2015개정 교육과정에 따른 중학교 과학 교과서 「생물의 다양성」 단원의 내용 요소 분석
Analysis of Content Elements Related to ‘Biodiversity’ in Middle School Science Textbooks based on the 2015 Revised National Science Curriculum
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참고문헌
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초록
The purpose of this study was to compare the content elements and its composition of five science textbooks dealing with ‘biodiversity’ unit which was first introduced in the 2015 revised national science curriculum of middle school, and to present the desirable direction of content construction in recognizing biodiversity issues. The following results were obtained. First, in order to explain the biodiversity properly, it is necessary to include all the related concepts and not to exceed the scope of achievement standards. Second, it is desirable to use daily life materials as a preliminary activity of biological classification and to present scientific classification criteria for living organisms explicitly. Third, the weight of international effort to pre-serve the biodiversity in science textbooks was relatively low, so there is a need to provide additional information related to international conventions. Fourth, it is necessary to research the ways in which the scientific concepts, principles, and science core competencies presented in science textbooks can be integrated naturally with a close relationship.
Abstract
The purpose of this study was to compare the content elements and its composition of five science textbooks dealing with ‘biodiversity’ unit which was first introduced in the 2015 revised national science curriculum of middle school, and to present the desirable direction of content construction in recognizing biodiversity issues. The following results were obtained. First, in order to explain the biodiversity properly, it is necessary to include all the related concepts and not to exceed the scope of achievement standards. Second, it is desirable to use daily life materials as a preliminary activity of biological classification and to present scientific classification criteria for living organisms explicitly. Third, the weight of international effort to pre-serve the biodiversity in science textbooks was relatively low, so there is a need to provide additional information related to international conventions. Fourth, it is necessary to research the ways in which the scientific concepts, principles, and science core competencies presented in science textbooks can be integrated naturally with a close relationship.
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