2015년 개정 교육과정에서 통합과학과 과학탐구실험 통합 운영 방안

김주훈 한국생물교육학회 2018 생물교육 Vol.46 No.1

‘Integrated Science’ and ‘Science Inquiry Experiment’ are introduced in 2015 revised curriculum to raise creative and integrative thinking ability. As 10 common inquiry activities are introduced in ‘Integrated Science’ and ‘Science Inquiry Experiment’, suggestions should be made for effective curriculum operation. ‘Integrated Science’ and ‘Science Inquiry Experiment’ are independent subject, so independent time schedule and evaluation should be made even though two subjects are taught integrated. So in this research, four methods are suggested to effective curriculum operation. First, common inquiry activities are taught in ‘Integrated Science’, and test items produced from common inquiry activities are used for grading ‘Integrated Science’. In this case development of new inquiry activities is needed for ‘Science Inquiry Experiment’. This method is recommendable for teachers who want to carry out innovative instruction such as raising key competences in science education in ‘Science Inquiry Experiment’. Second, common inquiry activities are taught in ‘Science Inquiry Experiment’, and achievement produced from common inquiry activities is used for ‘Science Inquiry Experiment’. This method has merit teachers can carry out instruction without development of new inquiry activities for ‘Science Inquiry Experiment’. Third, some of common inquiry activities are taught in ‘Integrated Science’ and some in ‘Science Inquiry Experiment’. The more common inquiry activities are used for ‘Integrated Science’, the method is similar to the first, the more common inquiry activities are used for ‘Science Inquiry Experiment’, the method is similar to the second. Fourth, curriculum operation mixed the first, second and third method. In some school each chapter of ‘Integrated Science’ and ‘Science Inquiry Experiment’ is taught separated subject teachers such as physics, chemistry, biology and earth science. In some schools different teachers teach ‘Integrated Science’ and ‘Science Inquiry Experiment’ separately. In such case this method can be used.

Analysis on the Theoretical Models Related to the Integration of Science and Mathematics Education: Focus on Four Exemplary Models

( Hyo Nyong Lee ) 한국과학교육학회 2011 한국과학교육학회지 Vol.31 No.3

The purposes of this study were to inform the exemplary models of integrated science and mathematics and to analyze and discuss their similarities and differences of the models. There were two steps to select the exemplary models of integrated science and mathematics. First, the second volume (Berlin & Lee, 2003) of the bibliography of integrated science and mathematics was analyzed to identify the models. As a second step, we selected the models that are dealt with in the School Science Mathematics journal and were cited more than three times. The findings showed that the following four exemplary theoretical models were identified and published in the SSM journal: the Berlin-White Integrated Science and Mathematics (BWISM) Model, the Mathematics/Science Continuum Model, the Continuum Model of Integration, and the Five Types of Science and Mathematics Integration. The Berlin-White Integrated Science and Mathematics (BWISM) Model focused an interpretive or framework theory for integrated science and mathematics teaching and learning. BWISM focused on a conceptual base and a common language for integrated science and mathematics teaching and learning. The Mathematics/Science Continuum Model provided five categories and ways to clarify the extent of overlap or coordination between science and mathematics during instructional practice. The Continuum Model of Integration included five categories and clarified the nature of the relationship between the mathematics and science being taught and the curricular goals for the disciplines. These five types of science and mathematics integrations described the method, type, and instructional implications of five different approaches to integration. The five categories focused on clarifying various forms of integrated science and mathematics education. Several differences and similarities among the models were identified on the basis of the analysis of the content and characteristics of the models. Theoretically, there is strong support for the integration of science and mathematics education as a way to enhance science and mathematics learning experiences. It is expected that these instructional models for integration of science and mathematics could be used to develop and evaluate integration programs and to disseminate integration approaches to curriculum and instruction.

