DOI QR코드

DOI QR Code

An Analysis of Inquiry Activities in High School Physics Textbooks for the 2009 Revised Science Curriculum

2009 개정 과학교육과정에 따른 고등학교 물리 교과서 탐구활동 분석

  • Received : 2012.10.24
  • Accepted : 2013.02.01
  • Published : 2013.02.28

Abstract

The purpose of this study was to examine the nature of inquiry activities proposed in high school physics textbooks that were developed based on the 2009 science curriculum in Korea. The inquiry activities were analyzed using the notion of scientific practices introduced in the Science Education Framework (NRC, 2012). The results showed that the inquiry activities in the textbooks emphasized two of eight types of scientific practices including "Analyzing and interpreting data" and "Constructing explanations". In contrast, the activities required students to "ask questions" only once in a total of 291 science inquiry activities. The other types of scientific practices appeared less than 10%. Also found was that the types of scientific practices were not relevant to the way inquiry activities were used for textbook content. Implications for the curriculum and science teacher education were discussed.

본 연구에서는 2009 개정 과학 교육과정에 따른 고등학교 물리 교과서에 제시된 탐구활동을 과학적 실천 개념을 이용하여 분석하고, 교과서를 통해 학생들에게 제공되는 가능한 탐구 학습의 경험을 알아보았다. 분석 결과 '자료를 분석하고 해석하기'와 '설명 구성하고 문제해결 고안하기'가 다른 과학적 실천에 비해 강조되는 것으로 나타났다. 반면 '질문하고 문제 규정하기'는 물리 교과서 4권을 통틀어 단 1건이 있었다. 단원별로 강조되는 과학적 실천의 차이가 거의 없어 특정 과학적 실천의 강조가 교과 내용과는 무관한 것으로 드러났다. 또한 탐구활동에서 수행한 과학적 실천이 교과서 내용 전개상의 탐구활동의 목적과는 무관하게 사용되고 있음이 드러났다. 교육과정과 교과서 그리고 교사 교육에 대한 시사점과 후속 연구 과제를 제시하였다.

Keywords

References

  1. 교육과학기술부 (2009). 2009 개정 교육과정: 과학과. http://ncic.re.kr/
  2. 박원혁, 김은아(1999). 제 6차 교육과정에 따른 고등학교 공통과학 교과서의 탐구영역 분석. 한국과학교육학회지, 19(4), 528-541.
  3. 배현경, 정공수(2008). 한국과 미국 고등학교 지구과학 교과서의 지질학 탐구활동의 비교 분석. 한국지구과학회지, 29(7), 626-639.
  4. 유모경, 조희형(2003). 중학교 1학년 과학 교과서의 탐구 영역 분석. 한국과학교육학회지, 23(5), 494-504.
  5. 조희형, 김희경, 윤희숙, 이기영(2005). 과학교육의 이론과 실제. 교육과학사.
  6. Abd-El-Khalick, F., & Lederman, N.G. (2000). Improving Science Teachers' Conceptions of Nature of Science: A Critical Review of the Literature. International Journal of Science Education 22(7), 665 701. https://doi.org/10.1080/09500690050044044
  7. Abd-El-Khalick, F., BouJaoude, S., Duschl, R., Lederman, N., Mamlok-Naaman, R., Hofstein, A., Niaz, M., Treagust, D., Tuan, H. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397-419. https://doi.org/10.1002/sce.10118
  8. Kang, N. & Wallace, C. (2005). Secondary science teachers'use of laboratory activities: Linking epistemological beliefs, goals, and practices. Science Education, 89(1), 140-165. https://doi.org/10.1002/sce.20013
  9. Khishfe, R. (2012). Transfer of nature of science understandings into similar contexts: Promises and possibilities of an explicit reflective approach. International Journal of Science Education, iFirst.
  10. Kuhn, D. (2007). Reasoning about multiple variables: Control of variables is not the only challenge. Science Education, 91(5), 710-726. https://doi.org/10.1002/sce.20214
  11. National Research Council(1996). National Science Education Standards. Washington, D. C.: National Academy Press.
  12. National Research Council(2000). Inquiry and the national science education standards. Washington, D. C.: National Academy Press.
  13. National Research Council(2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, D. C.: National Academies Press. http://www.nap.edu/catalog.php? record_id=13165
  14. Pekmez, E. S., Johnson, P., & Gott, R. (2005). Teachers'understanding of the nature and purpose of practical work, Research in Science & Technological Education,, 23(1), 3-23. https://doi.org/10.1080/02635140500068401
  15. Pickering, A. (Eds.) (1992). Science as practice and culture. Chicago: The University of Chicago Press.
  16. Pickering, A. (1995). The mangle of practice. Chicago: The University of Chicago Press.
  17. Print, M.,(1993). Curriculum development and design. Sydney: Allen & Unwin Pty Ltd.
  18. Wallace, C. S. & Kang, N. (2004). An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing belief sets. Journal of Research in Science Teaching, 41(9), 936-960. https://doi.org/10.1002/tea.20032

