고등학교 생물 교과서와 대학수학능력시험 생물 문항의 과학적 소양 분석

다국어 초록 (Multilingual Abstract)

The main purposes of the study were to investigate the nature and extent of scientific literacy categories coverage in high school biology textbooks and scholastic achievement test items of biology subject matter, and to find out whether or not these two high school biology curriculum materials have the potential to prepare scientifically literate citizens.
In this study 5 kinds of high school biology textbooks and 240 scholastic achievement test items between 2005 and 2010 academic years were analyzed into 4 categories of scientific literacy. The 4 categories are : (a) science as a body of knowledge, (b) science as a way of investigation, (c) science as a way of thinking, (d) the interaction of science, technology, and society.
Overall, textbooks most emphasized science as a body of knowledge, followed by science as a way of investigation. Whereas science as a way of thinking, and the interaction of science, technology, and society were neglected in the textbooks. BiologyⅠ or Ⅱ textbooks showed a similar result to that of whole textbooks, while the proportion of the interaction of science, technology, and society in biologyⅠ textbooks was more than that of science as a way of thinking category, the result from biologyⅡ textbooks was reversed.
The characteristics in the aspect of scientific literacy of each unit of biologyⅠ or Ⅱ textbooks was well represented. In biologyⅠ textbooks, the proportion of science as a body of knowledge was comparatively higher in ‘circulation’, ‘respiration’, ‘excretion’, ‘stimulus and response’, ‘reproduction and development’, and ‘heredity’ units than in other units. The category of science as a way of investigation was more emphasized in ‘nutrients and digestion’ unit, and science as a way of thinking category was more emphasized in ‘characteristics of life’, and ‘life science and human life’ units than in other units. And the proportion of the interaction of science, technology, and society category was much more in ‘life science and human life’ unit than in other units. On the other hand, science as a body of knowledge category was most emphasized in ‘diversity of living matters and environment’ unit in biologyⅡ textbooks and the proportion of science as a way of investigation category was comparatively higher in ‘characteristics of cell’, and ‘metabolism’ units than in other units. And science as a way of thinking category was more emphasized in ‘continuity of life’, and ‘biology and human future’ units than in other units. The proportion of the interaction of science, technology, and society was much higher in ‘biology and human future’ unit than in other units.
As a whole, text section of biology textbooks most emphasized science as a body of knowledge category, followed by science as a way of investigation category. Two categories of science as a way of thinking, and the interaction of science, technology, and society was also neglected like in whole textbooks. The text section of biologyⅠ or Ⅱ textbooks showed similar result to that of whole text section.
In the figure section, the proportion of science as a body of knowledge was absolutely much more than other categories, and that of science as a way of investigation was the least. The result of figure section in biologyⅠ, or Ⅱ textbooks showed same pattern like in whole figure section.
Almost of assessment section of biology textbooks was composed of two categories of science as a body of knowledge, and science as a way of investigation. Each proportion of these two categories was nearly same. Whereas two categories of science as a way of thinking, and the interaction of science, technology, and society were most neglected.
Overall, the scholastic achievement test items emphasized science as a way of investigation, and science as a body of knowledge, followed by science as a way of thinking category. The interaction of science, technology, and society category was completely neglected. The significant difference between biologyⅠ and biologyⅡ in coverage of each category of scientific literacy was not found. On the whole, there was not significant difference in coverage of each category of scientific literacy through academic years except the coverage of science as way of investigation category in 2009 academic year was more than in other academic years. In the case of biologyⅠ, the coverage of science as a body of knowledge category in 2006 academic year and that of science as a way of investigation category in 2009 was more respectively than in other academic years. Whereas, the coverage of science as a body of knowledge category in 2005 academic year was more than in other academic years.

목차 (Table of Contents)

• Ⅰ. 서론 9
• 1. 연구의 필요성 및 목적 9
• 2. 연구 문제 13
• Ⅱ. 선행 연구 14
• 1. 과학적 소양의 역사적 배경 14
• 2. 과학적 소양의 개념 15
• 3. 과학 교육 과정 자료의 과학적 소양 분석 19
• Ⅲ. 연구 자료 27
• Ⅳ. 연구 방법 28
• 1. 고등학교 생물 교과서의 과학적 소양 분석 28
• 1) 분석 도구 28
• 2) 분석 방법 30
• 2. 대학수학능력시험 생물 문항의 과학적 소양 분석 37
• 1) 분석 도구 37
• 2) 분석 과정 37
• 3. 신뢰도 검증 40
• 1) 고등학교 생물 교과서의 과학적 소양 분석의 신뢰도 검증 40
• 2) 대학수학능력시험 생물 문항의 과학적 소양 분석의 신뢰도 검증 40
• Ⅴ. 연구 결과 및 논의 43
• 1. 고등학교 생물 교과서의 과학적 소양 43
• 1) 고등학교 생물 교과서 전체의 과학적 소양 43
• 2) 고등학교 생물 Ⅰ과 Ⅱ 교과서의 과학적 소양 46
• 3) 고등학교 생물 교과서 단원들의 과학적 소양 48
• 2. 고등학교 생물 교과서 영역별 과학적 소양 52
• 1) 고등학교 생물 교과서 전체 본문 영역의 과학적 소양 52
• 2) 고등학교 생물 I과 생물 Ⅱ 교과서 본문 영역의 과학적 소양 53
• 3) 고등학교 생물 교과서 전체 도해 영역의 과학적 소양 56
• 4) 고등학교 생물 Ⅰ과 생물 Ⅱ 교과서 도해 영역의 과학적 소양 57
• 5) 고등학교 생물 교과서 전체 평가 영역의 과학적 소양 59
• 6) 고등학교 생물 Ⅰ과 생물 Ⅱ 교과서 평가 영역의 과학적 소양 60
• 3. 대학수학능력시험 생물 문항의 과학적 소양 62
• 1) 대학수학능력시험 생물 전체 문항의 과학적 소양 62
• 2) 대학수학능력시험 생물 Ⅰ과 생물 Ⅱ 문항의 과학적 소양 67
• 3) 학년도에 따른 대학수학능력시험 생물 문항의 과학적 소양 69
• 4) 학년도에 따른 대학수학능력시험 생물 Ⅰ과 생물 Ⅱ 문항의 과학적 소양 69
• Ⅵ. 결론 및 제언 73
• 참고 문헌 76

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