지구과학의 본성에 대한 연구방법 제안 -현상학적 접근 및 과학의 본성(NOS)에 대한 가족유사성 접근의 활용-

박원미 ( Won-mi Park ) 한국과학교육학회 2020 한국과학교육학회지 Vol.40 No.1

본 연구에서는 문헌 고찰을 기반으로 현상학적 접근 및 NOS-가족 유사성 접근을 적용하여 지구과학의 본성을 규명하는 방법을 제안하였다. 현상학적 접근은 지구과학에 고정된 본질이 있는 것이 아니라 시대와 상황의 요청에 따라 본성 자체가 유동적인 것임을 전제로 한다. 이는 직관적으로 드러난 감각적 현상들을 통해 지구과학의 다면적 특성을 편견 없이 모두 수집, 분석하고 종합하는 방법이다. 현상학적 접근은 학문적 세계의 토대를 이루는 생활세계를 직시하면서 지구과학의 본성을 탐구할 수 있는 통찰력을 제공한다. 이를 통해, 지구과학이 가지는 풍부함과 복잡성, 역동성을 드러낼 수 있다. 현상학적 관점에서 지구과학의 본성을 탐색하기 위한 방법으로, 과학의 본성(NOS)에 대한 가족유사성 접근을 제안하였다. NOS-가족유사성 접근을 통해, 조금씩 차이점을 가지는 다양한 과학의 영역들이 서로서로 공유하는 특성들을 조합함으로써 과학의 본성(NOS)을 포괄적으로 설명할 수 있다. 이를 지구과학의 본성에 적용하면 지구과학을 ‘가족’으로 만들어주는 일반적인(domain-general) 특성과 영역별로 특수한 (domain-specific) 특성을 동시에 규명할 수 있다. 예컨대 지구과학을 구성하는 학문영역인 지질학, 대기 과학, 해양학, 천문학, 지구시스템 과학 등등이 서로 공유하는 특징들의 네트워킹을 통해 이들 학문영역을 지구과학이라는 가족으로 특징짓는 가족유사성을 추출할 수 있고, 이를 통해 지구과학의 본성을 총체적으로 드러낼 수 있을 것이다. 또한, 지구과학의 본성에 대한 가족유사성 접근을 통해 지구과학을 구성하는 하위 영역 학문의 특성이 달라짐에 따라 변화하는 지구과학의 본성을 파악할 수 있으며, 교과목으로서 지구과학의 위상과 발전 체계를 정립하는 데에도 기여할 수 있을 것이다. In this study, we propose research methods to explore the nature of earth science by applying the phenomenological approach and NOS-family resemblance approach based on literature review. The phenomenological approach exploring the nature of earth science is a method of collecting, analyzing and synthesizing multifaceted features of earth science from intuitive sensory phenomena without prejudice. As a way of exploring the nature of earth science from a phenomenological point of view, we propose the NOS-family resemblance approach to the NOS. This approach provides a comprehensive explanation of NOS by combining the characteristics shared by different areas of science with distinct differences. Applying this method to exploring the nature of earth science, we can identify both domain-general and domain-specific characteristics that make sub-areas of earth science a ‘family.’ For example, through the networking of features shared by such sub-areas as geology, atmospheric science, oceanography, astronomy, earth system science, etc., we can extract the family-resemblance characteristics that make these sub-areas a family called earth science. Through these approaches to the nature of earth science, the richness, complexity, and dynamic nature of earth science can be revealed as a whole. In addition, we will be able to grasp the change in the sub-areas that constitute the earth science, which in turn changes the nature of earth science, and to contribute to establishing the status and development system of earth science as a school subject.

