2015 개정 교육과정 초등 과학 교과서의 탐구 관련 단원 분석 : 내용 구성 및 보조 시각 자료를 중심으로
Analysis of Inquiry Related Units of Elementary Science Textbooks in the 2015 Revised Curriculum: Focusing on the Content Composition and Auxiliary Visual Data
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The major purpose of this study was to analyze components of inquiry-related contents in the elementary school science textbooks of the 2015 Revised National Curriculum on the basis of the perspective of learning objectives, themes, inquiry activities, assessment methods, and presentation type of auxiliary visual materials. Relevant units in elementary science textbooks were selected and analyzed by using analysis instrument to compare grade levels and search for excellent and insufficient cases. The results indicated that the learning objectives in inquiry-related units provided more performance standards from lower grade group to the upper grade group. A total of 20 types of learning materials were introduced in the textbooks. In the inquiry activities, one or two storytelling formats were used for each grade group to strengthen the connectivity of each class. The core competencies were scientific inquiry ability, scientific thinking ability, and scientific communication. The most frequently applied evaluation method in inquiry-related units was the self-evaluation method, and several peer evaluation methods were introduced in some grades. In the auxiliary visual data analysis, out of the total of 6 types, 5 types, except the explanatory type, were identified in the inquiry-related section. The 3rd and 4th grader group used more auxiliary visual data than the 5th and 6th grader group. The connection between the previous and subsequent lessons, the correspondence with the textual material, and the clarity of the material can be the basis for selecting an excellent case of the auxiliary visual material. In addition to the excellent case, the lack of ambiguity, lack of consistency with the central visual materials, and simply expanding the central visual material became the basis for selection as an insufficient case. It could be expected that the effective field application of inquiry-related units and implications for future textbook improvement directions could be obtained in this study.
Abstract
The major purpose of this study was to analyze components of inquiry-related contents in the elementary school science textbooks of the 2015 Revised National Curriculum on the basis of the perspective of learning objectives, themes, inquiry activities, assessment methods, and presentation type of auxiliary visual materials. Relevant units in elementary science textbooks were selected and analyzed by using analysis instrument to compare grade levels and search for excellent and insufficient cases. The results indicated that the learning objectives in inquiry-related units provided more performance standards from lower grade group to the upper grade group. A total of 20 types of learning materials were introduced in the textbooks. In the inquiry activities, one or two storytelling formats were used for each grade group to strengthen the connectivity of each class. The core competencies were scientific inquiry ability, scientific thinking ability, and scientific communication. The most frequently applied evaluation method in inquiry-related units was the self-evaluation method, and several peer evaluation methods were introduced in some grades. In the auxiliary visual data analysis, out of the total of 6 types, 5 types, except the explanatory type, were identified in the inquiry-related section. The 3rd and 4th grader group used more auxiliary visual data than the 5th and 6th grader group. The connection between the previous and subsequent lessons, the correspondence with the textual material, and the clarity of the material can be the basis for selecting an excellent case of the auxiliary visual material. In addition to the excellent case, the lack of ambiguity, lack of consistency with the central visual materials, and simply expanding the central visual material became the basis for selection as an insufficient case. It could be expected that the effective field application of inquiry-related units and implications for future textbook improvement directions could be obtained in this study.
참고문헌 (35)
