Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

A Comparison of ｢Integrated Science｣ and ｢Converged Science｣ of the 2015 Revised National Curriculum through Core Concepts

핵심 개념으로 비교한 2015 개정 교육과정의 ｢통합과학｣과 ｢융합과학｣

  • Received : 2017.09.24
  • Accepted : 2017.12.12
  • Published : 2017.12.31
Download PDF
⟨ Previous Next ⟩

Abstract

This research compares the subjects of "Integrated Science" and "Converged Science" in the 2015 Revised National Curriculum, through core concepts. The content priorities and levels of integration of each core concept were evaluated through an analytical framework, and visualized using two-dimensional visualization matrix of the content priorities and the levels of integration. The results show that "Integrated Science" had fewer core concepts, higher in priorities and slightly lower levels of integration than "Converged Science". This can be an evidence that "Integrated Science" is excellent in rigor and not so much inferior in relevance. And also, through visualization of analysis results, the characteristics of integrated subjects could easily be understood and compared.

본 연구에서는 핵심 개념을 중심으로 2015 개정 교육과정의 "통합과학" 및 "융합과학"을 분석 비교하였다. 이 때 분석 틀로서는 교육적 맥락에서의 우선순위와 그 통합의 수준을 각각 살펴보았으며 이를 시각화할 수 있는 우선순위-통합수준 2차원 시각화 매트릭스를 제안하였다. 분석 결과 "통합과학"은 "융합과학"에 비하여 핵심 개념의 수는 줄어들었고, 우선순위 측면에서는 빅 아이디어의 비율이 증가하였으며, 교과 간 통합의 비율이 다소 감소하였으나 얕은 수준의 교과 간 통합을 지양하고 있었다. 이는 2015 개정 교육과정의 "통합과학"이 2009 개정 교육과정의 융합형 "과학"에 비하여 양은 줄이고 질은 높인다는 엄격성(rigor)의 원리에 있어서 우수하며 한편으로는 그 적절성(relevance)도 낮지 않다는 증거가 될 수 있다. 또한 이러한 분석 결과를 시각화한 결과로 통합적 교과의 특성을 보다 쉽게 이해 및 비교할 수 있었다.

