과학과 핵심역량에 대한 통합과학 교과서의 반영 순위 및 학생들의 인식 비교 분석

Abstract

This study was to perform for an offer suggestive point for management of curriculum and, teaching and learning activities to cultivate effective science core competencies through to the comparative analysis of high school students’perception and reflection order in Integrated Science textbooks that are published according to 2015 revised science curriculum for science core competencies. For those, we analyzed the reflection order of each textbook and unit for science core competencies that are showed in five different textbooks, and analyzed educational need to confirm the priority order for education of science core competency through to the investigation of perception level for 200 first year student in high school. As a result, there was showed that the average number of science core competency in Integrated Science textbooks is 215.6, and there was many different to each textbook from 361 of the most number to 116 of the fewest. However, there was composed to cultivate core competency almost equally in total unit of textbooks. The reflection order of core competency that are showed in total five textbooks was ‘thinking>inquiry>communication>problem>participation’, and there was thinking ability(30.8%), inquiry ability(24.1%), communication ability (23.0%). These three core competency almost account for as the total 77.9%. The survey findings of students’perception for science core competencies was average 3.19, as a middle level, and a male student was significantly higher than a girl student especially, thinking ability, and participation and lifelong study ability. The educational need order for science core competencies was‘thinking>inquiry>problem>communication> participation’. This result was a significant difference as compared with the result of textbook analysis. That is, there was showed that the communication ability(23.0%) was very much higher than the problem solving ability(13.6%) in textbook analysis, but on the contrary the cultivation education to problem solving ability(1.26) was more need than that of communication ability(1.09) in the educational need analysis. We think that it is related to difference between 2015 revised science curriculum focusing affective domain and, teacher and student familiar with the previous science curriculum focusing cognitive domain. Therefore, We think that first of all it is necessary to change the cognition of teacher and student taking a serious view of the teaching and learning activities to cultivate core competency in affective domain like communication ability, and participation and lifelong study ability to faithfully attain the goal of Integrated Science curriculum.