2022 개정 과학과 교육과정의 탐구활동과 필요 교구분석

Abstract

This study aims to analyze the types and characteristics of inquiry activities in the 2022revised science curriculum. To achieve this, inquiry activities were categorized into fivetypes, and those presented in the curriculum were classified accordingly. Based on thisclassification, differences across school levels, variations among science sub-disciplines, andcharacteristics of digital-related inquiry activities were examined. Additionally, the requiredlaboratory equipment and materials for supporting inquiry activities were identified andanalyzed. The key findings are as follows: First, as students progress to higher schoollevels, the proportion of direct experiments decreases, and a more diverse range of inquiryactivities emerges. Notably, digital technology integration becomes more prominent atthe high school level. Second, physics and chemistry exhibit a high proportion of directexperiments, emphasizing precise experimentation with real-time measurement tools. Earth science focuses on investigation and data analysis using digital tools, while biologyhighlights field observations and ecological studies, necessitating portable equipment. Third,the proportion of ICT-based inquiry activities is particularly high in physics and earth science. In physics, ICT is utilized for precise data analysis, while in earth science, it provides indirectexperiences for topics such as volcanoes, earthquakes, and celestial phenomena, which aredifficult to experience firsthand.