2015 개정 과학과 교육과정 중등 과학 교과의 생물의 다양성 단원에 대한 과학과 핵심역량 분석

Abstract

This study analyzed the science core competencies included in the achievement standards, activities, and assessment items of the biological diversity units of the 2015 revised curriculum in ‘Science 1’, ‘Integrated Science’, and ‘Life Science II’. The result is as follows. First, the level of inclusion of science core competencies in the textbook activity was relatively high while the inclusion level was not sufficient in the achievement standards and assessment items. Second, the textbook activity included a lot of scientific inquiry (9.4%) and scientific problem solving (4.5%) were not sufficiently included. Since the 2015 revised science curriculum aims to foster future convergence talents and emphasizes scientific inquiry. It is necessary to reinforce scientific problem solving and scientific inquiry skills. Third, the assessment items of textbooks were focused on scientific thinking (35.3%) and scientific communication skills (30.0%) various sciences and core competencies were not covered. And the subcomponents of scientfic core competencies were concentrated on specific subcomponents. In order to effectively cultivate science and core competencies, assessment items need to be consistent with achievement standards and activities and reflect appropriate core competencies. Fourth, the activities of ‘Science 1’ covered various sciences core competencies. However, the activities of ‘Integrated Science’ and ‘Life Science II’ were concentrated on limited subcomponent of science core competencies, such as logical thinking. Since achievement standards are the practical basis for teaching and learning, it is necessary to fully reflect science core competencies. In addition, it is necessary to develop activities and evaluation items to cover the entire areas of science core competencies and subcomponents when developing textbooks.