중등 예비 과학교사의 물리와 지구과학에 관한 관점 비교

김동영,최혁준 제주대학교 교육과학연구소 2019 교육과학연구 Vol.21 No.1

The purpose of this study is to compare pre-service science teachers’ views about physics and earth science. For this purpose, a questionnaire was developed to investigate views about earth science by modifying VASSs for physics and for biology, and it was used in conjunction VASS for physics to investigate views about physics and earth science of 79 freshmen majoring in physics education, chemistry education, biology education or earth science education. As a result, pre-service science teachers’ views about physics and earth science were somewhat different from those of scientists, and there was a difference between their views about physics and their views about earth science. Male students’ views about physics on ‘personal relevance’ were closer to scientists’ views than female’s views. While male were more reflective thinking in understanding physics than earth science, female were more reflective thinking in understanding earth science than physics. Although both male and female related earth science to personal life rather than physics, this tendency was greater in female than in male. The difference according to the major was greater in views about physics than in views about earth science. In particular, views about physics of students who major in physics education were more similar to scientists’ views about physics than views of students who major in other science education. Physics education majors’ views about physics were more similar to scientists’ views than their views about earth science, while the other majors’ views about earth science were more similar to scientists’ views than their views about physics. 이 연구의 목적은 중등 예비 과학교사의 물리와 지구과학에 관한 관점 사이에 차이가 있는지 알아보는 것이다. 이를 위하여 VASS를 변형하여 지구과학에 관한 관점을 조사하는 설문지를 만들고 물리용 검사지와 함께 사용하여 과학교육 전공 대학교 1학년 79명을 대상으로 물리와 지구과학에 관한 관점을 조사하였다. 연구 결과, 전체적으로 중등 예비 과학교사의 물리 및 지구과학에 관한 관점은 과학자의 관점에 다소 미치지 못하며, 물리에 관한 관점과 지구과학에 관한 관점 사이에 차이를 보였다. 여학생에 비해 남학생이 물리는 모든 사람들의 삶과 관련이 있으며 개인적인 유익을 위해 공부해야 한다고 생각했다. 남학생은 물리 이해에, 여학생은 지구과학 이해에 반성적 사고를 하는 것으로 나타났다. 남학생과 여학생 모두 물리보다는 지구과학을 개인적 삶과 관련시키지만 여학생이 남학생보다 그러한 경향이 더 컸다. 전공에 따른 분석 결과, 지구과학에 비해 물리에 관한 관점에서 큰 차이를 보였다. 특히 물리교육 전공이 다른 전공에 비해 물리에 관한 관점이 과학자의 견해와 유사하였다. 물리에 관한 관점과 지구과학에 관한 관점 사이의 차이는 물리교육 전공은 물리에 관한 관점이 지구과학에 관한 관점보다 과학자의 견해와 유사한 반면, 나머지 전공은 지구과학에 관한 관점이 과학자의 견해에 가까웠다.

지구과학 고등학교 선택과목 재구조화:고체지구영역을 중심으로

김연화 한국현장과학교육학회 2019 현장과학교육 Vol.13 No.3

This study is a basic study to develop selective courses in general high school earth science in preparation for revision of high school credit system and the next curriculum. It is based on the reorganization of high school earth science and selective courses into solid earth science, fluid earth science, and astrophysical earth science. The purpose of this study is to propose and restructure the contents of solid earth science subjects based on their core concepts. To this end, we compared and analyzed the 2009 and 2015 revised curriculum in Korea, and compared and analyzed the US Next Generation Science Education Standard (NGSS) and 2015 revised curriculum. In addition, the content system of solid earth science subjects was restructured based on text mining data on the achievement criteria of Earth Science I / Earth Science II in the 2015 revised curriculum. The key concepts of the 2015 revised curriculum were compared with those of the NGSS subjects. Also, in the 2015 revised curriculum document, the core conceptual knowledge pyramid in the area of ​​solid earth science was constructed by using language network analysis using the R program for key concepts and achievement criteria. In the area of ​​solid earth sciences, 'Earth System and Force Field', 'Earth History', 'Tectonics', and 'Earth Components' are among the six concepts at the center of the language network. After revising 'to' Earth ', we rearranged the unit and proposed the composition of contents for the next revision of the curriculum. Based on the research results, the implications for the development of selective courses in earth science are suggested. 본 연구는 고교학점제 및 차기 교육과정 개정에 대비한 일반계 고등학교 지구과학 선택과목 개발을 위한 기초 연구로, 고등학교 지구과학과 선택과목을 고체, 유체, 천체 지구과학으로 재구성하는 것을 전제로 우선적으로 고체 지구과학 과목의 내용을 핵심개념을 중심으로 재구조화하여 제안하는 것을 목적으로 한다. 이를 위해 우리나라의 2009 및 2015 개정 교육과정을 비교분석하고 미국의 차세대과학교육표준(NGSS)과 2015개정 교육과정을 비교분석하였으며, 2015개정교육과정의 지구과학Ⅰ/지구과학Ⅱ과목의 성취기준을 텍스트 마이닝 한 자료를 근거로 고체 지구과학 과목의 내용체계를 재구조화였다. 2015개정 교육과정의 핵심개념과 NGSS의 과목별 핵심 아이디어를 비교분석하였으며, 2015개정 교육과정 문서에서 핵심개념과 성취기준에 대하여 R 프로그램을 이용한 언어네트워크 분석을 실시하였다. 또한 빅 아이디어와 2015개정 교육과정의 핵심개념의 관계를 고찰한 후 고체 지구과학 영역에 대한 핵심개념 지식 피라미드를 구성하였다. 고체 지구과학 영역에서는 언어 네트워크의 중심에 있는 여섯 가지 개념 중 ‘지구계와 역장’, ‘지구의 역사’, ‘판구조론’, ‘지구 구성 물질’ 네 가지를 교과 내 핵심개념으로 배치하였으며, 이 중 ‘지구계와 역장’을 ‘지구계’로 수정한 후 단원을 재배열하여 차기 교육과정 개정을 위한 내용구성(안)을 제안하였다. 연구결과를 토대로 향후 지구과학과 선택과목 개발을 위한 시사점을 제언하였다.

