2015 개정 교육과정에 따른 중학교 2학년 교과서의 과학교육 목표 분석- Klopfer의 교육목표 분류 중심으로 -
Analysis of the Science Education Objectives in Textbook of 2nd Grade Middle School following the 2015 Revision National Curriculum - Based on Klopfer's Classification of Educational Goals -
0
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
This study analyzes the learning goals of middle school second-year textbooks that reflect the 2015 Revision National Curriculum. Using Klopfer's classification system for education goals, the contents of five science textbooks for middle school second-year and the goals of learning extracted for exploratory and experimental activities were coded. The content feasibility of coded learning goals was secured by extracting them from the five kinds of science textbooks. In addition, the results of classifying the extracted learning goals through the Klopfer's classification system for education goals were verified for reliability among the analyses. Therefore, the contents of middle school science textbooks and the objectives of exploration and experimental activities in accordance with the 2015 Revision National Curriculum were high in physics, chemistry, life science and earth sciences compared with the 2009 Revision National Curriculum. The contents of the 2015 Revision National Curriculum and the goals of exploration show observation and measurement in the physical and chemical domains, finding and solving problems, and operating functions are higher than the 2015 curriculum standards. The standard for 2015 curriculum is the regional categories of Klopfer, where all areas of physics, chemistry, life sciences, and earth sciences have categorized and analyzed their learning objectives. The 2015 revised curriculum places importance on the scientific research process in all curricula, and the process of students organizing their own knowledge through the exploratory process. Operational functions and even affective domains are addressed with importance through the exploration process. It also shows the importance of interrelationships among the community of science, technology, economic development, and society.
Abstract
This study analyzes the learning goals of middle school second-year textbooks that reflect the 2015 Revision National Curriculum. Using Klopfer's classification system for education goals, the contents of five science textbooks for middle school second-year and the goals of learning extracted for exploratory and experimental activities were coded. The content feasibility of coded learning goals was secured by extracting them from the five kinds of science textbooks. In addition, the results of classifying the extracted learning goals through the Klopfer's classification system for education goals were verified for reliability among the analyses. Therefore, the contents of middle school science textbooks and the objectives of exploration and experimental activities in accordance with the 2015 Revision National Curriculum were high in physics, chemistry, life science and earth sciences compared with the 2009 Revision National Curriculum. The contents of the 2015 Revision National Curriculum and the goals of exploration show observation and measurement in the physical and chemical domains, finding and solving problems, and operating functions are higher than the 2015 curriculum standards. The standard for 2015 curriculum is the regional categories of Klopfer, where all areas of physics, chemistry, life sciences, and earth sciences have categorized and analyzed their learning objectives. The 2015 revised curriculum places importance on the scientific research process in all curricula, and the process of students organizing their own knowledge through the exploratory process. Operational functions and even affective domains are addressed with importance through the exploration process. It also shows the importance of interrelationships among the community of science, technology, economic development, and society.
참고문헌 (16)
- Bloom, B. S., "Handbook I: Cognitive Domain" (1956), Longmans, Green
- 차상현, "Investigation on the Perceptions of Middle School Science Teachers and Students about Creativity Components of Middle School Science Textbooks", Brain, Digital, & Learning, 8(4), pp.137~143 (2018), 뇌·AI기반교육연구소[DOI]
- Dong, H. K., "Content’s connectivity between high school science textbooks and middle school science textbooks", Brain, Digital, & Learning, 7(3), pp.159~173 (2017)
- 하민수, "2015 개정 과학과 교육과정에 기초한 과학과 핵심역량 조사 문항의 개발 및 적용", 한국과학교육학회지, 38(4), pp.495~504 (2018), 한국과학교육학회[DOI]
- 황정은, "고등학교 지구과학 교과 ‘대기의 변화 ’ 단원에서 Jigsaw Ⅱ 협동학습이 학생의 과학 탐구능력, 과학에 대한 태도, 창의적 인성에 미치는 영향", Brain, Digital, & Learning, 9(4), pp.293~306 (2019), 뇌·AI기반교육연구소[DOI]
- 강이화, "2015 개정 교육과정 교과역량의 타당성 분석 - 통합교과 교육과정을 중심으로 -", 학습자중심교과교육연구, 15(12), pp.815~835 (2015), 학습자중심교과교육학회
- Kang, S. J., "Comparative analysis of high school biology textbooks of korea and the BSCS(Green Version)of the United States", The Korean Society of Biological Education, 21(2), pp.205~215 (1993)
- 김상달, "Klopfer의 교육목표 분류에 따른 제7차 교육과정의 중학교 과학 교육목표 분석 -7학년을 중심으로-", 한국지구과학회지, 26(7), pp.640~651 (2005), 한국지구과학회
- Klopfer, L. E., "Handbook on formative and summative evaluation of student learning" (1971), McGraw-Hill
- 고은정, "핵심역량 관련 국내 과학 교육 연구 동향 분석", 현장과학교육, 13(4), pp.359~376 (2019), 한국현장과학교육학회[DOI]
- 권형석, "Analysis of Semantic Network in Life Science Domains on Middle School Textbook Based on 2009 Revised National Science Curriculum by Publisher", Brain, Digital, & Learning, 8(1), pp.17~32 (2018), 뇌·AI기반교육연구소[DOI]
- Kwon, J. S., "Klopfer's classifcation of educational objectives for science education", Journal of science education, 9, pp.67~72 (1984)
- 이진숙, "2015 개정 과학과 공통 교육과정에서의 핵심역량-교과역량, 교과역량-성취기준의 관계 분석", 통합교육과정연구, 11(2), pp.1~25 (2017), 한국통합교육과정학회
- 박소영, "A study on the Effects of Science Teaching-Learning based on Future Problem-Solving (FPS) Programs on Scientific Communication Skills and Creative Personality", Brain, Digital, & Learning, 8(4), pp.225~236 (2018), 뇌·AI기반교육연구소[DOI]
- Tyler, R. W., "Basic principles of curriculum and instruction" (1949), Chicago University of Chicago Press
- 윤도운, "2015 개정 과학과 교육과정의 과학과 핵심역량 하위요소 추출 및 적용", 학습자중심교과교육연구, 18(24), pp.1301~1319 (2018), 학습자중심교과교육학회[DOI]