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고등학교 ‘생명과학 I’ 교과서의 유전단원에 나타난 과학철학적 관점

Perspectives on Philosophy of Science embedded in Genetics Units of ‘Life Science I’ Textbooks of High Schools

서혜애|윤세진
한국생물교육학회 (The Korean Society of Biology Education)|2016.09|생물교육 (BIOLOGY EDUCATION)|제44권 제3호|pp. 395-412|DOI 10.15717/bioedu.2016.44.3.395

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키워드

determinismgeneticslife science textbookperspectives on philosophy of science (POS)
주제분류교육학

초록

This research aimed to investigate what kinds of perspectives on philosophy of science (POS) are embedded in the genetics unit of Life Science I textbooks in high schools in Korea. For this purpose, first, through an extensive literature review, Matthews’ seven perspectives on POS, naturalism, empiricism, determinism, experimentalism, communalism, fallibilism, and criticism were adopted and each perspective of POS was articulated. Second, four categories were extracted as changeability of science knowledge, basis of science knowledge, producer of science knowledge, and interaction between science and society and used for further elaborating characteristics of each perspective on POS. Third, an analysis tool was developed with 14 criteria under seven perspectives on POS and employed to analyze Life Science I textbooks. From analyses of the perspectives on POS in genetics unit of five Life Science I textbooks written by 2009 revised curriculum, it was found that the genetics units of five textbooks represent determinism (40.7%), naturalism (33.4%), experimentalism (19.2%), fallibilism (5.1%), empiricism (0.9%), criticism (0.4%), and communalism (0.3%). It implies that contents of genetics overemphasize certain perspectives of POS from certain scientific discoveries of the time. On the other hand, high school students studying genetics with these Life Science I textbooks are likely to accept genetic determinism. It is recommended that contents of genetics in high school life science textbooks include comprehensive perspectives on POS embedded in genetics from present discovery.

Abstract

This research aimed to investigate what kinds of perspectives on philosophy of science (POS) are embedded in the genetics unit of Life Science I textbooks in high schools in Korea. For this purpose, first, through an extensive literature review, Matthews’ seven perspectives on POS, naturalism, empiricism, determinism, experimentalism, communalism, fallibilism, and criticism were adopted and each perspective of POS was articulated. Second, four categories were extracted as changeability of science knowledge, basis of science knowledge, producer of science knowledge, and interaction between science and society and used for further elaborating characteristics of each perspective on POS. Third, an analysis tool was developed with 14 criteria under seven perspectives on POS and employed to analyze Life Science I textbooks. From analyses of the perspectives on POS in genetics unit of five Life Science I textbooks written by 2009 revised curriculum, it was found that the genetics units of five textbooks represent determinism (40.7%), naturalism (33.4%), experimentalism (19.2%), fallibilism (5.1%), empiricism (0.9%), criticism (0.4%), and communalism (0.3%). It implies that contents of genetics overemphasize certain perspectives of POS from certain scientific discoveries of the time. On the other hand, high school students studying genetics with these Life Science I textbooks are likely to accept genetic determinism. It is recommended that contents of genetics in high school life science textbooks include comprehensive perspectives on POS embedded in genetics from present discovery.

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