고교학점제 선도학교 학생들의 지구과학에 대한 인식 및 과목 선택 요인 분석

전선호 ( Sun-ho Jeon ),정덕호 ( Duk-ho Chung ) 전북대학교 과학교육연구소 2022 과학과 과학교육 논문지 Vol.47 No.1

The purposes of this study is to investigate the perception of high school students on the Earth Science I and the factors that influenced high school students' choice of Earth Science I. And based on this, it is to explore solution to increase the choice rate of Earth Science I when the high school credit system is introduced. For this, we collected data from 54 high school students in Jeollabuk-do through a questionnaire and analyzed the data. The results are as follows. First, students are not definitely aware of what they should learn in Earth Science I and jobs related to Earth Science. Second, students recognized that Earth Science I is a subject that is easy to learn, a subject that is important to memorize, and a subject related to real life. In particular, students were interested in unknown mysterious earth science phenomena among the contents of Earth Science I. Third, students responded the most to career relevance as a factor influencing the choice of Earth Science I subject. Therefore, it is necessary to provide programs such as briefing sessions so that students can define about the syllabus of Earth Science I. In addition, it is necessary to provide classes that can utilize knowledge rather than knowledge memorization-oriented classes, and a curriculum that students can be curious about earth science. It is necessary to provide career-linked Earth Science I classes so that students can recognize that there are various jobs related to earth science. It is expected that the results of this study will be used as basic data for the implementation of the high school credit system.

고등학교 지구과학 선택과목 재구조화 연구

김연화,곽영순 대한지구과학교육학회 2020 대한지구과학교육학회지 Vol.13 No.1

본 연구의 목적은 2025년 고교학점제의 전면도입에 직면한 고등학교 지구과학 선택과목의 변화 방향을 탐 색하고 차기 교육과정 개정에 대비하여 지구과학 선택 과목 재구조화 방안을 모색하는 것이다. 이를 위해 지 구과학교육 전문가 델파이 조사, 현장지구과학 교사 설문 조사, 전문가 심층 면담을 수행하였다. 연구 결과 에 따르면, 지구과학 선택과목 재구조화에서 고려해야 할 점으로 지구과학소양 함양, 학생 진로와 연계, 지구 과학 자체의 재미, 학생선택률과 대학입시라는 4가지 키워드를 도출하였다. 이를 바탕으로 지구과학 선택과 목의 구체적인 재구조화(안)으로 지구과학 소양을 강 조하는 지구시스템과학, 그리고 교과내 진로 연계를 강화한 고체지구과학, 대기·해양과학, 우주과학의 총 4 개 과목을 구성하였다. 고교학점제 도입으로 지구과학 과목의 선택률이 하락할 것이라는 우려를 해소하려면, 지구과학 선택과목의 진로 연계성을 높이는 등 지구과 학 교과의 위상 재정립을 필요로 한다. 후속 연구에서 는 지구과학 선택과목의 명칭과 핵심개념 등에 대한 정교화와 공론화가 필요하다. The purpose of this study is to explore ways to change high school earth science elective courses with the introduction of the high school credit system in 2025, and ways to restructure them in preparation for the next curriculum revision. For this purpose, Delphi surveys with earth science education experts, a survey with in-service earth science teachers, and in-depth interviews with experts were conducted. According to the results, we need to consider four keywords such as cultivation of earth science literacy, connection with student career paths, emphasis on the fun of earth science itself, and student selection rate and college entrance exam in restructuring Earth science electives. Based on this direction, we composed four subjects: Earth System Science emphasizing earth science literacy, and three such subjects reinforcing career connection as Solid Earth Science, Atmospheric and Ocean Science, and Space Science. To resolve concerns about falling selection rate of earth science courses with the introduction of the high school credit system, it is necessary to re-establish the status of the earth science subjects including enhancing the career connection of the earth science electives. Follow-up studies are necessary to elaborate and publicize the titles and core concepts of Earth science electives.

