2015 개정 과학과 일반선택과목의 수강 현황 및 선택률 제고 방안 탐색

이일,곽영순 한국과학교육학회 2020 한국과학교육학회지 Vol.40 No.2

The purpose of this research is to draw suggestions on the settling of the 2015 revised curriculum and the direction of science curriculum improvement by identifying the current status of science general elective courses for high school sophomores, and examining teachers’ perception. To this end, with 12 city and provincial education offices’ cooperation, we analyzed the status of science elective subjects that freshmen took in 2018 by school year, school type and region. In addition, in-depth interviews were conducted with nine science teachers of the focus group to discuss ways to improve curriculum operation and implementation of science general elective courses, and ways to raise the selection rate. The number of science general elective courses for high school students in 12 municipal and provincial education offices was confirmed to be 163,710 for Physics I, 216,754 for Chemistry I, 290,736 for Bioscience I, and 200,861 for Earth Science I. By school type, autonomous high schools have the highest completion rate, while specialized schools and vocational schools have very low rates. Units completed per semester for general elective courses were mostly three units (61.5%) and two units (28.7%). High school science teachers suggested reconstruction of three-unit elective courses that can be completed in one semester, content development focused on competences rather than knowledge, and the need for a teacher community to improve teachers’ teaching competences. Based on the results of the research, ways to operate high school science elective curriculum in preparation for the high school credit system were suggested. 본 연구의 목적은 2015 개정 교육과정 적용 2년차를 맞이하여 고등 학교 2학년의 과학과 일반선택과목 수강 현황을 파악하고 과학과 교육과정 개선과 선택률 제고 방안에 대한 과학교사들의 인식을 조사함 으로써 2015 개정 교육과정의 안착과 고교학점제에서 과학과 선택과 목의 방향성에 대한 시사점을 도출하려는 것이다. 이를 위해 12개 시⋅도 교육청의 협조를 얻어 2018년 고등학교 신입생들이 수강한 과학과 선택과목의 연도별, 학교유형별, 지역별 현황을 취합하여 분석하였다. 또한 9명의 고등학교 과학교사를 초점집단으로 구성하여 과학과 선택과목 교육과정의 편성 및 운영에 대한 개선과 선택률 제고 방안에 대한 심층 면담을 진행하였다. 주요 연구결과를 살펴보면, 2019년 11월 기준으로 12개 시⋅도 교육청의 2018년 고등학교 신입 생들의 과학과 일반선택과목 수강자 수는 물리학Ⅰ 163,710명, 화학Ⅰ 216,754명, 생명과학Ⅰ 290,736, 지구과학Ⅰ 200,861명이며, 학생 1인당 수강 과목의 수는 2.4개로 확인되었다. 학교유형별로는 자율고의 수강 비율이 가장 높았으며, 특목고와 특성화고의 비율은 매우 저조하였다. 일반선택과목의 학기당 이수단위는 3단위(61.5%)와 2단위(28.7%)가 대부분이었으며 이수단위별 수강 비율은 교육청 간에 편차가 있었다. 고등학교 과학교사들은 고교학점제에 대비한 과학과 선택과목 교육과정 개정 방안으로 한 학기에 이수할 수 있는 3단위 분량으로 선택과목을 재구성, 지식보다는 역량 중심의 내용 구성, 교사의 수업 역량을 신장하기 위한 교사공동체와 교과 중심 연수의 필요성 등을 주장하였다. 연구결과를 토대로 고교학점제에 대비한 과학과 선택과목 교육과정 운영 및 개선 방안을 제안하였다.

과학과의 진로선택과목 선택기준과 수업 만족도 요인 분석

김보련 ( Kim Eoryeon ),손정우 ( Son Jeongwoo ) 경상대학교 교육연구원 2023 현대교육연구 Vol.35 No.2

Some subjects do not take the Korean Scholastic Ability Test(KSAT) for career elective subjects in the science curriculum. In individual schools, the student's choice decides these courses. Therefore, knowing the criteria for choosing a career elective subject and the factors of satisfaction with the class that students think about the possibility of opening the subject is helpful. In this study, the researchers derived the subject selection criteria and class satisfaction factors required for questionnaire development through literature research. They conducted a questionnaire survey on 102-second graders of S high school in G-si, Gyeongsangnam-do. The study results of this study were as follows. First, various internal criteria based on one's preference rather than external criteria such as the recommendation of others significantly influenced the selection of career elective subjects in the science curriculum. Second, student factors such as 'interest' and 'relevance to career path' should be increased to improve class satisfaction in the career elective subjects that do not take the KSAT. From the above results, the researchers found that, for career elective subjects in the science curriculum that do not take the KSAT, teachers can receive many choices from students only if they teach content related to their interests and career paths. In the future, active support such as providing information about interest in individual subjects and career-related information is needed so that students can choose career elective subjects that fit their interests and career paths. Through this, they should be able to complete a good curriculum.

