2015 개정 교육과정 생명과학 I 교과서 글쓰기 문항 분석 및 교수-학습 자료 개발
Analysis of Science Writing and Development of Teaching-learning Materials in Life Sciences I Textbooks Based on the 2015 Revision Curriculum
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The importance of science writing is emphasized in the 2015 revision curriculum. Various teaching materials should be developed to encourage students to express themselves more creatively. Therefore, the purpose of this study is to develop teaching-learning materials for the class of writing at high schools based on the 2015 revision curriculum. The teaching-learning materials were developed based on the key concepts and sections of Life Science Iunder the revised curriculum in 2015. Prior to this, we analyzed materials suggesting scientific writing in eight types of textbooks, including 2015 revision Life Science I. The analytical framework was divided into descriptive and demonstrative formats, which were subdivided into nine formats. The analysis results showed that the most explained forms of science writing were presented in descriptive form, and among the analytical framework, the most descriptive sub-categories of task resolution, causal presentation. Based on the analysis results, the 2015revision to the section of Life Science I Life Sciences Itopresent various forms of science writing was developed. We hope developed materials will be utilized for practical learning, so that students can use them as Life Science writing materials for creative problem solving. Future research is expected to produce a suitable science writing and learning material in junior high school Science along with Life Science II textbooks.
Abstract
The importance of science writing is emphasized in the 2015 revision curriculum. Various teaching materials should be developed to encourage students to express themselves more creatively. Therefore, the purpose of this study is to develop teaching-learning materials for the class of writing at high schools based on the 2015 revision curriculum. The teaching-learning materials were developed based on the key concepts and sections of Life Science Iunder the revised curriculum in 2015. Prior to this, we analyzed materials suggesting scientific writing in eight types of textbooks, including 2015 revision Life Science I. The analytical framework was divided into descriptive and demonstrative formats, which were subdivided into nine formats. The analysis results showed that the most explained forms of science writing were presented in descriptive form, and among the analytical framework, the most descriptive sub-categories of task resolution, causal presentation. Based on the analysis results, the 2015revision to the section of Life Science I Life Sciences Itopresent various forms of science writing was developed. We hope developed materials will be utilized for practical learning, so that students can use them as Life Science writing materials for creative problem solving. Future research is expected to produce a suitable science writing and learning material in junior high school Science along with Life Science II textbooks.
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