한국과 미국 초등학교 과학 교과서 내용분석과 이에 따른 발전적 제안

김효남 한국교원대학교 초등교육연구소 2021 초등교과교육연구 Vol.35 No.-

The aim of this paper was to give several suggestions for better Korean elementary science textbook by comparing Korean 4th grade second semester science textbook and American McGraw-Hill 4th grade Science textbook. ‘Various plants,’ ‘The state change of water,’ earthquake, ‘Shadow and mirror’ in Korean science textbook and plants, state change, earthquake, light in American science textbook were compared in terms of science terms, science inquiry abilities, science inquiry activities and overall textbook composition and contents. The results of this study were as follows. The level of science terms and science inquiry abilities in Korean elementary 4th grade science textbook was lower than the level in American science textbook. The number of science inquiry activities in Korean elementary textbook was more than American science activities. Korean elementary science textbook was composed of science hands-on activities mainly with some reading materials but American elementary science textbook was composed of reading materials explaining science terms mainly and some science hands-on activities. Korean elementary science textbook must include more reading materials of science basic concepts. Details of science experimental procedures in Korean science textbook may move to ‘Experiment and Observation’ sub-textbook. The guide of textbook unit usage and organization may move to teacher’s guide. The levels of science terms and science inquiry abilities may be higher in Korean elementary science textbook.

2015 개정 교육과정에 따른 초등학교 3, 4 학년 국정 과학 교과서와 검인정 과학 교과서 삽화 및 발문 비교 분석

김수진,김용권 한국수산해양교육학회 2022 水産海洋敎育硏究 Vol.34 No.4

Abstract This study compared and analyzed the types of illustrations and the functions of basic science process skills in the questionnaire of elementary school science textbooks for 3rd and 4th grade according to the 2015 revised curriculum and science textbooks authorized by ice cream media. First, in the type of illustration and the type of illustration by subject area, both elementary school science textbooks and authorized science textbooks had the highest proportion of photography. Second, in the function of the basic science process skills shown in the questionnaire, observation accounted for the highest proportion of both elementary school science textbooks and authorized science textbooks. Third, in the material domain, the proportion of observation and life area was high, and the proportion of communication increased in the motion and energy domain, and in the earth and space domain. Through this study, we will present changes and flows in textbooks according to the conversion to authorized textbooks, provide basic data to effectively use accredited science textbooks reflecting the 2015 revised curriculum, and suggest implications for effective science teaching and learning.

한국과 미국 초등학교 교과서에 나타난 과학의 본성 비교 분석

이영희 ( Young Hee Lee ) 한국과학교육학회 2014 한국과학교육학회지 Vol.34 No.3

The national reform document, Science for All Americans (AAAS, 1990), and the Next Generation Science Standards (NRC, 2012) emphasize the importance of the nature of science in guiding science educators in accurately portraying science to students. Therefore, it is important that textbook materials convey an accurate conception of the nature of science. This study employs content analysis to examine the content of textbooks in US and Korea elementary science textbooks with regard to the four aspects of the nature of science: (a) nature of scientific knowledge; (b) nature of scientific inquiry; (c) nature of scientific thinking; and (d) nature of interactions among science, technology, and society (Chiappetta, Fillman, & Sethna, 2004). Intercoder reliability was determined by calculating Cohen`s kappa (Cohen, 1960). Findings show that while US elementary science textbooks are not balanced in presenting the four aspects of the nature of science regardless of the publishing companies, the presentation of the nature of science in Korean elementary science textbooks have better balanced treatment of the four themes across the grade levels. On the other hand, both US and Korean elementary science textbooks are attempting to convey an idea of what science is by emphasizing scientific knowledge and investigation.