과학 수업에서 통합적 적용 경험에 따른 초등학교 교사들의 통합과학 교육에 대한 인식 및 교과교육학 지식(PCK)의 차이 분석

맹희주 ( Hee Ju Maeng ),손연아 ( Yeon A Son ) 한국초등과학교육학회 2011 초등과학교육 Vol.30 No.4

The purpose of this study was to investigate significant differences between the application group and non-application group of integrated science education in the science class about elementary teachers` perceptions and PCK. The results are as follows. First, no significant differences were found about science teachers` fundamental background variables between the two groups, This results showed that the application of integrated science education didn`t have relation with the fundamental background variables, It was found that the application group of integrated science education has a lower frequency than the application group, however, it has been analysed that the application group has been applied at the introduction stage for students` motivation, focused on biology as twice every month. Second, to apply a successful integrated education in the elementary science class, it has analysed that not only teachers should need to understand about application method and concept of integrated science education but also science textbook and teaching-learning material should be developed and diffused in the well-integrated science. Third, it was found that professionality of elementary teachers to teach the scientific content knowledge is not comparatively high and non-application group of integrated science education has a lower PCK than the application group. Therefore, it should be provided that not only training programmes to learn interdisciplinary knowledge related to science, can lead to more understanding about instructional design, teaching strategies and concept for integrated science education should be developed but also chances to participate in various training programmes should be provided to enhance elementary teachers` professionality for integrated science education.

과학-예술톻합 활동에 대한 초등학교 교사들의 인식

문지영 ( Jiyeong Mun ),송주연 ( Joo Yeon Joo ),김성원 ( Sung Won Kim ) 한국과학교육학회 2013 한국과학교육학회지 Vol.33 No.5

This study investigated the perceptions and the characteristics of elementary teachers on teaching science-arts integrated activities. Twelve elementary teachers who have taught in the third to sixth grade science lessons participated in this study. Data was collected by individual interviews lasting 60 to 90 minutes. Interview questions were composed of three aspects: I) how elementary teachers perceive science-arts integrated activities, 2) in what ways elementary teachers address science-arts integrated activities, and 3) what difficulties elementary teachers experienced in addressing science-arts integrated activities. The results showed that, first, elementary teachers agreed that science-arts integrated activities have educational value in science learning. Second, most teachers focused on improving understanding of science knowledge through teaching science-arts integrated activities, while several teachers put emphasis on having experience of arts as well as understanding of science knowledge. And third, teachers experienced difficulties due to insufficient teaching materials and time to prepare for teaching science-arts integrated activities. Based on the results, we suggested educational implications for utilization of science-arts integrated activities in elementary education.

2015 개정 교육과정의 통합과학 교과에 대한 학생들의 인식 비교 분석

이진경,이효녕,전재돈 제주대학교 교육과학연구소 2023 교육과학연구 Vol.25 No.4

The purpose of this study was to confirm whether high school students' perceptions of integrated science meet the goal and nature of the 2015 revised science curriculum. The subject of this study was collected from 231 high school students in G-si, Gyeongsangbuk-do. The results are as follows. First, high school students perceived integrated science subject as difficult and uninteresting. However, it was confirmed that students thought the subject was important for university admission and future career decisions. Additionally, students recognized that integrated science is helpful in understanding various scientific contents because it combines various areas of science. However, students thought that the content of Integrated science was complex and did not think that all students must know it. Second, in terms of the need for integrated science, students recognized that it was more necessary to separate each field of science and study by area rather than learning integrated. In addition, students believed that it was necessary to learn scientific content by integrating with areas other than science, such as AI, engineering, and art. Third, in terms of the effectiveness of integrated science classes, students perceived that their attitude toward scientifically solving individual and social problems needed to be developed through integrated science classes. On the other hand, students thought that their scientific knowledge increased through integrated science classes. Based on the results of this study, the application of the 2022 revised curriculum can be applied effectively.

