제7차 교육과정 과학교과서에 포함된 지질분야의 탐구에 대한 분석

Abstract

An Analysis on Inquiry of ‘Geology Units’ in the ‘Science’ Textbooks, the 7th Curriculum This study was conducted to analyze inquiries including their activity, process and context, additionally variations of inquiry in each grade, on the basis of the geology units of the elementary, middle and high school science textbooks written by the 7th curriculum. Inquiry activities of discussion, experiment and survey are shown in all the textbooks, but those of learning by inspection and task study are shown only in a few textbooks. Frequency of inquiry contexts is higher in pure scientific context through the whole courses of all school levels, though lower in techno-industrial, social, and environmental context. In addition, judging from the relationships between above inquiries and each grade in the textbooks, the frequency of discussion and investigation is on the increase but that of experiments is on the decrease, as the school level gets higher. In respect to inquiry process, the rates of integrate inquiry process to basic one are on the increase, as the school level gets higher. And pure scientific context appears most often in inquiry context through the whole course of all school level. Based on the above results, for the varied inquiry learning of the earth science fields, even in higher school level, various experiments following learning the basic concept should be presented in the favor of the learners' interest, and various tasks need to be given to learners.