한국, 일본, 미국의 초등 과학 교과서에 반영된 과학의 본성 내용 비교 분석

김지혜,민병미,이유미,손연아,김동렬,김태훈 이화여자대학교 교과교육연구소 2013 교과교육학연구 Vol.17 No.2

The purpose of this study is to figure out how much the elementary science textbooks, which are for fifth and sixth grade Korean, Japanese and American elementary school students, contain the aspect of the nature of science (NOS). The framework for analysis of the NOS was used the revised version by Lee & Chiappetta (2008). The findings of this study was as follows. First, Korean and Japanese what they had the most was what corresponds to the categoryII and the second most was the categoryI. American science textbooks had the first most was the categoryI, followed by categoryII. There was no contents of the categoryIII in Japanese textbooks, which indicated that they did not emphasis on the history of science, scientists’ thoughts or scientific spirit. Secondly, after analyzing four category of the NOS up to subcategories, each nation’s textbooks did not accomodate all constituents of the nature of science. The conclusion was that there would be difficulties for achieving the educational goal which science curriculum emphasize, since the textbooks did not wholly contain all the category, although the curriculum itself said it had significant importance. For third, The comparison of the contents nation-by-nation showed like below: Korean textbooks, in the case of categoryI, only evenly had subcategory of earth-science. It also showed that in categoryIV, only the physics part had practicalities of science and technology, merely about others. Japanese textbooks, on another hand, the books were dealing mainly about ‘a’ categoryI and II; but only in chemistry, biology and earth-science part, the contents about categoryIV were partially included, and the field of the biology dealt relatively various aspects about the nature of science. In the case of American textbooks, at last, the four fields (physics, chemistry, biology, and earth-science) had similar characteristics. In the school science curriculum for building the students’ basic science knowledge, the various subcategory contents of the criterion of NOS should be included evenly, considering the importance of the nature of science. 이 연구에서는 Lee & Chappetta(2008)의 틀을 연구에 맞게 수정한 분석틀을 사용하여 한국, 일본, 미국의 초등학교 5, 6학년 과학 교과서의 과학의 본성 내용을 비교 분석하였다. 연구결과 첫째, 세 국가의 NOS 범주별 분석 결과, 본문 기준으로 볼 때 한국과 일본은 범주 II(실험, 과학 과정 기능, 추론 과정 참여), 미국은 범주 I(과학과 과학의 본성에 의해 생성된 지식)의 하위 항목이 상대적으로 많이 포함되어 있는 것으로 분석되었다. 둘째, NOS 범주별 하위 항목별로 분석한 결과, 본문 기준으로 볼 때, 범주 I에서는 항목 ‘a(사실, 개념, 법칙, 원리, 이론, 모형)’ 내용이 세 국가에서 모두 가장 많이 포함하고 있었고, 항목 ‘c(과학적 지식에 대한 가설성과 영속성)’ 내용은 세 국가의 교과서에 모두 포함되지 않은 것으로 분석되었다. 범주 II에서는 한국과 일본의 경우 항목 ‘b(실험 수행)’, 미국은 항목 ‘d(결론 및 일반화)’가 가장 많이 포함되어 있었다. 범주 III(과학자들의 생각, 일과 과학적 정신)의 경우, 한국과 미국의 경우 범위 I에 비해 상대적으로 적은 빈도로 포함되어 있었으나 일본은 범주 III에 해당하는 항목에 대한 과학의 본성 내용을 찾기 어려웠다. 범주 IV(과학, 기술, 지식의 사회성과 사회적 구조 사이와 상호작용)의 경우, 한국 교과서가 하위 항목에 대한 포함 빈도가 적었지만, 일본과 미국에 비해 다양한 하위 항목에 대한 내용이 포함되어 있는 것으로 분석되었다. 셋째, 세 국가별로 과학의 4영역에 포함되어 있는 과학의 본성 내용을 분석한 결과, 미국은 과학의 4영역별로 범주 I과 II에 해당하는 과학의 본성 내용이 한국과 일본에 비해 상대적으로 다양하게 포함되어 있는 것으로 나타났고, 한국과 일본은 과학의 4영역 모두 범주 I→II→IV→III의 순서로, 미국의 경우 II→I→IV→III의 순서로 과학의 본성 내용을 포함하고 있는 것으로 분석되었다. 따라서 우리나라 초등학교 과학교과서에 과학의 본성에 대한 내용을 다양하게 포함시켜서, 초등학생들이 편협된 과학에 대한 인식에서 벗어나 과학 지식의 형성과정과 과학탐구의 과정, 그 과정에 참여하는 과학자와 그들을 둘러싸고 있는 사회문화적인 배경을 통합적으로 이해할 수 있도록 과학교과서가 구성될 필요가 있다. 특히 과학의 본성 범주 중, 범주 III과 IV에 대한 내용이 초등학교 과학교과서에 보완될 필요가 있는 것으로 나타났다.

