7차 과학교육과정에 제시된 용해, 빛, 전기 단원의 초등학교, 중학교 교과서 및 학생들과 교사들의 인식을 통한 내용 구성의 문제점 분석

원정애,이은경,백성혜 한국교원대학교 교육연구원 2008 敎員敎育 Vol.24 No.4

In this study, we analyzed the textbooks of the elementary and middle school science and investigated the elementary and middle school students' and teachers' perceptions on the dissolution, light, and electricity units of the 7th national science curriculum. The subjects of this study were 204 elementary school students and 155 middle school students who answered to the questionnaire. Eight elementary school students, 4 middle school students, 5 elementary school teachers, and 3 middle school science teachers among the subjects were selected for the semi-structured interviews. Main findings of this study were as follows: First, results of analyzing textbooks showed that in elementary school it was emphasized observing phenomenon through the experiments, while in middle school it was emphasized calculating by the formulae or graphs. But we couldn't find the differences of the scientific concepts introduced for explaining phenomena between elementary and middle schools, and there was no emphasis of scientific concepts. Second, middle school students' achievements didn't higher than elementary school students' even though they had been continued to learn the contents relative to dissolution, light, and electricity units of elementary school science. Middle school students perceived that science contents were repeated by the grade. So we found that the spiral curriculum were lacking in deepening and expanding of contents, and especially how to present contents wasn't suitable to students' cognitive development level. Finally, we recognized that students were difficult to understand and teachers were difficult to teach the contents of science. So we thought that it needed to study about proper connecting scientific concepts within science curriculum and about adequate methods for embodying spirits of 7th science curriculum. 이 연구에서는 제 7차 과학교육과정에서 개발된 용해, 빛, 전기 단원의 교과서 내용을 분석하고, 이 단원에 대한 초등학교와 중학교 학생들과 교사들의 인식을 조사하였다. 설문에 응답한 연구 대상자들은 초등학생 204명과 중학생 155명이었다. 이들 중에서 초등학생 8명과 중학생 4명, 초등교사 5명과 중학교 과학교사 3명을 선발하여 반구조화된 면담을 실시하였다. 이 연구의 주요 결과는 다음과 같다. 첫째, 교과서 분석 결과 초등학교에서는 실험을 통한 현상의 관찰을 강조한 반면, 중학교에서는 공식이나 그래프 등을 도입한 계산을 강조하였다. 그러나 현상을 설명하기 위해 도입하는 개념에서는 큰 차이가 없었으며, 이에 대한 중요성도 강조되지 않았다. 둘째, 중학생들은 초등학교에서 다루는 용해, 빛, 전기 단원에 관련된 내용을 지속적으로 배움에도 불구하고, 중학교 학생들의 성취도가 초등학생들의 성취도보다 높지 않았다. 그리고 중학생들은 과학 내용이 학년이 올라가면서 반복된다고 인식하고 있었다. 따라서 나선형 교육과정에서 추구하는 내용의 심화 확장이 부족하며, 특히 내용 제시 방법이 학생들의 인지 발달 수준에 적절하지 않음을 확인할 수 있었다. 마지막으로, 학생들은 과학의 내용을 이해하기 어려워하고 교사들은 이를 가르치기 어려워한다는 사실을 밝혔다. 따라서 과학교육과정 안에서 과학 개념을 적절히 연계하기 위한 연구와 7차 과학교육과정의 정신을 구현하기 위한 적절한 방안에 대한 연구가 필요하다.

Content’s Connectivity between High School Science Textbooks and Middle School Science Textbooks

Hyo-Kwan Dong,Yeong-hee Heo,Yong-Jin Kim 한국교원대학교 뇌기반교육연구소 2017 Brain, Digital, & Learning Vol.7 No.3

The purpose of this study is to examine the connectivity of related contents with middle school science textbooks as one of the objective causes of the difficulty in high school science textbooks (convergence science). The results were as follow : There are gaps of the levels of related contents in 46 (50.6%) of 96 content elements in the curriculum of high school science. Also, the gaps of the levels of related contents have been more increased since 88 novel concepts except the content elements presented in the science curriculum have shown in high school convergence science textbooks. It can be concluded that these factors are the underlying cause that makes the difficulty of teaching and learning. These findings suggest that it is necessary to consider the connection with middle school science text books when the high school convergence science textbooks are developed based on the 2015 revised national science curriculum having the same content system with the old one.

