2015 개정 교육과정에 따른 고등학교 과학 교과 탐구활동의 과학과 핵심역량 분석
Analysis on the Science Key Competence of Inquiry Activity in High School Science according to 2015 Revised National Curriculum - A Case Study on Life Science Textbooks -
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참고문헌
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초록
In this study, the science key competencies in the inquiry activities of high school life science textbooks were compared and analyzed according to area and publisher. 12 life science Ⅰ and Ⅱ textbooks developed based on the2015 revised science national curriculum were collected and analysed. The more the number of inquiry activities included in the textbooks, the greater the number of key competencies reflected. Scientific thinking ability was the highest, and scientific inquiry ability, scientific communication ability, and scientific problem solving ability were reflected at almost similar rate. Scientific participation and lifelong learning ability was the least reflected in all areas of lifescience I and II subjects. Science key competencies differ from one publisher to another, and the number and type of key competencies applied are often different, even if they are similar. A clear frame of reference should be provided in the development of future curriculum. In order to ensure that the life sciences classes suitable for the purpose and purpose of the 2015 revised science national curriculum are carried out in the educational field, various teaching and learning models, methods, strategies, teaching materials will continue to be developed.
Abstract
In this study, the science key competencies in the inquiry activities of high school life science textbooks were compared and analyzed according to area and publisher. 12 life science Ⅰ and Ⅱ textbooks developed based on the2015 revised science national curriculum were collected and analysed. The more the number of inquiry activities included in the textbooks, the greater the number of key competencies reflected. Scientific thinking ability was the highest, and scientific inquiry ability, scientific communication ability, and scientific problem solving ability were reflected at almost similar rate. Scientific participation and lifelong learning ability was the least reflected in all areas of lifescience I and II subjects. Science key competencies differ from one publisher to another, and the number and type of key competencies applied are often different, even if they are similar. A clear frame of reference should be provided in the development of future curriculum. In order to ensure that the life sciences classes suitable for the purpose and purpose of the 2015 revised science national curriculum are carried out in the educational field, various teaching and learning models, methods, strategies, teaching materials will continue to be developed.
참고문헌 (24)
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