한국과 일본의 초등학교 과학교과서 삽화 비교 분석

송욱(Song, Wook),김효남(Kim, Hyo-Nam) 한국교원대학교 초등교육연구소 2020 초등교과교육연구 Vol.33 No.-

The purpose of this study was to compare and analyze the illustrations of elementary science textbooks in Korea and Japan, and to determine whether the types of illustrations were appropriately presented by grade level in consideration of the students cognitive developmental level. And another purpose of this study was to examine how the 3rd graders perceived the illustrations of elementary science textbook in Korea and Japan. The frequencies of illustrations were counted by the types of illustration such as photographs, pictures, illustrations, diagrams, and cartoons. And the ratios of the illustration types were calculated by areas of science contents and grades. And this study determined whether the types of illustrations were presented appropriately according to students cognitive levels. In addition, this study analyzed the students perceptions through questionnaires and interviews on the illustrations of elementary science textbooks in Korea and Japan. The results obtained through the study were as follows: First, Korea used photographs mostly but Japan, more various illustration types than Korea. Earth and space area in Korea used more illustrations and diagrams gradually according to increasing grades. Second, Korean elementary science textbooks used diagrams and illustrations gradually more according to increasing grades which were regarded as they considered the cognitive developmental levels of elementary school students. Third, Korean 3rd graders perceived the illustrations of Japanese science textbooks were more interested than Korean science textbooks, which owed to using various types of illustrations in Japanese elementary science textbooks. In Korea, the actual size of caterpillars is expressed in millimeters, so many students answered that it is difficult to estimate the size of caterpillars at once because they learn the length unit in mathematics later. On the other hand, in the Japanese, the actual size of the caterpillar is displayed as a picture so that students can easily know the actual size. The elementary 3rd graders preferred illustrations in the order of photos, cartoons, and pictures, but differently the frequency analysis of textbooks in this study showed in the order of photos, pictures, and cartoons, we may consider the preference of elementary students. The results of this study could be used for the future science textbook development.

2009 개정 초등 과학교과서의 과학사 도입 내용과 과학의 본성 분석

박상우 ( Sangwoo Park ),정원우 ( Wonwoo Chung ),박경미 ( Kyungmi Park ) 경북대학교 과학교육연구소 2015 科學敎育硏究誌 Vol.39 No.2