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.

중학교 과학교과에서의 과학기술 윤리교육 현황

이향연(Hyang-yon Rhee),박선자(Sun-ja Park),유정숙(Jung Sook Yoo),이신영(Shin Young Lee),장지영(Jiyoung Jang) 이화여자대학교 생명의료법연구소 2009 생명윤리정책연구 Vol.3 No.2

The purpose of this survey is to examine the present status of ethics education in middle school science curriculum. This study, therefore, attempted to investigate 1) student’s and teacher’s perceptions of science and technology ethics, 2) teacher’s perceptions of ethics education in science and technology and 3) contents of science and technology ethics in 7th and 8th grade science textbooks. 296 middle school students in Seoul and Gyeonggi-do and 12 science teachers are participated in this survey study. The survey questionnaire for students consisted of 20 items over three sub-categories: the nature of science, the ethical issues in science and technology and experience on ethical problems in the classroom. The questionnaire for teachers also consisted of three sub-categories: perception in science and technology ethics, perception in middle school ethics education of science and technology, and opinions of that. In the result, it was found that 28.3% of students learned about ethical issues in science and technology from the school, 69.4% of students had experiences on internet-copied homework and 26.4% of them had falsified experimental data. STS topics were contained in 7 of 12 units of a 7th grade science textbook but they were not relate to ethical issues. Neither ethical issue nor STS topic was not found in 8th grade science textbook. All participated science teachers were positively perceived the necessity of science and technology ethics education for middle school students but they reported some barriers such as lack of learning materials and information and their less understanding of science and technology ethics. Some of them suggested the necessity of in-service teacher training for ethics education in science and technology.

중등교과서 생물영역에 사용된 비유의 비교,분석

배채원,임영진,정화숙 韓國生物敎育學會 2009 생물교육 Vol.37 No.3

In this study, we made a comparative analysis of analogies used in biology chapters of middle school science textbooks, high school science textbooks and high school biology textbooks. In addition, this study investigated comprehensive tendency of analogies used in biology chapters of secondary school. Total number of analogies was 810 in the biology chapters of secondary school and 490 kinds of analogies were included. The frequency of used analogy per 10 pages became less on high grade in biology chapters of middle school. In biology chapters of high school, it became more with higher grade. There were 51 kinds of commonly used analogies between school years in whole analogies. The frequency of common analogies was presented 266. Most patterns and roles of common analogies were the same as that of whole analogies but it was higher than most patterns and roles of whole analogies. From these results, it is necessary to develop more systematic analogies. It should be replaced improper analogy to proper one and introduced proper analogies in new biology textbooks to help student' understanding of biology concepts.

초·중학교 과학과 검정교과서에 반영된 첨단과학기술 내용 분석

박재근 한국생물교육학회 2023 생물교육 Vol.51 No.4

The purpose of this study is to examine how content elements of advanced science and technology, which have a significant impact on future society, are presented in elementary and middle school science textbooks, and to derive implications for the educational direction of advanced science and technology. The results of this study are as follows. First, as a result of analyzing elementary school science textbooks, the frequency of ecosystem/eco-friendly topics was found to be high, and information/communication topics was low. Also, depending on the description method, the frequency of ‘use’ and ‘influence’ was high, and the frequency of ‘basic’ and ‘principle’ was low. Second, As a result of analyzing middle school science textbooks, the frequency of ecosystem/ecofriendly and manufacturing/convergence topics was high, and information/communication topics was low. In addition, depending on the description method, the frequency of ‘use’ and ‘influence’ by topic was high, similar to the analysis results of elementary school science textbooks. But, compared to elementary school, the proportion of ‘principles’ increased relatively. In the future, it is necessary to reflect more diverse topics of advanced science and technology in achievement standards, discuss the continuity and hierarchy of content elements in an integrated manner with other subjects, and diversify the way of describing advanced science and technology.

