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2009 개정 중학교 과학 교과서 생명과학 단원에 나타난 과학의 본성 분석
김지혜 ( Ji Hye Kim ),이영희 ( Young Hee Lee ),민병미 ( Byeung Mi Min ) 韓國生物敎育學會 2016 생물교육 Vol.44 No.1
The aim of this study was to study the presentation of the nature of science (NOS) in the life science chapters of the 2009 revised middle school science textbooks. The study adopted the four themes of the nature of science as a conceptual framework: (a) nature of scientific knowledge, (b) nature of scientific inquiry, (c) nature of scientific thinking, and (d) nature of the interactions among science, technology, and society (Lee, 2013). The reliability was measured between two coders by percentage agreement as well as the Cohen’s kappa (κ) and resulted in 96% and .96, which means the results of analysis was consistent and reliable. The findings of this analysis were as follows. First, overall presentation of the four themes of nature of science in the middle school science textbooks show that while the nature of scientific knowledge (theme Ⅰ) has been emphasized greatly on the textbooks devoting the contents over 60%, the nature of interaction among science, technology and society (STS; theme Ⅳ) was little focused with the portion of less than 5% in most of the middle school science textbooks. Second, the pattern of presentation of the four themes of nature of science was similarly shown as theme Ⅰ > theme Ⅱ > theme Ⅲ > theme Ⅳ across the grade levels, chapter titles, and the publishing companies. This means that the middle school science textbooks attempt to convey the view of nature of science as a scientific knowledge in the most contents of textbooks.
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