본 연구의 목적은 2009 개정 초등 과학교과서의 과학사 도입 내용과 이에 반영된 과학의 본성 요소를 분석하는 것이다. 분석을 위해 우선 2009 개정초등 과학교과서 8종을 새롭게 도입된 학년군과 내용 영역에 따라 과학사의 도입 자료와 제시형태를 도출하고 보다 체계적이고 심층적인 분석을 위해 과학사와 관련된 내용을 박세기, 이기영, 이면우(2011)가 개발한 3차원 조합 분석틀을 이용하여 과학사의 도입 내용을 분석하고, Leite(2002)가 개발하고 최윤희(2005)와 정고은(2013)이 수정한 분석틀을 보완하여 과학의 본성 요소를 분석하였다. 이연구의 분석 결과는 다음과 같다. 첫째, 2009 개정초등 과학교과서에 제시된 과학사 자료는 총 26개로 학년군 및 내용 영역별로 자료의 분포가 고르지않았다. 둘째, 전체 48개의 3차원 조합 유형 가운데에서 오직 13개 유형만 사용되고 있어 특정 유형에 편중하여 과학사를 도입하고 있었다. 셋째, 과학사 자료에 반영된 과학의 본성 요소가 학년 및 영역별로 고르게 분포되지 않았다. 결론적으로 과학사를 통해 과학의 본성을 이해하고 과학적 소양을 함양하기 위해서는 2009 개정 초등 과학교과서에서의 학년군과 내용 영역을 고려하여 다양한 유형의 과학사 자료를 도입해야 하고, 과학의 본성 요소를 적절히 반영하도록 교과서 도입에 있어 보다 다차원적인 접근이 이루어져야 할 것이다. The purpose of this study was to analyze the introduced contents and the nature of science on the history of science in elementary school science textbooks according to the 2009 revised curriculum. For this purpose, first of all, the frequency of contents of history of science in 8 kinds of science textbooks in elementary school is analyzed by grade cluster and content part. Analysis framework for analyzing the introduced contents on the history of science was characterized with three-dimensional combination of the context, the role and the types(Park, Lee, & Lee, 2011). Analysis framework for the nature of science on the history of science was developed by Leite(2002) and revised by Choi (2005) and Kim(2010) and complemented under one expert in science education. The results of this study are as follows: First, the frequency of contents of history of science in textbook is 26 and it were not equally distributed into science textbooks in elementary school as a result of the analysis by grade cluster and content part. Second, with three-dimensional combination framework only 13 kinds were used in all 48 different types through analyzing the textbooks. It implies that ways of introducing contents of history of science into textbooks were limited to certain types. Third, the nature elements of science were not equally distributed on the history of science in elementary school science textbooks. In conclusion, in order to understand the nature of science through the history of science and to foster scientific literacy ultimately, it implicates that it is need to present various kinds of the history of science for one theme in consideration about the grade cluster and content part. Also more multilateral approach is need to introduce equally distributed into textbooks to reflect the elements of the nature of science.

초등학교 과학 교과서 중 물질 영역의 내용 변천 분석

김숙희 ( Suk Hee Kim ),김효남 ( Hyo Nam Kim ) 한국교원대학교 초등교육연구소 2012 초등교과교육연구 Vol.16 No.-

The purpose of this study is to provide basic data for the curriculum development and to get suggestions for the advancement of science textbooks. This is achieved by the analysis of content change in material field of elementary science textbooks from the syllabus period to 7th national curriculum. The method of this study is to analyze the units, contents, inquiry process in material field of elementary science textbooks from syllabus period to 7th national curriculum. Units were analyzed change by comparison in each textbooks of curriculum. Contents were analyzed by checking if they were included in each curriculum or not after extract all contents from textbooks. And inquiry processes were analyzed kinds and frequencies according to the science process skills presented in 7th national curriculum. The results of the analysis are as follows; First, the number of material units has been expanded in the 3rd curriculum. And material units appeared evenly for all grades according to change of curriculum. The material units deal with 9 themes such as solids, liquids and gases, changes in the state, the separation of mixture, dissolution and solution, molecules, acid and base, oxidation and reduction. The material units are composed of observable activities such as solids, liquids and gases in low grades and micro-concept such as molecular, acid and base, oxidation and reduction in high grades. Molecule themes were moved to middle school in the 7th national curriculum. So themes included in elementary science textbooks were weighted in macroscopic characteristics of materials. Second, many contents appeared consistently without much change from 3rd curriculum through 7th curriculum. Contents related to real-life were introduced in the 5th curriculum. Also a lot of new contents added in the 7th curriculum. Third, observing were most dominant in the textbooks of every curriculum. On the other hand formulating hypothesis, controlling variables, interpreting data of integrated process skills were appeared less frequently. But inquiry processes has become diverse according to the change of national curriculum. In conclusion, meaningful and interesting learning-materials should be developed by introducing themes of various areas into elementary school science textbooks. And textbook development method has to change to increase students` creative thinking abilities for preparing future society actively.

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.

