2009 개정 고등학교 과학교과서의 과학글쓰기 활동 분석 : 글쓰기 유형, 형태, 과학적 소양, 비판적 사고를 중심으로
Analysis of the Science Writing Activities in the Science Textbooks of the 2009 Revised Curriculum: Focused on Writing Type, Form, Scientific Literacy, Critical Thinking
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Abstract
The purpose of this study is to analyze the writing activities in six species of high school science textbooks and to provide basic data to explore the direction of science writing class. Analytical standards on writings systems are in aspects such as writing type, form and the supplementary materials. Analytical standards on science education goals are in aspects such as scientific literacy and critical thinking. In terms of writings systems, there are 320 science writings in textbooks. They are significantly different from publisher and section. As a result of writing type; there are 256(80%) explanatory writings, 46(14%) critical writings, and 18(6%) creative writings. Therefore, the results show a bias towards explanatory writing. As a result of writing form; there are 138(43%) completed forms, 111(35%) recognition-checking forms, and 71(22%) research-practice forms. Completed form and recognition-checking form are both considerable parts of the total. So, scientific writing education is still in a system that focuses around recognition and memorization. In terms of science education goals, the result of scientific literacy emphasized in science writing is as followed. 158(49%) is of the scientific knowledge, 116(36%) is of STS, and 46(14%) is of the processes of science. Thus the results are concentrated in the dimension of the scientific knowledge. However, it does show a significant difference depending on the section. Different dimensions of scientific literacy were able to highlight depending on writing topic. As a result of critical thinking, emphasized in scientific writing; 254(79%) are of analysis, 86(27%) are of inference, 54(17%) are of evaluation, and 8(2.5%) are of uncritical cases. Once again the results have a bias. Scientific writing education has the potential to promote critical thinking because the various critical thinking skills high-highlight depending on topic, writing type, form, supplementary materials, and the scientific literacy.
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