2015 개정 과학과 교육과정 “통합과학”과 사범대학 예비 과학 교사 교육 내용의분석을 통한 예비 과학 교사 교육에 대한 시사점

김남희 ( Nam Hui Kim ),심규철 ( Kew Cheol Shim ) 한국과학교육학회 2015 한국과학교육학회지 Vol.35 No.6

본 연구는 2015 개정 ‘통합과학’ 교육과정에서 추출한 학습 내용에대해 과학 분야 통합성 분석과 예비 과학 교사 교육 내용과의 연관성분석을 실시하였다. 이를 통해 예비 과학 교사 교육에 대한 시사점을고찰하고자 하였다. 이를 위해 2015 개정 ‘통합과학’ 교육과정과 물리학, 화학, 생명과학, 지구과학 분야에서 사용하는 11종 사범대학 예비과학 교사 교재를 분석대상으로 선정하였다. 그 결과, 2015 개정 ‘통합과학’ 교육과정의 학습 내용들은 비교적 과학 분야 통합성을 가진 것으로 나타났다. 또한 2015 개정 ‘통합과학’ 교육과정에 제시된 학습내용들은 모두 예비 과학 교사 교육 내용에 포함되었으며, 화학 분야의교육 내용이 가장 높은 비율로 소개되었음이 확인되었다. 또한 예비과학 교사들을 위한 교육 내용에는 ‘통합과학’의 ‘환경과 에너지’ 영역교육 내용들을 가장 많이 포함하고 있는 것으로 나타났다. 위와 같은내용을 종합했을 때, 새로운 교육과정이 제대로 실행되기 위해서는본 교과를 가르칠 교사들을 위해 통합과학 관련 소재들과 다양한 연수과정이 개발되어 현장에 보급될 필요가 있다. 또한, 예비 과학 교사들을 위해 사범대학 교육과정 개편, 임용 체제와의 연계 방안 마련 등이요구된다. The purpose of this study is to examine implications of pre-service science teacher training by analyzing science field integration and connection between learning content presented in ``Integrated Science`` for high school students based on the 2015 revised science curriculum, and in pre-service science learning materials (textbooks) of the college of education. For this study, the 2015 revised ‘Integrated Science’ curriculum and 11 types of pre-service science teachers` learning materials related to physics, chemistry, biological science, and earth science were selected. The results were as follows. Most of the learning content presented in the 2015 revised ``Integrated Science`` curriculum had integrated two or more science fields. Also, almost all learning content presented in the 2015 revised ``Integrated Science`` curriculum were included in pre-service science teachers` education content, with educational content for chemistry introduced at the highest rate. The textbooks for pre-service science teachers had the most learning contents of ‘Energy and Environment’ domain of ‘Integrated Science’ for high school students. Accordingly, these results suggest that ‘integrated science materials’ should be developed for proper the curriculum implementation. Also, training courses for science teachers responsible for ‘Integrated Science’ are required. Furthermore, a revised curriculum for the college of education and a method to link with certification examinations for secondary school teachers are needed.

2015 개정 교육과정의 `통합과학` 도입에 따른 중등 과학과 현직교사 역량 제고 방안

곽영순 ( Youngsun Kwak ),이재봉 ( Jaebong Lee ),이양락 ( Yangrak Lee ) 한국과학교육학회 2017 한국과학교육학회지 Vol.37 No.2