초등학생이 직접 디자인한 초등 과학 교과서 앞표지 분석 및 선호도 분석

조효원,박지선,박일우 한국현장과학교육학회 2018 현장과학교육 Vol.12 No.3

본 연구는 초등학생들에게 선호하는 초등 과학 교과서 앞표지를 직접 디자인하도록 하고, 이를 분석하여 교과서 앞표지 제작에 대한 시사점을 얻고자 하였다. 이를 위하여 초등학교 6학년 78명의 학생에게 초등학교 과학 교과서를 직접 디자인하도록 하였다. 학생들이 직접 디자인한 교과서 앞표지의 타이포그래피, 시각이미지, 배치를 분석하였다. 또한 학생들의 선호도에 대한 자세한 정보를 얻기 위해 선호도 조사를 하였으며, 24명의 학생을 대상으로 추가적인 면담을 실시하였다. 분석 결과, 많은 학생들이 교과서 제목을 고딕체의 검은색 또는 파란색 글자로 표현하였으며, ‘전기의 작용’ 단원과 관련된 이미지를 표지 이미지로 가장 많이 사용하였다. 대부분의 표지들이 과학실험도구 이미지를 포함하고 있었으며, 이러한 시각이미지는 표지 전면에 배치되는 경우가 많았다. 이러한 연구 결과를 바탕으로 초등 과학 교과서 앞표지 디자인 제작에 대한 시사점을 제시하였다. The purpose of this study is to get implications for the elementary science textbook cover design by analyzing the elementary science textbook covers that elementary students designed by themselves. Seventy eight elementary school students were participated in this study and they were asked to design the elementary science textbook they want to learn. We analyzed the textbook covers by typography, visual image, and layout. We also asked students what textbook cover is the most preferred one and we conducted the semi-structured interview with twenty four students to get more information about their preference. We found that many students used the gothic black or blue letters as the title of the textbook. The images related to unit about ‘electricity’ were most frequently presented and most of images in the textbook covers include the experimental tools such as light bulb and flask. Based on these results of this study, we suggested the elementary science textbook design that elementary students would prefer.

2015 개정 과학과 교육과정에 따른 초등 5, 6학년 과학 검정교과서 생명 영역의 탐구활동 분석

정숙진,신영준 한국생물교육학회 2023 생물교육 Vol.51 No.1

In order to ensure teachers and students' right to choose, such as supporting diverse and creative curriculum autonomy and improving quality through competition, elementary science textbooks have been converted into authorized textbooks and operated from the 2022 school year. In 2022, it was applied to 3rd and 4th graders, and in 2023, it is being applied to 5th and 6th graders. Accordingly, this study attempted to obtain implications by comparing and analyzing the types of inquiry activities in the national textbooks and the newly developed 5th and 6th grade elementary science authorized textbooks. Types of inquiry activities were divided into six categories: experimental observation (EO), simulated activity (SA), investigation discussion and presentation (IP), data interpretation (ID), written reading (RW), and expression (EX). The research results are as follows. First, various types of inquiry activities appeared in nine types of authorized textbooks according to the characteristics of inquiry subjects. In other words, even if the subject is the same, different textbooks have different ways to solve it, and various types of inquiry activities are appearing. Second, looking at the inquiry activities of the 5th and 6th graders by grade, the main types of inquiry activities of the 5th graders were investigation, discussion and presentation (IP), and the 6th graders were experimental observation (EO). It can be seen that the type of inquiry activity focused on inducing students' participation in learning is intensively presented by reflecting the direction of revision of the curriculum to promote student participation-type classes. Third, looking at the types of inquiry activities in detail, experimental observation (EO) and simulated activities (SA) were the main types of inquiry activities with a rate of about 57.3%, and writing and reading (RW) types showed the lowest rate at about 1.5%. The proportion of simulated activities (SA) was 24.8%, which increased about 5 times compared to 3rd and 4th graders. It can be seen that there are many topics that need to be used. The type of reading and writing (RW) presented at the lowest rate can help increase understanding of scientific concepts and improve scientific thinking, so it is hoped that it will be tried in more diverse areas and topics in the next test textbook. As a result, the newly developed and planned 5th and 6th grade elementary science textbooks in the field of life reflect well the purpose of the 2015 revised science curriculum, and were developed based on the existing curriculum, but each publisher conducts various inquiry activities on the same subject. It can be seen that they are trying to secure autonomy and diversity in the curriculum.