국가 수준의 과학과 교육과정에 제시된 '인간의 생식'과 관련된 내용 요소의 적절성 및 교육과정 반영에 대한 실질적인 요구도 분석
Analysis of the Relevance and Substantial Demands for Content Elements Related to Human Reproduction in National Science Curriculum
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The purpose of this study is to analyze the relevance for content elements related to human reproduction and to secure the substantial demands of teachers and students for those in national science curriculum. To achieve the purpose of this study, we have derived implications by analyzing the curriculum of related subjects and the foreign curriculum. We conducted a questionnaire survey in order to gather opinions from students and teachers. The result of the study is as follows. First, content elements of human reproduction that suggested in the 7th national science curriculum have narrow range than other subjects and the content is brought up most late. Second, considering the physical development and sexual maturity of the students, we can find that the time that our science curriculum suggest the related contents is later than other countries'. Especially, we need to aggressively present the adequate related contents in the elementary science curriculum. Third, we think that the most proper grades to deal with human reproduction in science subject are sixth year in the elementary school and eighth year in the middle school. Fourth, we need to preponderantly deal with the content elements related to adolescent development such as 'reproductive structure of male and female' and 'difference between male and female in physical development ' in the elementary curriculum and the content elements related to human biological development such as 'formation of gamete and heredity', 'pregnancy and childbirth' and 'development of fetus' in the secondary curriculum.
Abstract
The purpose of this study is to analyze the relevance for content elements related to human reproduction and to secure the substantial demands of teachers and students for those in national science curriculum. To achieve the purpose of this study, we have derived implications by analyzing the curriculum of related subjects and the foreign curriculum. We conducted a questionnaire survey in order to gather opinions from students and teachers. The result of the study is as follows. First, content elements of human reproduction that suggested in the 7th national science curriculum have narrow range than other subjects and the content is brought up most late. Second, considering the physical development and sexual maturity of the students, we can find that the time that our science curriculum suggest the related contents is later than other countries'. Especially, we need to aggressively present the adequate related contents in the elementary science curriculum. Third, we think that the most proper grades to deal with human reproduction in science subject are sixth year in the elementary school and eighth year in the middle school. Fourth, we need to preponderantly deal with the content elements related to adolescent development such as 'reproductive structure of male and female' and 'difference between male and female in physical development ' in the elementary curriculum and the content elements related to human biological development such as 'formation of gamete and heredity', 'pregnancy and childbirth' and 'development of fetus' in the secondary curriculum.
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