최근 개정된 2015 개정 교육과정의 주요 신설과목인 `통합과학`이 학교 현장에서 정착되기 위해서는 현직교사에 대한 재교육이 필요하다. 본 연구에서는 개정 교육과정의 `통합과학` 교과목 신설에 대비하여 중등 과학교사의 자격종별로 현직교사 재교육 내용을 구상하고, 과학과 현직교사 역량 제고 방안을 마련하고자 하였다. 이를 위해 문헌 연구와 과학교육 전문가 22명을 대상으로 한 델파이 조사를 통해 2015 개정 통합과학 교육과정의 특징을 성격과 목표, 내용 체계 및 내용 구성 등의 측면에서 분석하고 이를 가르치기 위해 필요한 교사 역량이 무엇인지를 탐색하였다. 이렇게 분석된 내용을 바탕으로 현재 학교 현장의 중등학교 과학교사 자격증 유형별 특징과 통합과학 지도를 위해 추가되어야 할 교사 역량을 탐색하여, 교사 자격증 유형별로 2015 개정 통합과학의 이해 직무 연수(A형), 통합과학 직무연수(B형), 통합과학 부전공 자격연수(C형) 등 3가지 유형의 연수프로그램을 개발하였다. 각각의 연수 프로그램 유형별로 교사 자격증별 대상자, 운영시간, 연수프로그램의 구체적인 구성 방법 등을 제시하였다. 또한, 이 연구에서는 전문가 의견에 기초하여 현직 교사뿐만 아니라 통합과학 교사 양성과정 개선안과 통합과학 교사자격 취득을 위한 기본이수과목 개선안을 제안하고 그 타당성을 평가하였다. 이러한 연구결과를 바탕으로 통합과학 지도를 위한 현직교사 재교육 연수프로그램 구성상의 유의점 및 통합과학 교사 양성과정 개선 방안을 제언하였다. Teacher reeducation is required to be comfortable with the `Integrated science` subject as introduced in the 2015 revised curriculum. In this research, we designed in-service teacher training programs according to the types of secondary school science teacher`s certificates, and developed ways to improve in-service science teachers` competencies. Through Delphi surveys with 22 science education experts, we investigated the features of the 2015 revised `Integrated science` curriculum in light of its characteristics, purposes, contents system, contents, and so on, and explored teachers` competencies to teach the subject. Based on the analysis of the features of each type of secondary school science teachers` certification and required teacher competencies for teaching `Integrated science`, we developed three types of teacher training programs: in-service training courses for understanding the 2015 revised `Integrated science` (Type A), in-service training courses for `Integrated science` (Type B), and in-service teacher training certificate program for `Integrated science` (Type C). For each teacher training program, we suggested the target of the training program in light of teacher certificates, operation systems, and ways to organize the program. In addition, we also suggested ways to improve `Integrated science` teacher education programs for pre-service as well as in-service teachers, and examined ways to improve educational requirements for qualification in `Integrated science` teaching based on the opinions of experts. Discussed in the conclusion are ways to design in-service teacher training programs for `Integrated science` teaching and ways to improve `Integrated science` teacher training.

고등학교 과학교사의 교육과정 해석과 환경교육 실천 경험:2015 개정 『통합과학』 교육과정을 중심으로

김보배,김찬국 한국환경교육학회 2023 環境 敎育 Vol.36 No.4

이 연구는 통합과학 지도 경험이 있는 과학교사와의 면담을 통해 2015 개정 교육과정의 『통합과학』에 포함된 환경 관련 영역에 대한 과학교사의 해석과 실천 경험을 탐색하였다. Hollweg 등(2011)이 제시한 환경소양 요소를 이용하여 『통합과학』 과목의 교육과정을 분석하고, 교육과정 분석 결과를 활용하여 통합과학 지도 경험이 있는 과학교사 4인과 면담을 실시하였다. 통합과학 교육과정은 민주시민의 기초소양을 상대적으로 강조하는 고등학교 과학과 공통 과목으로 성취기준은 환경소양의 지식, 정서, 태도, 행동 영역을 모두 포함하고 있었다. 통합과학은 인류공동체와 지구 차원의 문제, 미래의 지속가능성 등을 다루며 학습자의 삶과 우리 사회에 영향을 미치는 환경 주제를 다룰 수 있도록 구성되어 있었다. 교사는 통합과학 교육과정의 방향에 전반적으로 공감하고 있으나, 과학소양을 과학지식을 중심으로 바라보는 경향을 나타내었다. 교사의 면담 과정에서 환경소양 틀로 통합과학 교육과정에 포함된 환경 주제를 해석하였을 때, 과학지식을 통해 환경을 이해하는 기능적 환경소양을 넘어 사회 안에서 해석하는 문화적 환경소양이나 사회를 개선하는 비판적 환경소양을 함께 고려하면 통합과학 교육과정의 의미가 실현되는 데 도움이 된다고 보았다. This study explored science teachers’ interpretations and practical experiences of environment-related areas included in 『Integrated Science』 of the 2015 Revised Curriculum through interviews with science teachers who have experience in teaching the Integrated Science. The curriculum of the 『Integrated Science』 subject was analyzed using the environmental literacy framework, and interviews were conducted with four science teachers with experience in teaching the Integrated Science based on curriculum analysis. The Integrated Science curriculum is a common subject in Korean high school that emphasizes the basic knowledge of democratic citizens, and the achievement standards include knowledge, disposition, and behavior of environmental literacy. The Integrated Science addresses issues at the community and global levels and was structured to address environmental issues that affect the daily lives of citizens. The teachers in this study generally agreed with the direction of the Integrated Science curriculum but showed a tendency to view science literacy with highlight on scientific knowledge. When interpreting environmental issues included in the Integrated Science curriculum with the framework of environmental literacy during the interviews with teachers, it was considered that the meaning of the Integrated Science curriculum could be realized by considering cultural or critical environmental literacy that understand and transform our society beyond functional environmental literacy.