몽골과 한국의 지구과학 교과 내용 비교 연구

간치멕 ( Ganchimeg Gantumur ),곽영순 ( Youngsun Kwak ),차희영 ( Heeyong Cha ) 한국과학교육학회 2020 한국과학교육학회지 Vol.40 No.6

이 연구는 몽골과 한국의 중등 지구과학과 교육과정 내용을 비교 분석하여 양국의 지구과학과 교육 내용을 점검하고 향후 지구과학교육과정 개정에 필요한 기초 자료를 마련하고자 하였다. 본 연구의 연구 문제는 첫째, 몽골과 한국의 지구과학 교과의 변천 및 현행 운영실태를 파악하고, 다른 국외 사례와 비교 분석하며, 둘째, 몽골과 한국의 지구과학과 교육과정의 내용을 비교 분석한 것이다. 과학과 교육과정에 포함되어 있는 지구과학 관련 내용을 비교 분석하기 위해서 중학교는 TIMSS 평가틀을 활용하였고, 고등학교는 미국의 차세대 과학교육 표준(NGSS)과 한국의 고등학교 지구과학과 교육과정 내용을 혼합하여 전문가의 타당도 분석을 거쳐서 분석틀을 만들었다. 연구 결과, 몽골과 같이 러시아식 교육 체제를 따르고 있는 국가들에서는 지구과학을 독립적인 과학과목으로 편성·운영하지 않았고, 지리교과의 자연지리 영역에서 지구과학 관련 내용을 다루었다. 몽골과 한국의 중학교 과학과 교육과정에서 다루는 지구과학 내용을 분석한 결과 TIMSS 내용분석틀의 27개 내용 요소 중에서 몽골은 18개가 일치했고, 한국은 20개가 일치했다. 한국의 몽골의 고등학교 지구과학 관련 내용은 한국보다 매우 간략하게 서술되어 있었고, 다루지 않는 내용이 많았다. 특히, 몽골 지리 교과과정에서는 환경 관련 내용을 많이 다루었다. 몽골의 지구과학 교육과정 운영 방식과 환경 관련 내용의 강조는 한국의 과학과 사회 교과의 간학문적 통합형 교육과정을 개발시 참고가 될 수 있다. This study compared and analyzed the contents of secondary earth science curriculum in Mongolia and South Korea to check the contents of earth science education in both countries and to prepare basic data necessary for future earth science curriculum revisions. The research questions of this study are: first, to understand the changes and current operating conditions of earth science curriculum in both countries, to compare and analyze with other foreign cases, and second, to compare and analyze the contents of earth science and curriculum in both countries. The TIMSS evaluation framework is used to compare and analyze the earth science-related contents included in the science curriculum of middle schools. For analyzing the contents of high school, the contents of NGSS in the United States and the earth science curriculum contents of high schools in South Korea were mixed and the analysis frameworks were created and validated by experts. As a result of the study, countries that follow the Russian-style education system did not organize and operate earth science as an independent science subject, and deal with earth science-related content in the natural geography area of the geography subject. The earth science contents covered in middle school science curriculum in both countries, 18 of the 27 content elements of the TIMSS content analysis framework were matched in Mongolia and 20 in South Korea. In high school curriculum, the contents of earth science in Mongolia were described more briefly and not covered than in South Korea. In particular, the Mongolian geography curriculum dealt with many environmental issues. The emphasis on the operation method of the earth science curriculum in Mongolia and the contents related to the environment can be used as a reference when developing an interdisciplinary integrated curriculum of science and social studies in South Korea.