- Abd-El-Khalick, F., "The nature of science and instructional practice : Making the unnatural natural", Science Education, 82, pp.417~436 (1998)
- Anderson, R. D., "Reforming science teaching : What research says about inquiry", Journal of Science Teacher Education, 13, pp.1~12 (2002)
- 방희건, "초등학교 과학 교과서 생명 영역에 제시된 시각 자료의 분석", 생물교육, 40(3), pp.279~289 (2012), 한국생물교육학회[DOI]
- Billen, M. T., "Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education", pp.148~168 (2021), IGI Global
- 최지미, "통합탐구 단원에 대한 초등학교 교사들의 인식과 지도 실태", 한국과학교육학회지, 36(5), pp.783~790 (2016), 한국과학교육학회[DOI]
- 최상호, "과정 중심 평가 친화적 교사 교육과 평가에 대한 인식", 교원교육, 33(2), pp.1~23 (2017), 교육연구원[DOI]
- 정정인, "초등학교 과학 교과서에서 사용된 보조적 시각 자료의 분류 및 분석", 초등과학교육, 26(5), pp.525~534 (2007), 한국초등과학교육학회
- Eng, C. M., "Keep it simple : Streamlining book illustrations improves attention and comprehension in beginning readers", npj Science of Learning, 5, pp.1~10 (2020)
- Jian, Y. C., "Fourth graders’ cognitive processes and learning strategies for reading illustrated biology texts : Eye movement measurements", Reading Research Quarterly, 51, pp.93~109 (2016)
- Jian, Y. C., "Influences of text difficulty and reading ability on learning illustrated science texts for children : An eye movement study", Computers and Education, 113, pp.263~279 (2017)
- 정해용, "인포그래픽을 중심으로 살펴본 초등 과학교과서 시각화 자료의 유형과 역할", 초등과학교육, 37(1), pp.80~91 (2018), 한국초등과학교육학회[DOI]
- 김성기, "시뮬레이션 기반 과학 탐구 프로그램의 개발 및 현장 적용 가능성 탐색", 현장과학교육, 15(5), pp.423~436 (2021), 한국현장과학교육학회[DOI]
- 이대형, "2009 개정 교육과정에 따른 초등학교 3~4학년 과학 교과용 도서 실험본의 ‘기초탐구’ 단원의 효과에 대한 초등학교 교사의 인식", 초등과학교육, 33(1), pp.30~43 (2014), 한국초등과학교육학회
- 이희우, "초등 과학 수업에서 학생주도 인포그래픽 구성 활동의 효과", 한국과학교육학회지, 39(5), pp.625~635 (2019), 한국과학교육학회[DOI]
- 이정아, "2007개정 교육과정 초등 과학 교과서의 시각 이미지에 대한 언어학적 분석: 날씨의 변화 단원을 중심으로", 초등과학교육, 30(4), pp.482~489 (2011), 한국초등과학교육학회
- 이재원, "2015 개정 교육과정에 따른 과학탐구실험 교과서에 나타난 참탐구 요소 분석", 대한화학회지, 63(3), pp.183~195 (2019), 대한화학회
- 이윤호, "스토리텔링을 활용한 교과서 진술 방안 탐색 -초등 수학, 과학 교과서의 스토리텔링 요소 분석을 중심으로-", 교육문화연구, 19(1), pp.83~118 (2013), 교육연구소[DOI]
- Liu, K. P., "Enhancing language learning through creation : The effect of digital storytelling on student learning motivation and performance in a school English course", Educational Technology Research and Development, 66, pp.913~935 (2018)
- Science Education Curriculum, "Ministry of Education and Human Resources Development", Ministry of Education & Human Resources, ~, pp.Notification No. 2007-79 of the MEHRD (2007)
- Elementary and Secondary School Curriculum: General Statement, "Ministry of Education, Science and Technology", Ministry of Education, Science and Technology, ~, pp.Notification No. 2009-41 of the MEST (2009)
- Science Education Curriculum, "Ministry of Education, Science and Technology", Ministry of Education, Science and Technology, ~, pp.Notification No. 2011-361. of the MEST (2011)
- Elementary School Curriculum, "Ministry of Education", Ministry of Education, ~, pp.Notification No. 1997-15 of the MOE (1997)
- National Science Curriculum. No. 2015-74, "Ministry of Education", Ministry of Education, ~ (2015)
- Ministry of Education, "Grade 4-1 Elementary School Science Textbook" (2018), ChunJae Education
- Ministry of Education, "Grade 5-1 Elementary School Science Textbook" (2019), ChunJae Education
- Ministry of Education, "Grade 6-1 Elementary School Science Textbook" (2019), ChunJae Education
- National Research Council, "National Science Education Standards" (1996), National Academy Press
- National Research Council, "Inquiry and the National Science Education Standards" (2000), National Academy Press
- Raith, C. P., "Opening Up Education for Inclusivity Across Digital Economies and Societies" (2019), IGI Global
- Saritepeci, M., "Students’ and parents’ opinions on the use of digital storytelling in science education", Technology, Knowledge and Learning, 26, pp.193~213 (2021)
- 신원섭, "2007·2009 개정 초등 과학 교과서 ‘우리 몸의 구조와 기능’ 단원의 편집디자인에 따른 초등학생들의 시각적 주의 분석", 초등과학교육, 36(4), pp.428~438 (2017), 한국초등과학교육학회[DOI]
- 신영준, "고등학교 과학탐구실험 교과서에 기술된 적정 기술 내용 비교 분석", 에너지기후변화교육, 8(1), pp.1~10 (2018), 에너지기후변화교육학회[DOI]
- 손준호, "과정 중심 평가가 반영된 백워드 설계가 초등학생의 과학 학업성취도와 과학학습 동기에 미치는 효과", 대한지구과학교육학회지, 11(2), pp.90~106 (2018), 대한지구과학교육학회[DOI]
- 손연아, "예비 과학 교사의 기초탐구과정기능에 대한 인식 및 명시적 수업 분석", 생물교육, 39(4), pp.562~580 (2011), 한국생물교육학회[DOI]
- Veriki, I., "What is the value of graphical displays in learning?", Educational Psychological Review, 14, pp.261~312 (2002)