2015 개정 과학 교육과정의 성취기준과 미국 차세대 과학 표준 수행기대의 비교 분석- 초등학교 과정의 생태계 주제를 중심으로 -
Comparative Analysis of the 2015 Revised Science Curriculum and US Next Generation Science Standards - Focusing on Ecosystem Related Concepts in Elementary School Courses -
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Korea’s 2015 revised science curriculum presents the knowledge and skills students should learn as achievement standards. These achievement standards correspond to the performance expectations outlined in the US’s Next Generation Science Standards (NGSS). The purpose of this study is to identify the learning content related to ecosystems at the elementary school level in Korea, and to suggest guidelines for improvement of the achievement standard. For this purpose, we analyzed not only the performance expectations but also the core ideas being taught in the elementary school curriculum, as organized by the NGSS topics “Interdependent Relationships in Ecosystems” and “Matter and Energy in Organisms and Ecosystems.” The concepts and goals extracted from NGSS were then compared to the achievement standards in Korea’s 2015 revised science curriculum. In NGSS, the key ideas related to ecosystem interdependence are presented beginning in kindergarten. That is, the interactions among the different components of ecosystems and the effects of humans on the environment are presented step-by-step, beginning in the lowest grades. In contrast, grades 1-2 of Korea’s 2015 revised curriculum focus on learning about the characteristics of organisms, while grades 3-4 deal with adaptations of organisms to the environment. The impact of human beings on the environment are dealt with in grades 5-6, but the effects of biotic factors on the environment are rarely presented. Content on the materials and energy of the ecosystem first starts being taught in grade 5 in both the NGSS and the 2015 revised curriculum. However, the NGSS specifically flags the learning content as disciplinary core ideas, while the 2015 revised curriculum presents the learning element merely as class content. An analysis of educational objectives revealed that both NGSS and the 2015 revised curriculum mainly uses, as their standard, the cognitive process of “understanding,” as described in Bloom’s revised taxonomy of educational objectives. However, NGSS shows performance-focused statements,whereas the 2015 revised curriculum shows content-focused and activity-focused statements. Therefore, it is necessary to systematize the learning content about the concept of ecosystems in elementary school, and to complement thecurriculum’s achievement standards with performance-focused statements.
Abstract
Korea’s 2015 revised science curriculum presents the knowledge and skills students should learn as achievement standards. These achievement standards correspond to the performance expectations outlined in the US’s Next Generation Science Standards (NGSS). The purpose of this study is to identify the learning content related to ecosystems at the elementary school level in Korea, and to suggest guidelines for improvement of the achievement standard. For this purpose, we analyzed not only the performance expectations but also the core ideas being taught in the elementary school curriculum, as organized by the NGSS topics “Interdependent Relationships in Ecosystems” and “Matter and Energy in Organisms and Ecosystems.” The concepts and goals extracted from NGSS were then compared to the achievement standards in Korea’s 2015 revised science curriculum. In NGSS, the key ideas related to ecosystem interdependence are presented beginning in kindergarten. That is, the interactions among the different components of ecosystems and the effects of humans on the environment are presented step-by-step, beginning in the lowest grades. In contrast, grades 1-2 of Korea’s 2015 revised curriculum focus on learning about the characteristics of organisms, while grades 3-4 deal with adaptations of organisms to the environment. The impact of human beings on the environment are dealt with in grades 5-6, but the effects of biotic factors on the environment are rarely presented. Content on the materials and energy of the ecosystem first starts being taught in grade 5 in both the NGSS and the 2015 revised curriculum. However, the NGSS specifically flags the learning content as disciplinary core ideas, while the 2015 revised curriculum presents the learning element merely as class content. An analysis of educational objectives revealed that both NGSS and the 2015 revised curriculum mainly uses, as their standard, the cognitive process of “understanding,” as described in Bloom’s revised taxonomy of educational objectives. However, NGSS shows performance-focused statements,whereas the 2015 revised curriculum shows content-focused and activity-focused statements. Therefore, it is necessary to systematize the learning content about the concept of ecosystems in elementary school, and to complement thecurriculum’s achievement standards with performance-focused statements.
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