통합개념을 중심으로 한 싱가포르, 캐나다와 미국의 과학교육과정 내용 요소 분석
Analysis of science educational contents of Singapore, Canada and US focused on the integrated concepts
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본 연구에서는 싱가포르 과학교육과정의 주제(theme)와 캐나다온타리오 주의 과학과 기술 교육과정에 제시되어 있는 본질적 개념(fundamental concept), 미국의 과학교육내용표준(NGSS,National Generation Science Standards)에 제시되어 있는 학문 간교차개념(crosscutting concept)을 살펴보고, 통합개념과 관련된 각국의 성취목표에 어떤 과학 내용 요소들이 포함되어 있으며, 학년 별로 어떻게 구성되어 있는지 분석하였다. 분석 결과, 각 국에서 제시하고 있는 통합개념은 그 나라 교육과정의 특성을 반영하며, 통합개념의 특성에 따라 통합개념에 포함되는 과학 내용요소들은 달라질 수 있다는 것과 학년 별로 제시되는 통합개념에는 차이가 있음을 알 수 있었다. 이를 바탕으로 통합개념을 중심으로 통합교육과정을 설계할 때 고려해야 하는 몇 가지 사항을다음과 같이 제안할 수 있다. 주요 과학 내용을 포함해야 하는통합개념의 수는 너무 많거나 너무 적지 않아야 할 것이며, 통합개념이 의미하는 바를 명확히 규정하고 해당 통합개념에 어떤 분과적인 내용 요소들이 포함될 수 있는지 신중하게 검토하면서 통합개념을 선정하는 과정이 필요하다. 또한 모든 통합개념이 모든학년에서 고르게 다루어지는 것이 바람직한지, 또는 특정 통합개념이 특정 학년에서 집중적으로 다루어지는 것이 필요한지 등을숙고하여 내용을 선정하고 조직하는 것이 필요하다.
Abstract
The feasibility of integrated concepts as a key element in designing integrated science curriculum hasbeen investigated by analysing science contents included in performance expectations stated at differentgrades. The science curriculum of Singapore and the state of Ontario in Canada, and next generationof science standard (NGSS) were selected. Each of them presents theme, fundamental concepts, andcrosscutting concepts, which has the characteristics of integrated concepts proposed in the study. Analysisshowed that theme, fundamental concepts, and crosscutting concepts were influenced by the characteristicsof each curriculum. In addition, science contents related to integrated concepts at different grades variedwith the nature of integrated concepts. Based on results, some suggestions were made. First, the totalnumber of integrated concepts should be considered for designing integrated curriculum. Second, thenature of integrated concepts and science contents associated with the integrated concepts should beconsidered. The integrated concepts should be vast and deep enough in the meaning to contain variouscontent knowledge of different science domains. Third, it should be considered that how the integratedconcepts have to be presented at different grades.
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