통합, STEM 교육 연구 동향 분석", 한국기술교육학회지, 11(1), pp.210~227 (2011), 한국기술교육학회
- 최호형, "제 7차 교육과정 중학교 1학년과학교과 생명영역의 교과서 체제 및 학습 내용 비교 분석", 과학교육연구, 34, pp.87~106 (2003)
- AAAS(American Association for the Advancement of Science), "Science for All Americans" (1990), Oxford Press Inc
- Becker, K., "Effects of integrative approaches among Science, Technology, Engineering, Mathematics (STEM) subject on students' learning: A preliminary meta-analysis", Journal of STEM Education, 12(1), pp.23~36 (2011)
- Bybee, R. W., "Advancing STEM education : A 2020 vision", Technology and Engineering Teacher, 70(1), pp.30~35 (2010)
- "Towards a 10-year plan for sCience,Technology, Engineering and Mathematics (STEM)education and skills in Queensland" (2011)[URL]
- Hudson, P., "Fusing curricula: Science, technology and ICT", The Sixth International Conference on Science, Mathematics and Technology Education, pp.19~22 (2010)
- ITEA(International Technology Education Association), "Standards for Technological Literacy: Content for the Study of Technology" (2007), International Technology Education Association
- Science, Engineering, and Mathematics Education: Status and Issues, "Matthews, C. M.", Congressional Research Service, ~ (2007)
- Mott, M. S., "Assessing student scientific expression using media: The media-enhanced science presentation rubric (MESPR)", Journal of STEM Education, 12(1), pp.33~41 (2011)
- Sanders, M., "STEM, STEM education, STEM mania", The Technology Teacher, 68(4), pp.20~26 (2009)
- Sanders, M., "Integrative STEM (science, technology, engineering, and mathematics) education: contemporary trends and issues", SERI Journal, 59(3), pp.729~762 (2011)
- Wulf. W. A., "Diversity in engineering", Leadership and Management in Engineering, pp.31~35 (2001)
- "What is Steam" (2010)[URL]