漢字基盤 地球科學用語의 理解程度와 效用性

AHN Kun Sang 한국한자한문교육학회 2011 국제한국한자한문교육학회 학술대회 Vol.2011 No.1

The purpose of this study is investigation of understanding levels and utilities of the earth science educational terms written by Chinese characters. Kim and Koh (2003)'s analysis of the earth science concerned vocabularies in science textbooks for 3rd to 6th grades of elementary school. In the books, earth region vocabularies were derived from 70% to 80% words of Chinese, below 10% of pure Korean, and other languages. Jeong et al.(2007) analyzed 9th grade(middle school grade of the Korea) students' understanding about the earth science terms written by Chinese characters depending on their learning style and attitudes toward science. They selected the eight students, the students were judged middle level of science. Students were divided into four groups: verbal-high attitude toward science, verbal-low attitude toward science, visual-high attitude toward science, and visual-low attitude toward science learners. Researchers had three types of questionnaires including Korean character type, picture type, and Korean and Chinese characters type to how developing the students' understanding about the earth science terms written by Chinese characters. The results of data indicated that the 9th grades students' understanding showed no significant difference by their different learning style, and yet demonstrated higher level of understanding in Korean and Chinese characters type questionnaire rather than Korean characters type only or picture type. On the other hand, the level of students’ understanding both in Korean characters type and picture type was equal. In conclusion, it seems more effective learning earth science terms written by Chinese characters when they were provided with both Korean and Chinese characters.Jeong et al.(2007) analyzed 10th grade students’ understanding level about earth science terms written in Chinese characters according to learners’ characteristic. In older to investigate the responses followed their various characteristics, first of all, proper scientific terms were selected, and then corresponding questions about them were offered as subjects, which consisted of Korean characters type, picture type, and Korean and Chinese characters type. During paper test and interview, the questions were given to fifteen students from general high school. The results of the study are as follows; Students in formal operation level and field independency answered very well and also the terms of Chinese characters type and picture type improved the students' understanding and memorization. Generally, Chinese characters have more positive influence on their learning than negative. Therefore, in general, it seems that more effective to explain the sound and meaning of terms in detail. In addition to give learners enough time to draw a picture about each terms by themselves when scientific terms are delivered to students in Chinese characters in class.Lee et al,(2002) investigated that whether 11th grades students with more knowledge of Chinese Character get higher academic adaptability in inquiry activities using the concept and understanding level of earth science terms than the students with less knowledge of Chinese Character. They analyze which relationship exist between two groups. The students with more Chinese Character knowledge show high understanding level and high corrected answer rate in inquiry questions. However, the students with little knowledge also high corrected answer rate in inquiry question, but there is only a little difference on the level of concept understanding for earth science education is linearly connected from elementary school to high school. In a prior study, researchers reported that Chinese Character learning will help understanding concept better but the lack of knowledge about Chinese Character will not be obstacle to understand the concepts in earth science, futhermore to do inquiry activities using the concept. Under the college education, however, science terms written by Chinese characters in science major tend to compare with the highschool abruptly. In order to get a complete concepts of new science terms, learning of the Chinese characters is needed. In conclusion, Chinese Characters learning will help understand new knowledge in college education and is very efficient at translation of science literatures written by foreign language without confusion.

한자(漢字) 기반(基盤) 지구과학(地球科學) 용어(用語)의 효용성(效用性)