과학 사상화 그리기의 교육적 요인의 탐색 - 초등교사의 인식을 중심으로-

문공주,김성원 이화여자대학교 교과교육연구소 2008 교과교육학연구 Vol.12 No.1

Science imaginary drawing is well integrated science instruction with art. Science imaginary drawing can motivates students to more engage in science learning and to freely express their thoughts and feelings on what they have learned about science. This study aims to explain that science imaginary drawing is very educational method for learning science. The purposes of this study were to investigate various perceptions of teachers who have experienced in science art integration and to explore educational factors of science imaginary drawings. One hundred and thirty five(135) elementary school teachers participated in this study. The teachers completed questionnaires measuring their perception of educational benefits of the drawings. The questionnaires were consisted of three domains. We have done factor analysis of the survey to educational factors. The findings are as follows. First, teachers' perceptions of educational benefits of the drawings is positive. Second, the science imaginary drawing consisted of three educational factors; attitude toward science, science knowledge, art skill. The science imaginary drawing can be a good sources for integrated curriculums. Many researchers told that curriculums integrated science and art have been successful in connection content across science and art. Therefore, we suggested that teachers need to design special curriculums integrating science and art (specially science and imaginary drawing). In order to make this possible, the following research is needed to study deeply about science imaginary drawings. 과학 상상화 그리기는 대부분의 초등학교에서 매 해 과학의 달 행사의 일부로 시행되고 있어 학 생들에게 익숙한 활동이다. 과학 상상화 그리기는 과학과 관련된 주제로 논리적인 상상력을 그리 기 방법으로 표현하는 활동으로 과학과 미술의 통합교과의 의미를 가진다. 그러나 지금까지 이에 대한 실태조사나 연구가 없어 그 교육적 의미와 효과를 입증하지 못하였다. 따라서 본 연구에서는 과학 상상화 그리기가 가지는 교육적 요인을 탐색하여 앞으로 과학 상상화 그리기에 대한 다양한 연구와 이용 방법에 대한 논의가 이루어 져야 함을 제안하고자 한다. 본 연구의 대상은 과학 상상 화 그리기의 지도 경험이 있는 135명의 초등교사이다. 교육적 요인에 대한 인식을 조사하기 위하 여 교사들의 과학 상상화에 대한 인식을 조사하는 질문지를 개발하여 사용하였다. 질문지는 정의 적, 인지적, 심미적 영역의 3 영역으로 나누어져 있으며, 모두 12개의 문항으로 구성되었다. 교사 들의 과학상상화의 교육적 특성에 관한 인식을 살펴보고 세 영역별 인식차이를 확인하기 위하여 각각의 평균과 표준편차를 비교하였다. 또한 하위 역영 개념인 인지적, 정의적, 심미적 요인이 교 육적 효과를 대표할 수 있다는 것을 탐색하기 위한 요인분석은 주축 요인법을 사용하였다. 연구 결과 초등 교사들은 과학 상상화 그리기에 대하여 긍정적으로 인식하고 있다는 것을 확인할 수 있 었다. 또한 과학 상상화 그리기의 교육적 요인은 요인분석을 통하여 조사하였다. 요인분석 결과 과학 상상화 그리기의 교육적 요인은 정의적, 인지적, 심미적 영역으로 나눌 수 있었다. 또한 교사 들의 요인별 인식은 심미적 영역, 인지적 영역, 정의적 영역 순으로 더 긍정적으로 인식하고 있는 것으로 나타났다. 과학과 미술의 통합 교육의 좋은 예를 보여주는 과학 상상화 그리기가 교육현장 에서 교육적으로 활용되기 위해서는 앞으로 더 많은 연구가 필요하다. 과학 상상화 그리기의 교육 적 요인에 실질적인 연구, 실태 조사, 교육적 이용 방안 등에 대한 연구가 계속적으로 이루어져야 할 것이다.

