고등학교 생물교육과정에서의 진화내용 분석

Abstract

This study analyzed how the evolution and the evolutionary theory were treated in high school biology curriculum from the 1st to the 7th curriculum. The results show the current position of evolution education in biology education and the problems of evolution education were discussed.The results of this study are as follows : First, from the 1st to the 7th high school biology curriculum, evolution was not emphasized in a manner commensurate with its importance as a unifying idea of biology. Second, this analysis showed that seven topics were dealt with in the curriculum; the origin of life, geologic time scales, the evidence of evolution, human evolution, population genetics, the evolutionary theory and phylogeny of living things. But those topics were not fully introduced and some of them appeared in biology curriculum. Third, the results of contents analysis of the 5th, 6th and 7th biology curriculum showed that there was a steady decrease in the proportions of contents of evolution area. Especially the 7th curriculum contained the lowest proportion, 3.0%, through the entire biology curriculum contents.Forth, according to the result of this analysis, the proportion of the contents of evolution area in biology curriculum was, on the whole, 4.2-12.5% but 'Science I(the first volume)' in the 5th curriculum, biology parts of 'Common Science' and 'Biology I' in the 6th curriculum, and 'Science' in the 7th curriculum didn't contain evolutionary contents. 'Biology' in 5th curriculum have the highest proportion of evolution(20.0%).Fifth, the analyzed result depending on track- natural science track and humanities and social science track- showed that in the 5th, 6th, 7th biology curriculum, the students of humanities track did not learn any of evolution and the evolutionary theory except human evolution in the 6th curriculum.