안건상 ( Kun Sang Ahn ) 한국한자한문교육학회 2011 漢字 漢文敎育 Vol.26 No.-

본 연구에서는 한자를 기반으로 하는 지구과학 용어의 이해정도를 살펴보고 활용방안을 제시하고자 한다. 기존의 연구에 의하면 한자는 지구과학의 개념을 이해 하는데 도움이 되지만, 한자에 대한 지식이 부족하면 지구과학의 개념을 파악하는데 오히려 장애가 된다. 초등학교 3학년에서 6학년까지의 과학교과서에 게재된 지구과학 관련 용어의 70%에서 80%는 한자에서 유래되었다. 9학년에서 한자기반 지구과학 용어의 이해정도는 한글과 한자를 함께 제시할 때 보다 효과적이다. 10학년에서 한자기반 지구과학용어는 한자의 뜻과 음을 자세히 설명할 때 이해정도가 향상되었다. 대학의 자연과학 전공 교육에서는 한자기반의 용어가 고등학교에 비해 급격히 증가한다. 따라서 새로운 지구과학의 용어를 완벽하게 이해하기 위해서는 한자에 대한 별도의 교육이 필요한 상황이다. 또한 한자는 대학교육에서 새로운 학술정보를 습득하는데 매우 유용하며, 외국어로 기술된 과학문서를 명확히 번역하는데도 매우 효율적이다. 이 논문을 통해, 지구과학 용어를 효율적으로 이해하기 위한 새로운 교과서 표기방법을 제안한다. 즉, 교과서에서 한자기반 용어에 대해서는 한자를 병기하고, 한자의 의미를 제공하는 형태이다. 또한 교과서 한쪽에 사전식 용어 풀이를 제공한다면 보다 효과적일 것이다. The purpose of this study is investigation of understanding levels and using of the earth science terms written by Chinese characters. In a prior study, researchers reported that Chinese Character will help understand concept better but the lack of knowledge about Chinese Character will be obstacle to understand the concepts in earth science. The 70% to 80% vocabularies in relation to the earth science for 3rd to 6th grades of elementary school`s science textbook were derived from Chinese. The 9th grade students` understanding of the earth science terms written by Chinese characters is more effective when they were provided with both Korean and Chinese characters side by side. The 10th grade students` understanding level is more improve when they were provided with explanations of Chinese character`s sound and meaning in detail. Under the college education, science terms written by Chinese characters in science major tend to more used than highschool abruptly. In order to get a complete concepts of new earth science terms, college students` learning of Chinese characters is needed. In addition, learning Chinese characters will help understand new science information in college education and is very efficient at translation of science documents written by foreign language without confusion. In this study, I suggested another written system with chinese characters for understanding earth science terms. In conclusion, the new text book will be provided with both Korean, Chinese characters, also, meaning of Chinese characters. It would be very effectively to understanding of earth science terms.

신안군 소룡도의 지형·지질경관 특성 및 활용방안

김해경 ( Kim¸ Hai-gyoung ),오강호 ( Oh¸ Kang-ho ) 한국도서(섬)학회 2021 韓國島嶼硏究 Vol.33 No.3

The purpose of this study was to investigate and classify the geomorphological and geological landscape of Soryongdo and to suggest ways to use it as an earth science education. The results of this study will be helpful not only as basic data for geological heritage evaluation but also as learning materials for earth science education. Soryongdo belongs to Haui-myeon, Sinan-gun, Jeollanam-do, and is an uninhabited island. Soryongdo is located on the west side of about 2.5km away from Hauido, located in the southwest of Mokpo-city. Jangdo is located on the east side of Soryongdo and Yongdo on the northwest side. The size of Soryongdo is about 190m long in the east-west direction and 110m in the north-south direction, with an area of about 5,950㎡. The entire coast of Soryongdo consists of rocky coasts, and extends to sea cliffs, notches, and wave-cut platforms toward the sea. Various types of taffoni are distributed on the sea cliffs of Soryongdo, so the scenery is beautiful, and various weathering and coastal erosion topography can be observed, so it has been evaluated as an uninhabited island with a very high academic value. The results of this study are as follows. The coast of Soryongdo is a rocky coast consisting of sea cliffs, notches, wave-cut platforms, and boulder beaches. Sea cliffs are developing on the entire coast of the island. The notches are distributed in the lower part of the sea cliffs and mainly develop on the southern coast of the island. The wave-cut platforms are connected to the sea cliffs and are up to 80m wide on the southern coast. The weathering and erosion topography observed on Soryongdo are taffoni and marine potholes. Taffoni mainly develop on the slopes of the sea cliffs on the southern coast. Marine potholes develop on the wave-cut platforms on the north coast. The rocks distributed in the study area are hard tuffs with developed stratification, and lapilli. On the southern coast, intermediate dykes with a width of about 2m and a length of about 50m are distributed. Joints developing on the south coast have a northeast-southwest orientation. Faults are observed in some tuff layers. The geomorphological and geological landscapes distributed in the research area were compared and analyzed with the learning contents of the geological unit of the 2015 curriculum for elementary school science, middle school science, and high school earth science Ⅰ. Sea cliffs, notches, wave-cut platforms, and boulder beaches are related to the learning contents of the “Changes in the earth’s surface” unit of in the 3rd grade of elementary school science. Taffoni and marine potholes are related to the learning contents of the 3rd grade “Changes in the earth’s surface” in elementary school science and the 1st grade “Changes in the earth’s crust” in middle school science. Stratification is related to the learning contents of the sections “ Strata and fossils” in the 4th grade of elementary school science, “Changes in earth’s crust” in the 1st grade of middle school, and “Geological structure and depositional environment” in high school earth science Ⅰ. The faults are related to the learning contents of the 4th grade of elementary school science, “Strata and fossils”, and the high school earth science Ⅰ “Geological structure and depositional environment” unit. Joints, dykes, and volcanic rocks, tuffs, and lapilli are related to the learning contents of the high school earth science Ⅰ chapter entitled “Geological structure and depositional environment”. VR contents were produced to utilize the geomorphological and geological landscape cases of the research area as learning materials for earth science education.