Cited by

  1. Analysis of Student Science Writing and Perception on Argument-Based Claim and Evidence Writing Approach vol.34, pp.8, 2014, https://doi.org/10.14697/jkase.2014.34.8.0787
  2. Analysis on the Trends of Science Education Studies Related to Students' Science Learning in Korea vol.35, pp.4, 2015, https://doi.org/10.14697/jkase.2015.35.4.0751
  3. The Analysis of Inquiry Activity in the Material Domain of the Elementary Science Textbook by Science and Engineering Practices vol.35, pp.2, 2016, https://doi.org/10.15267/keses.2016.35.2.181
  4. Analysis of Inquiry Activities in High School Chemistry II Textbooks based on the 2009 Revised Science Curriculum: Focus on 8 Science Practices vol.60, pp.1, 2016, https://doi.org/10.5012/jkcs.2016.60.1.59
  5. An Analysis of Concept Description and Model and Student Understanding About Ionic Compound in Textbooks Developed Under the 2009 Revised National Curriculum vol.60, pp.5, 2016, https://doi.org/10.5012/jkcs.2016.60.5.362
  6. Analysis of Activities in Chemistry Chapters of Middle School Science Textbooks for the 2009 Revised Science Curriculum: Focus on 8 Science Practices vol.60, pp.6, 2016, https://doi.org/10.5012/jkcs.2016.60.6.436
  7. The Development of Teaching Materials for Developing Middle School Students’Science Process SkillsThrough an Explicit Instructional Model vol.53, pp.1, 2013, https://doi.org/10.15812/ter.53.1.201403.94
  8. 2009 개정 과학과 교육과정의 과학 선택 과목에 대한 고등학생의 인식 조사 vol.39, pp.2, 2015, https://doi.org/10.21796/jse.2015.39.2.133
  9. 과학 탐구와 과학 교수학습에서의 모델과 모델링에 대한 교사들의 인식 vol.37, pp.1, 2013, https://doi.org/10.14697/jkase.2017.37.1.0143
  10. Development and Application of an Analysis Framework to Evaluate the Consistency between Science Curriculum and Science textbooks vol.56, pp.1, 2013, https://doi.org/10.15812/ter.56.1.201703.74
  11. An Analysis of the Nature of Science Included in the First Grade of Middle School Science Textbook for the 2009 Revised Curriculum vol.21, pp.3, 2017, https://doi.org/10.24231/rici.2017.21.3.225
  12. Investigation of Preservice Elementary Teachers' Perception on Science Inquiry Regarding Science Practices vol.21, pp.6, 2017, https://doi.org/10.24231/rici.2017.21.6.644
  13. Preservice Elementary Teachers’ Images of Scientific Inquiry Regarding Practices of Next Generation Science Standards vol.21, pp.4, 2013, https://doi.org/10.24231/rici.2017.21.4.450
  14. 중학교 과학교과서 생명과학 단원의 탐구 활동 분석: 과학탐구 기능과 8가지 과학 실천을 중심으로 vol.41, pp.3, 2017, https://doi.org/10.21796/jse.2017.41.3.318
  15. 블랙박스 시뮬레이션에 참여한 초등예비교사의 모형 구성의 특징과 인식적 기준 vol.38, pp.3, 2013, https://doi.org/10.14697/jkase.2018.38.3.305
  16. 중학교 과학 교사들의 과학 탐구 교수 효능감에 대한 인식 vol.38, pp.3, 2013, https://doi.org/10.14697/jkase.2018.38.3.379
  17. Analysis of the Characteristics of High School Student Research Activities - Focused on the Prize-Winning Works in the Life Science Field of National Science Fair - vol.46, pp.3, 2018, https://doi.org/10.15717/bioedu.2018.46.3.380
  18. 2015 개정 교육과정에서 나타나는 과학적 탐구 요소 분석: 과학탐구실험을 중심으로 vol.22, pp.3, 2018, https://doi.org/10.24231/rici.2018.22.3.208
  19. 과학 탐구의 본성에 초점을 둔 실험의 설계와 시범 적용 -드라이아이스 승화 실험에서 드러나는 인식론적 논제를 중심으로- vol.39, pp.2, 2013, https://doi.org/10.14697/jkase.2019.39.2.173
  20. 2015 개정 과학과 교육과정에 제시된 중학교 1학년 성취기준과 과학 1 교과서에 포함된 활동과 평가 문항 분석: 과학과 핵심역량 중심으로 vol.63, pp.3, 2013, https://doi.org/10.5012/jkcs.2019.63.3.196
  21. Participation patterns of elementary students in scientific problem finding activities vol.5, pp.1, 2013, https://doi.org/10.1186/s41029-019-0039-6