남북한 초등학교 3학년 과학 교과서 비교- 탐구 경향성을 중심으로 -
An Analysis of Elementary Science Textbooks for Grades 3 in South and North Korea - Focused on Inquiry Tendency -
0
조회
0
다운로드
6
인용
0
참고문헌
키워드
초록
The purpose of this study is to examine how elementary school science textbooks are designed to facilitate students’ inquiry abilities in South and North Korea. For this, we investigated the weight of sub-area science in the entire units, the tendency of inquiry using Romey’s analysis method, differences in the composition of units to improve inquiry capabilities, and differences in how concepts and inquiry are applied to solve real-life problems. As a result of the analysis, North Korean science textbooks showed different weights in each area of physics, chemistry, biology, and earth science. The inquiry tendency of South Korean and North Korean textbooks was similar, but North Korean textbooks were described more exploratively in visual materials than South Korea. South Korean textbooks suggested more diverse inquiry activities than North Korean textbooks. North Korean textbooks are more exploratory in the title of the unit, while South Korean textbooks are concept-oriented and abstract. North Korean science textbooks provided opportunities to use concepts and inquiry skills learned to solve real-life problems. As a result of this study, it can be seen that elementary school science textbooks in South Korea and North Korea show differences in their tendency of inquiry. The findings are expected to contribute to the development and improvement of the next curriculum and textbooks.
Abstract
The purpose of this study is to examine how elementary school science textbooks are designed to facilitate students’ inquiry abilities in South and North Korea. For this, we investigated the weight of sub-area science in the entire units, the tendency of inquiry using Romey’s analysis method, differences in the composition of units to improve inquiry capabilities, and differences in how concepts and inquiry are applied to solve real-life problems. As a result of the analysis, North Korean science textbooks showed different weights in each area of physics, chemistry, biology, and earth science. The inquiry tendency of South Korean and North Korean textbooks was similar, but North Korean textbooks were described more exploratively in visual materials than South Korea. South Korean textbooks suggested more diverse inquiry activities than North Korean textbooks. North Korean textbooks are more exploratory in the title of the unit, while South Korean textbooks are concept-oriented and abstract. North Korean science textbooks provided opportunities to use concepts and inquiry skills learned to solve real-life problems. As a result of this study, it can be seen that elementary school science textbooks in South Korea and North Korea show differences in their tendency of inquiry. The findings are expected to contribute to the development and improvement of the next curriculum and textbooks.
참고문헌 (27)
- Chiang-Soong, B., "The inclusion of STS material in the most frequently used secondary science textbooks in the U.S.", Journal of Research in Science Teaching, 30(4), pp.339~349 (1993)
- 최도성, "한국과 미국 초등학교 과학과 교육과정 및 교과서 비교 연구", 한국초등교육, 24(2), pp.151~166 (2013), 초등교육연구원[DOI]
- Choi, J. J., "A comparative study on contents and inquiry activities in elementary science textbooks between Korea and Singapore", Journal of the Bulletin of Science Education, 23, pp.144~126 (2010)
- Hong, S. J, "Analysis of inquiry-based high school physics Ⅱ textbooks of the 7th curriculum using Romey's method", Master, pp.2008
- 잉그리트 미테, "동-서독의 차이와 지배문화: 독일 통일 30년의 재평가를 위한 제언", 경제와 사회, (125), pp.162~188 (2020), 비판사회학회[DOI]
- 진의남, "중등학교 교과서 선정을 위한 평가 기준 및 척도 개발", 실과교육연구, 16(2), pp.43~66 (2010), 한국실과교육연구학회[DOI]
- A Study on the Improvement Plans of the Textbook Adoption System, "Jin, J.", Korea Authorized Textbook, ~, pp.Research report 2010-3 (2010)
- Kang, O. H., "Parallel & distributed computing: Analysis of inquisitive tendency of 2009 revised middle school informatics textbooks", Journal of KIPS Transactions on Computer and Communication Systems, 4(7), pp.219~226 (2015)
- 김은정, "Romey 분석법을 활용한 2015 개정 실과 교과서 ‘생활 안전사고의 예방’ 단원의 탐구 경향 분석", 한국실과교육학회지, 32(3), pp.1~18 (2019), 한국실과교육학회[DOI]
- 김지영, "Romey 분석법을 활용한 국어교과서의 탐구 경향 탐색 - 초등학교 문법 단원을 중심으로 -", 새국어교육, (107), pp.67~86 (2016), 한국국어교육학회[DOI]
- 김중복, "실생활 소재 과학 탐구 모듈이 중학생의 과학 탐구 능력과 실험 활동에 대한 태도에 미치는 효과", 한국과학교육학회지, 25(7), pp.811~819 (2005), 한국과학교육학회
- 김태형, "2015 개정 교육과정에 따른 「통합 사회」 교과서의 탐구 성향 분석 - Romey 기법을 통하여 -", 한국지리환경교육학회지, 27(1), pp.53~68 (2019), 한국지리환경교육학회[DOI]
- Kim, Y. M., "World of the Science Education" (2014), Bookshill
- Science Curriculum Revision Research and Development Direction and Status, "KICE(Korea Institute for Curriculum and Evaluation)", KICE, 38~ (2005)
- 권치순, "한국과 핀란드 초등과학 교과서의 체제와 내용 비교 분석", 대한지구과학교육학회지, 4(2), pp.134~141 (2011), 대한지구과학교육학회
- Kwon, J. Y, "Analysis of inquiry status of the lowerlevel and the higher-level middle school science textbooks of Kim Jong-Un Era in North Korea", Master, pp.2020
- 이봉우, "우리나라 3-10학년 과학 교과서에 나타난 기초탐구과정 분석 : 관찰 및 측정 탐구요소를 중심으로", 한국과학교육학회지, 27(5), pp.421~431 (2007), 한국과학교육학회
- Min, J. H, "Comparative analysis of the inquiry of life science I textbooks between the revised science curriculum 2009 and 2015 by Romey's method", Master, pp.2020
- MOE(Ministry of Education), "The Compilation Commission of State-Published Textbooks" (2018), The Visang Education
- MEST(Ministry of Education, Science and Technology), "6th Grade 1st Semester Social Textbook" (2011), Doosan Dong-A
- 박현주, "북한 김정은 시대의 고급중학교 1 화학 교과서의 탐구 경향성 분석", 대한화학회지, 63(4), pp.266~279 (2019), 대한화학회[DOI]
- Park, S. W., "A plan to secure the driving force for new industrial policies for innovative growth", Journal of Weekly Financial Brief, 29(1), pp.3~9 (2020)
- Romey, W. D., "Inquiry Techniques for Teaching Science" (1968), Prentice-Hall
- Schwartz, R. S., "Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry", Science Education, 88(4), pp.610~645 (2004)
- Shin, Y. C., "The integration process of education after the German Unification", Journal of Asia-Pacific Studies, 1, pp.209~237 (1994)
- 심재호, "북한의 고급중학교1 생물과 남한의 생명과학1 교과서의 내용 특징 비교 분석", 생물교육, 48(1), pp.48~62 (2020), 한국생물교육학회[DOI]
- 송신철, "2015 개정 과학과 교육과정에 따른 초등학교 과학 교과의 탐구활동 유형 분석- 3~4학년군 과학 교과서를 중심으로 -", 생물교육, 47(3), pp.310~323 (2019), 한국생물교육학회[DOI]