과학전람회 작품 중 중학교 과학분야의 분석

허홍욱,손수옥,허만규 한국과학교육학회 2003 한국과학교육학회지 Vol.23 No.2

The study is to analyze the middle school-science parts among the products of nation-wide science exhibition for eleven years recently and the results of compared to the content of science-textbooks of middle school. The number of observation in the student parts among the products of nation-textbooks of middle school. The number of observations in the student parts among the products of nation-wide science exhibition was the highest in all methods studied, whereas, most teachers surveyed experiments in their products. The mean Shannon's diversity index (DI) was same trend for students and teachers. There was a non-significant difference of the methods in students and teacher groups according to years and the association between students and teachers were closely connected with methods. The correlation between the content of students' products and texts of middle-school was highly positive for earth science, chemistry, and biology, whereas physics showed negative correlation.

중학교 과학교과서 생명과학 단원의 탐구 활동 분석: 과학탐구 기능과 8가지 과학 실천을 중심으로

김미정,홍준의,김성하,임채성 경북대학교 과학교육연구소 2017 科學敎育硏究誌 Vol.41 No.3

In this study, we analyzed activities in life science chapters of middle school 'science' textbooks for the 2009 revised Korea national curriculum and examined the difference between the analysis based on scientific practices and the analysis based on inquiry skills. As a results, there was a lot of inquiry skills in the order of 'reasoning', 'observing', 'classification' in the all of grade. In scientific practices, 'data analysis and interpretation' and 'constructing explanations and devising problem solving' were biased. This shows that life science inquiry activities in middle school 'science' textbooks are lacking in diversity in scientific practice elements as well as inquiry skills, and that the goals of the activities are limited. In addition, through the interrelationships between scientific inquiry skills and scientific practice elements, we examined contents relevance in the transition from inquiry function center to scientific practice, and compared with the results of inquiry activities in textbook, The results of this study were matched monotonously due to the tendency to basic inquiry-data interpretation / basic inquiry-explanation. This comes from results of the lack of diversity in activities presented in middle school 'science' textbooks. In this study, it is suggested that efforts should be made to include diverse scientific practice elements in the process of realizing 2015 revised Korea national curriculum from the simple and diversity-less inquiry activity through analyzing the textbooks of the 2009 revised Korea national curriculum. 본 연구에서는 2009개정 교육과정의 중학교 과학교과서에 포함된 탐구 활동이 기존 과학교육에서 강조되어왔던 탐구 기능과 구체적 학생 활동이 강조되는 NGSS의 8가지 과학 실천 측면에서 상호 분석되었을 때 어떤 특성을 나타내는지 생명과학 단원을 중심으로 분석하였다. 분석 결과 학년 구분 없이 탐구 기능에서는 '추리', 관찰', '분류' 순으로 많이 치중되었고, 과학 실천에서는 '자료 분석하고 해석하기'와 '설명구성하고 문제해결 고안하기'에 치우쳐 있었다. 이를 통해 중학교 교과서 내 생명과학 탐구 활동이 탐구 기능뿐만 아니라 과학 실천 요소에서도 다양성이 부족하며 제시하는 활동의 목표가 한정적이라는 것을 보여주었다. 또한 과학탐구 기능과 과학 실천 요소 각 상호 매칭작업을 통해 탐구 기능 중심에서 과학 실천으로의 이행 시 내용 관련성을 검토하고 교과서의 탐구 활동에서 보이는 결과와 비교 분석한 결과 사전 매칭분석에 비해 교과서 내 탐구 활동의 결과가 대체적으로 기초탐구-자료해석/기초탐구-설명고안에 치우쳐 있어서 단조롭게 매칭 되었다. 이는 교과서에 제시된 활동내용의 다양성이 부족함을 보여주는 결과라고 할 수 있다. 본 연구에서는 2009개정 교육과정의 교과서 분석을 통해 단순하고 다양성이 부족한 탐구 활동에서 벗어나 2015개정 교육과정을 구현해나가는 과정에 다양한 과학 실천 요소를 포함시키도록 하는 노력이 절실하게 요구됨을 제언한다.