과학 통합교육의 효과 : 과학적 지식, 탐구능력, 과학 관련 태도에 대한 메타분석

이효녕,권혁수,박경숙,정창렬,오희진,남정철 한국교원대학교 교육연구원 2012 敎員敎育 Vol.28 No.2

The purpose of this study was to scrutinize the effect of integrated science education on students' scientific knowledge, scientific inquiry ability, and science related attitude using a meta-analysis. To calculate the effects mathematically, we have collected quantitative data found in graduate works and journal papers which were published during a set period(from Jan. 2000 to Oct. 2010) and searchable on online database. In addition, this study concentrated on the statistical findings which can calculate the effect size. We identified the key statistical findings of each paper, then coded them by several criteria, and calculated 60 different effect sizes from the collected research findings using the effect size formula. In addition, this study performed the calculation of group effect sizes and variance analyses and homogeneity testings. The result of this research was as follows. First, integrated science education has had a positive effect on students' scientific knowledge, scientific inquiry ability, and science related attitude. Second, studies employing content(subject) based integrated education have the highest positive effect size and research findings employing theme-based and problem-based education have the high positive one. Lastly, in contrast to the results by the types of integrated education, there were no significant differences among school levels. Further research such as international studies and its comparison associated with integrated science education needs to be done. This analytic work can contribute to research and practice of integrated science education. 본 연구의 목적은 과학 통합교육의 적용 효과에 대한 메타분석을 실시하여 과학적 지식 획득, 과학탐구능력 습득, 과학에 관련된 태도 형성에 미치는 효과를 밝히는 데 있다. 2000년 1월부터 2010년 10월까지 온라인데이터로 구축되어 있는 국내의 과학 통합교육에 대한 학위논문과 저널 중에서 효과크기를 계산할 수 있는 자료가 포함된 양적연구를 대상으로, 연구물의 특성을 파악하여 코딩기준에 따라 코딩하고 효과크기 공식을 적용하여 60편의 논문으로부터 84개의 효과크기를 구했다. 분석 결과 첫째, 과학 통합교육은 학생의 과학적 지식 획득, 과학탐구능력 습득, 과학에 관련된 태도의 형성에 모두 긍정적인 효과가 있으며, 과학탐구능력 습득에 가장 효과적인 것으로 나타나났다. 둘째, 통합유형별로 나누어 보면 내용(교과)중심 통합 방법이 가장 큰 긍정적인 효과를 가지며 주제(소재)중심 통합 방법과 문제해결중심 통합 방법도 긍정적인 효과를 가진다. 셋째, 통합교육의 유형과는 대조적으로 학교급간의 통계적으로 의미 있는 차이가 없는 것으로 나타났다. 국제적인 맥락에서 과학교육의 통합적 시도에 대한 비교 연구가 필요하고 이러한 분석은 과학교육의 통합적 접근에 대한 연구와 실천에 기여할 것이다.