2015 개정 과학과 교육과정과 미국 차세대 과학 표준의 비교 분석 - 중학교와 고등학교 과정의 생태계 주제를 중심으로 -
Comparative Analysis of the 2015 Revised Science Curriculumand US Next Generation Science Standards - Focusing on Ecosystem Related Concepts in Middle School and High School Courses -
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초록
This study performed to provide educational implications for revising curriculum by comparing and analyzing US’s Next Generation Science Standards(NGSS) performance expectations and Korea’s 2015 revised science curriculum achievement standards on ecosystem concepts in middle and high school courses. For this, learning contents on ecosystem in 2015 revised science curriculum and NGSS were compared and analyzed, and educational objectives derived from achievement standard and performance expectations were compare and analyzed in terms of Bloom’s revised taxonomy, statement types, and scientific and engineering practices or inquiry skills. As a result, Korea’s 2015 revised science curriculum contained only contents about biodiversity in middle school, in particular, contents about matter circulation and energy flow in organism and ecosystem were not included in high school science. But NGSS dealt with overall contents about ecosystem in both middle and high school in a balanced way. Of knowledge dimension of Bloom’s revised taxonomy, conceptual knowledge accounted for the highest percentage in Korea’s 2015 revised science curriculum and NGSS. On cognitive process dimension, ‘Understand’ was mainly showed in Korea’s 2015 revised science curriculum, but NGSS presented various cognitive process. Korea’s 2015 revised science curriculum had many content-focused and activity-focused statements, but NGSS had numerous performance-focused statements. On scientific and engineering practices or inquiry skills, ‘Collecting, Analyzing and Interpreting Data’ took up the highest percentage in Korea’s 2015 revised science curriculum and ‘Drawing Conclusions and Performing Evaluations’ did so in NGSS.
Abstract
This study performed to provide educational implications for revising curriculum by comparing and analyzing US’s Next Generation Science Standards(NGSS) performance expectations and Korea’s 2015 revised science curriculum achievement standards on ecosystem concepts in middle and high school courses. For this, learning contents on ecosystem in 2015 revised science curriculum and NGSS were compared and analyzed, and educational objectives derived from achievement standard and performance expectations were compare and analyzed in terms of Bloom’s revised taxonomy, statement types, and scientific and engineering practices or inquiry skills. As a result, Korea’s 2015 revised science curriculum contained only contents about biodiversity in middle school, in particular, contents about matter circulation and energy flow in organism and ecosystem were not included in high school science. But NGSS dealt with overall contents about ecosystem in both middle and high school in a balanced way. Of knowledge dimension of Bloom’s revised taxonomy, conceptual knowledge accounted for the highest percentage in Korea’s 2015 revised science curriculum and NGSS. On cognitive process dimension, ‘Understand’ was mainly showed in Korea’s 2015 revised science curriculum, but NGSS presented various cognitive process. Korea’s 2015 revised science curriculum had many content-focused and activity-focused statements, but NGSS had numerous performance-focused statements. On scientific and engineering practices or inquiry skills, ‘Collecting, Analyzing and Interpreting Data’ took up the highest percentage in Korea’s 2015 revised science curriculum and ‘Drawing Conclusions and Performing Evaluations’ did so in NGSS.
참고문헌 (40)
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