중학교 과학 교과서 생물 영역에 제시된 비유의 분석

배채원,임영진,정화숙 한국생물교육학회 2009 생물교육 Vol.37 No.1

This study analyzed analogies used in biology chapters of middle school science textbooks of the 7th science curriculum. Analogies were classified into the following criteria : regions of the textbook including analogies, types, explanatory ways, roles of analogies. A total of 216 analogies were found in biology chapters of the middle school science textbooks. Most of analogies were included in the contents of the text. More structural, verbal, concrete/concrete and simple analogies were included in biology chapters of middle school science textbooks. When the analogies were explained in the textbooks, the term “analogy”, limitations of analogy and causal relations were rarely mentioned. But the analogies related to everyday contexts were frequently used. More than 70% of analogies took roles as understanding aids. The number of analogies used varied considerably according to the publishing company and the domain. Small number of analogies were commonly used in almost all kinds of textbooks, but newly developed ones were used in only one kind of textbook. To help students' effective understanding of various biology concepts, it is necessary to develop more systematic analogies and research the application of analogy.

삼차원 분석에 기초한 2015 개정 중학교 『과학』 교과서 과학사 자료의 특성

김형미 ( Heungmi Kim ),강경희 ( Kyunghee Kang ) 경북대학교 과학교육연구소 2020 科學敎育硏究誌 Vol.44 No.2

이 연구는 2015 개정 교육과정 중학교 과학 교과서에 제시된 과학사 자료들을 분석하는 것이다. 이 연구에서는 총 14종의 교과서를 분석하였다. 분석틀은 과학사 자료 삼차원 분석틀을 활용하였다. 과학사 자료를 분석한 결과 학년이 올라갈수록 교과서에 제시된 과학사 자료의 수가 증가하는 경향을 보였다. 또한 각 학년별로 과학사 자료들이 특정단원에 편중되어 제시된 것으로 나타났다. 과학사 자료에 대한 삼차원 분석 결과 모든 학년에서 공통적으로 개념적-기본적-발견/고안 유형이 가장 많이 제시되었다. 수업 맥락 차원에서는 개념적 맥락이 가장 많았고, 역할 차원에서는 기본적 역할이 주를 이루었다. 제시 유형으로는 발견/고안 유형이 가장 많았다. 이 연구의 결과는 과학 교과서에 제시된 과학사 자료들이 일부 영역에 편중되어 있고, 수업맥락과 역할이 측면에서도 일부 요소들에 집중되어 있음을 보여주었다. 이는 앞으로 다양한 과학사 자료의 개발이 필요함을 시사하고 있다. 또한 교과서에 제시되는 과학사 자료들이 다른 맥락들에서 다양한 역할로 활용될 수 있도록 하기 위한 구체적인 방안들을 탐색할 필요가 있다. The purpose of this study is to analyze the science history materials presented in middle school ‘Science’ textbook according to the 2015 revised curriculum. The subjects of this study were 14 middle school ‘Science’ textbooks. The analysis used the three-dimensional framework. The results of analysis show that the number of science history materials presented in textbooks tends to increase as the grade goes up. It was also found that science history materials were presented in a specific unit for each grade. The three-dimensional analysis of science history materials showed that conceptual-fundamental-discovery/device types were most commonly presented in all grades. At the instruction context level, the conceptual context was the most common, and the basic role was the main at the role level. The discovery/device type was the most common type of presentation. The results of the study show that the science history materials presented in science textbooks were concentrated in some areas. Also, the instruction context and role were concentrated in some factors in terms. This suggests that various science history materials need to be developed in the future. It is also necessary to explore concrete methods to ensure that science history materials presented in textbooks can be used in various roles in different contexts.