고등학교 화학 I, II 수업에 대한 학생의 인식 조사

박현주,임희준 대한화학회 2017 대한화학회지 Vol.61 No.6

The purpose of this study was to investigate high school students’ perceptions on chemistry subjects: reasons for choosing chemistry, learning volume and content difficulty, interests, teaching/learning methods, preferable classes etc. A total of 1,087 students who took chemistry subjects at 126 high schools by proportional stratified sampling were voluntarily participated in the survey. The main reasons the students chose chemistry subjects were interests and interests in chemistry, foundation to science, relevance to college majors, and so on. Students recognized that the learning volume and content difficulty as normal level was about 60%. Reasons why chemistry was difficult was that, although there was a difference in degree, chemistry was difficult in itself and had too much things to memorize. In the case of interests in chemistry subjects, students of 43.9% of Chemistry I and 52.0% of Chemistry II recognized the level as normal. The reason why not interested in chemistry subjects was that it was the nature of chemistry contents, or students had neither interests and enjoyment of chemistry nor foundation for chemistry. Classes were mostly lectures but the students preferred mainly experimental activities, or explanation with real-life examples or science stories. The frequency of experimental activities was found to be 1 to 5 times per semester, or not experimented. Research and efforts will be necessary to improve classes and environments for students’ experimental activities. 본 연구에서는 일반계 고등학생을 연구대상으로 과학과 선택 교과 ‘화학 I'과 '화학 II' 에 대한 선택 이유, 학습량, 내용 수준, 흥미, 수업 형태, 선호 수업 등과 관련된 인식을 조사하였다. 조사대상은 비례층화표집 방식으로 선별된 총 126개 고등학 교에서 화학 교과를 선택한 자발적 참여 학생 총 1,087명이었다. 연구결과에 따르면, 학생들이 화학 교과를 선택한 주된 이유는 화학에 대한 ‘관심과 흥미’, ‘기초학문’, ‘대학 전공 관련’ 등으로 나타났다. 학생들은 화학 I, II 교과의 학습량과 내용 수준을 약 60% 정도가 보통 수준으로 인식하고 있었다. 그리고 학생들이 화학을 어렵다고 인식하는 이유는, 정도의 차이는 있었지만, 화학 I과 화학 II 모두, 내용 자체의 어려움과 암기해야 할 많은 내용 때문인 것으로 나타났다. 화학 교과의 흥미도의 경우, 화학 I의 43.9%, 화학 II의 52.0%의 학생들이 보통 수준으로 인식하고 있었다. 화학 교과에 흥미가 없는 이유는 화학 내용 자체의 어려움, 관 심과 재미가 없어서, 화학의 기초가 없기 때문으로 나타났다. 화학 교과의 주된 수업 형태는 강의식 설명식 수업이었지만, 학생 들이 선호하는 수업 형태는 주로 실험실습과 실생활 연계나 과학자 이야기 활용으로 나타났다. 화학 교과에서 실험 활동에 대한 주된 실태는 한 학기에 1~5회 또는 실험 하지 않는 것으로 조사되었다. 다양하고 많은 실험을 진행할 수 있도록 수업과 환경 개 선을 위한 연구와 노력이 필요할 것이다.

2015개정 과학과 선택과목 수업 및 평가에 대한 교사들의 인식 탐색

곽영순 ( Youngsun Kwak ),이일 ( Il Lee ) 한국과학교육학회 2021 한국과학교육학회지 Vol.41 No.3

As part of the second-year monitoring study on the implementation of the 2015 revised science curriculum, this study investigated high school science teachers’ perception and realization of instruction and assessment of elective courses to derive measures to settle and improve the science curriculum. A total of 244 high school science teachers responded to the survey questionnaire, and 9 teachers participated in interviews. In survey results, science teachers are contemplating ways to increase students’ science competencies and their participation in classes, but still, lecture-oriented classes are most often used in their teaching. Regarding assessment, teachers responded that there were positive changes in all of the questions related to process-based assessment (PBA). Regarding the difficulty of managing science elective courses, teachers most often selected increased numbers of subjects being covered, overload of work, and the burden of restructuring classes considering various ways of teaching and assessment. Through in-depth interviews, teachers argued the difficulty for Science I courses to emphasize student participatory classes compared to integrated science, and the difficulty to implement student participatory classes for Science Ⅱ courses, which are mainly placed in the third grade. Teachers also argue that it is necessary to secure time to implement PBA in science elective courses, and that there is no need to implement PBA for the science experiment since there are no tests on the SAT. Based on the results of the study, discussed in the conclusion are support plans for the settlement of PBA in elective courses, and the need for in-depth analysis of the direction and cause of student participatory classes and PBA at the school.

2022 개정 교육과정 고등학교 지구과학 내용 구성 방안 탐색 -천문 영역을 중심으로-

김현종 ( Hyunjong Kim ) 한국과학교육학회 2021 한국과학교육학회지 Vol.41 No.6

In this study, we propose the composition of contents on the area of astronomy for high school Earth Science elective courses for the 2022 revised curriculum based on high school students’ perceptions of changes in Earth Science core concepts over the curriculum revisions, and analysis of learning elements in the area of astronomy for domestic and foreign Earth Science curriculum. Four Earth Science education experts compared and analyzed the astronomy contents presented in Korea, the US, British Columbia (BC) in Canada, Japan, and the International Baccalaureate Diploma Program (IBDP) curriculum. According to the survey results, high school students who answered that they were most interested in the core concepts of astronomy expressed a lot of regret that the contents related to astronomical observation were eliminated from the 2015 revised curriculum. As a result of comparing domestic and foreign curriculum, Korea and IBDP curriculum dealt with the largest amount of learning elements in astronomy. In the case of BC in Canada and IBDP, astronomy was offered as an independent subject, and the curriculums of Japan and Korea dealt with astronomy in the Earth Science subject. According to the results, it is necessary to develop general elective courses in Earth Science with astronomy-related contents with high discriminating power in order to strengthen astronomy education. Since astronomy requires background knowledge from various disciplines and inter-disciplinary learning was required, it is necessary to organize the career-related elective courses in Earth Science so that astronomy can be dealt with according to the knowledge structure of general Astronomy. Based on the research results, ways to organize astronomy contents for Earth Science elective courses were suggested.