생태교육적 측면에서 초등과학 교과서 내 생태 관련 내용의 분석
An Analysis of Ecological Contents in Elementary Science Textbooks in Terms of Ecological Education
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We assessed the contents in the elementary science textbooks with elements of ecological literacy composed of ecological knowledge, eco-centric attitude, and ecological sensitivity. The analysis of ecological knowledge in the textbooks was based on ‘The model for progression with ecological concepts (Barker & Slingsby, 1998)’. The result showed that ecological concepts such as ‘Biodiversity’ and ‘Adaptation to environment’, are emphasized and other two concepts such as ‘Evolution and population genetics’ and ‘Ecosystem’ were simply included. The concepts such as ‘Distribution of species in relation to abiotic factors’ and ‘Extinction’ were missing in the textbooks and ‘Terms such as angiosperm and monocot’ and ‘Pyramids of biomass and energy’ were presented earlier grade than in the model. A few low level concepts such as ‘Proper names’ and ‘Observing which species are present’ appeared repeatedly in the textbooks. The construction of ecological knowledge in science textbooks of elementary school may need to be improved based on the model. The activity contained contents related with ecological sensibility were 12.9% and this shows that there were not enough contents for ecological sensibility in science textbooks. Moreover, the activities related with eco- centric attitude were only 6.5%. Even though activities using living things were as many as 54.8%, the activities of low level such as ‘Observing which species are present’ were simply repeated. The activities of ‘Identification’ andUse the keysdid not use living organisms. These results suggest that the activities in the science textbooks of elementary school may not be sufficient for promoting ecological literacy of children.
Abstract
We assessed the contents in the elementary science textbooks with elements of ecological literacy composed of ecological knowledge, eco-centric attitude, and ecological sensitivity. The analysis of ecological knowledge in the textbooks was based on ‘The model for progression with ecological concepts (Barker & Slingsby, 1998)’. The result showed that ecological concepts such as ‘Biodiversity’ and ‘Adaptation to environment’, are emphasized and other two concepts such as ‘Evolution and population genetics’ and ‘Ecosystem’ were simply included. The concepts such as ‘Distribution of species in relation to abiotic factors’ and ‘Extinction’ were missing in the textbooks and ‘Terms such as angiosperm and monocot’ and ‘Pyramids of biomass and energy’ were presented earlier grade than in the model. A few low level concepts such as ‘Proper names’ and ‘Observing which species are present’ appeared repeatedly in the textbooks. The construction of ecological knowledge in science textbooks of elementary school may need to be improved based on the model. The activity contained contents related with ecological sensibility were 12.9% and this shows that there were not enough contents for ecological sensibility in science textbooks. Moreover, the activities related with eco- centric attitude were only 6.5%. Even though activities using living things were as many as 54.8%, the activities of low level such as ‘Observing which species are present’ were simply repeated. The activities of ‘Identification’ andUse the keysdid not use living organisms. These results suggest that the activities in the science textbooks of elementary school may not be sufficient for promoting ecological literacy of children.
참고문헌 (33)
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