중학교 과학2 교과서에 서술된 원소, 주기율표, 원자 내용이 요구하는인지 수준 분석(제I보)
Analysis of the Level of Cognitive Demands about Concepts of Elements,the Periodic Table, and Atoms on Science 2 Textbooks in Junior High School (I)
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이 연구에서는 중학교 ‘과학2’ 교과서에 서술되어 있는 ‘원소’, ‘주기율표’, ‘원자’에 대한 내용이 요구하는 인지 요구도를 분석하였다. 우리나라는 2007년 개정 교육과정에 의하여 처음으로 주기율표 및 그와 관련 내용들을 중학교에서 다루게 되어있다. 분석에 활용한 6종 과학 교과서에 서술된 내용이 어떠한 인지 수준을 요구하는 지를 알아내는 분석틀은 영국에서 개발된CAT(Curriculum Analysis Taxonomy)의 3종류 분석틀을 사용하였다. 이 3종류 분석틀에 의하여 분석한 ‘과학2’ 교과서에 서술된 내용이 요구하는 인지 수준들은 다음과 같았다. ‘원소’에 대한 교과서 서술이 더 이상 간단한 물질로 분리될 수 없는 순물질임을이해하는 내용으로 후기 형식적 조작 수준이었다. 그러나 ‘원소’는 한 가지 종류의 원자만으로 이루어진 물질이라고 서술된 초기 형식적 조작 수준도 있었다. ‘주기율표’에 대한 교과서 서술이 다양한 종류의 원소들을 원소 기호를 이용하여 특정 기준에 따라 몇 가지 그룹으로 분류될 수 있음을 이해해야 하고, 실체를 범주화하는데 있어서 여러 기준으로 분류해야 하는 내용으로 후기 구체적 조작 수준이었다. ‘주기율표’를 여러 족들의 집함임을 알고 이원 분류표로 이해해야 하는 내용으로 초기 형식적 조작수준이었다. ‘원자’ 구조와 연결 짓는 복합적 분류 체계로 주기율표를 표현하는 후기 형식적 수준도 있었다. ‘원자’에 대한 교과서 서술이 원자가 구조를 가진다는 것 그리고 원자가 같은 종류도 있고 다른 종류도 있다는 서술은 초기 형식적 수준이었다.
Abstract
The purpose of this study is to analyze the cognitive demands level of the description about ‘element’, ‘periodic table’, and ‘atom’ on the ‘science 2’ textbooks by the 2007 revised curriculum. The three types of CAT (Curriculum Analysis Taxonomy) have been used to analyze the cognitive demands level of those contents on the 6 kinds of ‘science 2’ textbooks. The cognitive demands level about ‘elements’ on many textbooks is a late concrete operational stage, because the descriptions of ‘element’ are pure substances or no more split into anything simpler substances. That cognitive demands level about one textbook is a early formal operational stage, because the descriptions ‘element’ are a substance of one kind of atom. The cognitive demands level of ‘periodic table’ on many textbooks is a late concrete operational stage, because the descriptions about ‘periodic table’ are the hierarchical classification for the categorizing reality. And the cognitive demands level of ‘periodic table’ is a early formal operational stage, because the descriptions about ‘periodic table’ are a collection of ‘families’ or two-way gradation of elements. That cognitive demands level about one textbook is a late formal operational stage, because the descriptions of ‘periodic table’ are a complex classificatory structure linking atomic structure. The cognitive demands level about ‘atom’ is a early formal operational stage because of the descriptions as “atoms have structure, some atoms are the same, or others are different”.
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