누리과정과 기본 교육과정에 나타난 과학교육의 교육적 내용에 대한 분석 및 담론

Abstract

Educational contents are important stimulus for human development. This study focuses on educational contents. The research questions: first, on the ‘Scientific Inquiry’ dimension, what are the contents of Nuri-curriculum and Special education curriculum? Second, on the ‘Nature of Science’ dimension, what are the contents of Nuri-curriculum and Special education curriculum? Third, with regard to ‘Disciplinary Core Ideas of Natural Science’, what kinds of contents do children experience through these two curriculum? Forth, what are the educational meaning of Nuri-curriculum and Special education curriculum for science educational activities for children with disabilities. To answer these research questions, the contents of Nuri-curriculum for 5-year-old and Special education curriculum for elementary school were analyzed regards to the standard contents of Science education, and educational meaning of the analysis was discussed. Results are as following. 1)Nuri-curriculum, partially ‘developing attitude on science exploration’ in nature science exploration, includes standard contents of ‘Scientific Inquiry.’ 2)Nuri-curriculum seems includes all of ‘Nature of Science’ contents only except two elements, 3)the contents of ‘Disciplinary Core Ideas of Natural Science’ operate almost whole parts of the standard science education contents for Nuri-curriculum and special education curriculum. How it difficult is not a concern for the science education for children with disabilities, but how to teach has to be concerned. Thus, the contents of science education should be plentiful and should be concerned how to delivery. Especially in inclusion settings, researches on ‘Universial designed’ curriculums and teaching-learning methods should be continued which may support each child to achieve his or her own education goal.