북한 「자연과학」 교과서의 지구과학 내용 분석 - 김정은 시대 초급중학교 1학년을 중심으로 -

조미선 ( Mi Sun Jo ) 한국현장과학교육학회 2020 현장과학교육 Vol.14 No.1

이 연구는 김정은 시대에 초급중학교 과정에서 새롭게 도입된 「자연과학」 교과의 지구과학 교육 내용을 알아보기 위해 실시되었다. 본 연구에서는 「자연과학」 1학년 교과서와 교수참고서의 지구과학 내용을 추출하여 분석을 실시하였다. 연구결과 「자연과학」 1학년에서는 고체 지구, 대기와 해양, 우주 영역의 내용이 모두 나타났다. 고체지구 영역에서는 유수에 의한 지형, 암석, 토양, 풍화에 관한 내용이 있었다. 대기와 해양 영역에서는 물의 분포와 이용, 비와 눈, 물의 순환, 대기의 조성과 대기권, 공기의 오염에 관한 내용이 있었다. 우주 영역에서는 지구와 달의 운동에 관한 내용이 있었다. 교과서의 내용은 생활이나 주위에서 보고 경험할 수 있는 주제와 물음, 탐구, 토론을 중심으로 구성되어 있었고, ‘드문기체’, ‘어지러워지다’, ‘자리길’과 같은 남한에는 없는 단어가 존재하였다. 달의 명칭 및 우주 영역의 삽화에서는 남한과 차이를 보였다. 북한 「자연과학」 1학년 교과서에는 북한에 존재하지 않는 교과인 지구과학의 모든 영역의 내용이 나타났다. 이를 통해 북한의 「자연과학」은 남한의 중학교 과학과 같이 물리, 화학, 생물, 지구과학이 통합되어 있는 교과임을 알 수 있었다. This study was conducted to examine the earth science contents of the 「Natural Science」 subject newly introduced in the elementary middle school in the Kim Jung Eun era. In this study, the earth science contents in the 1st grade textbook and tutorial book were extracted and analyzed. As a result, the 1st grade 「natural science」 textbook shows the content of solid earth, atmosphere and ocean and the universe areas. In the solid area, there were contents about runoff topography, rocks, soils, weathering. In the atmosphere and ocean area, there were contents about the distribution and use of water, rain and snow, the circulation of water, the atmosphere composition and the atmosphere layers, air pollution. In the universe area, there was content about the movement of the earth and moon. The textbook contents were organized around themes, questions, inquiry and discussions that can be seen and experienced in life and surroundings and there were words that were not found in South Korea such as ‘infrequent gas’, ‘dizziness’ and ‘path’. The name of the moon phase and the textbook illustrations of the space were different from South Korea. In the 1^st grade textbook of 「natural science」in North Korea, the contents of all areas of earth science, that subject does not exist in North Korea, appeared. This means that North Korea 「natural science」 is a integrated subject of physics, chemistry, biology and earth science like middle school science in South Korea.