Keywords

References

  1. Astrom, M., & Karlsson, K. G. (2007). Using hierarchical linear models to test differences in Swedish results from OECD’s PISA 2003: Integrated and subject-specific science education. Nordic Studies in Science Education, 3(2), 121-131.
  2. Bang, D., Park, E., Yoon, H., Kim, J., Lee, Y., Park, J., Song, J., Dong, H., Shim, B., Lim, H., & Lee, H. (2013). The Design of Curricular Framework for Integrated Science Education based on Big ideas. Journal of the Korean Association for Research in Science Education, 33(5), 1041-1054. https://doi.org/10.14697/jkase.2013.33.5.1041
  3. Bernstein, B. (1971). On classification and framing of educational knowledge. In M.F.D. Young (Ed.), Knowledge and control: New directions for the sociology of education (pp. 47-69). London: The Open University.
  4. Bransford, J. D., Brown, A. L., Anderson, J. R., Gelman, R., Glaser, R., Greenough, W. T., Ladson-Billings, G., Means, B. M., Mestre, J. P., Nathan, L., Pea, R. D., Peterson, P. L., Rogoff, B., Romberg, T. A., Wineburg, S. S., Cocking, R. R., & Phillips, M. J. (2000), How people learn. Washington, D.C.: National Academy Press.
  5. Brooks, C. F. (2017). Disciplinary convergence and interdisciplinary curricula for students in an information society. Innovations in Education and Teaching International, 54(3), 206-213. https://doi.org/10.1080/14703297.2016.1155470
  6. Chung, H. S. (2016). Critical Review of the Key Concept-Centered Content System of the 2015 Revised Education Curriculum with a Focus on the Korean Language Curriculum. The Journal of Curriculum Studies, 34(3), 29-50.
  7. Cutcliffe, S. H. (1990). The STS curriculum: What have we learned in twenty years? Science, Technology, & Human Values, 15(3), 360-372. https://doi.org/10.1177/016224399001500305
  8. Czerniak, C. M., Lumpe, A. T., & Haney, J. J. (1999). Science TEachers’ Beliefs and Intentions to Implement Thematic Units. Journal of Science Teacher Education, 10(2), 123-145. https://doi.org/10.1023/A:1009424015197
  9. Drake, S. M., & Burns, R. C. (2004). Meeting Standards Through Integrated Curriculm. Alexandira, VA: ASCD.
  10. Eoum, H. S., & Moon, S. B. (2014). An Examination on Teachers’ and Students’ Perception of Converged Science Introduced by the 2009 Revised High School Curriculum as well as its Actual Implementation. Journal of the Korean Society of Earth Science Education, 7(2), 203-213. https://doi.org/10.15523/JKSESE.2014.7.2.203
  11. Fogarty, R. (1991). Ten ways to integrate curriculum. Educational leadership, 49(2), 61-65.
  12. Fogarty, R., & Stoehr, J. (2008). Integrating Curricula with Multiple Intelligences (2nd Ed.). Corwin Press.
  13. Ha, H. J., Park, H. J., Kim, J. H., Son, J. W., Kim, Y. J. (2012). Difficulties of Biology Teachers in Teaching Activities on the Fusing “Science” in High School. Biology Education, 40(2), 267-277. https://doi.org/10.15717/bioedu.2012.40.2.267
  14. Harden, R. M. (2000). The integration ladder: a tool for curriculum planning and evaluation. Medical Education, 34, 551-557. https://doi.org/10.1046/j.1365-2923.2000.00697.x
  15. Hargreaves, A., Earl, L. & Ryan, J. (1996). Schooling for change:Reinventing education for early adolescents. London: Falmer.
  16. Howard, K. M., Stewart, T., Woodall, W., Kingsley, K, & Ditmyer, M. (2009). An Integrated Curriculum: Evolution, Evaluation, and Future Direction. Journal of Dental Education, 73(8), 962-971.
  17. Ingram, J. B. (1979). Curriculum Integration and Lifelong Education. NY: Pergamon.
  18. Jacobs, H. H. (1989). Interdisciplinary curriculum. Alexandria, VA: ASCD.
  19. Jo, S. Y. (2015). A Review On Direction of The 2015 Revised National Curriculum Development Through Teachers' Planning. The Journal of Elementary Education, 28(3), 199-227.
  20. Kang, K. W. (2015). The Exploration of the Origin, Transition, Background, and Identity of STEAM Education. The Journal of the Korean Society for the Gifted and Talented, 14(2), 5-29.
  21. KICE (2015). Development Research for the Commentary on the General Guideline of the 2015 Revised National Curriculum (Elementary and Middle School). KICE Research Paper CRC 2015-28.
  22. Kim, H. K., & Na. J. (2017). A Study on Elementary and Middle School Teachers' Perception and Need for the Application of 2015 Revised Science Curriculum. Journal of the Korean Association for Research in Science Education, 37(1), 103-112.
  23. Kim, H. S. (2015). Discussion on the Draft of Integrated Social Studies Curriculum. KICE. Public Hearing on the draft of Integrated Social Studies Curriculum. KICE Research Paper ORM 2015-56-5 (pp. 55-66).
  24. Kwon, N., & Ahn, J. (2012). The Analysis on Domestic Research Trends for Convergence and Integrated Science Education. Journa lof the Korean Association for Research in Science Education, 32(2), 265-278. https://doi.org/10.14697/jkase.2012.32.2.265
  25. Kwon, N., & Kwon, H. (2013). The Development of STEAM Education Teaching and Learning Strategy Using the Olympics Science. School Science Journal, 7(1), 1-11. https://doi.org/10.15737/ssj.7.1.201302.1
  26. Lee, G. -G., & Hong, H. -G. (2017). Analysis on the Meaning Change of the Term ‘Core Concept’ in the 2015 Revised National Curriculum. The Journal of Curriculum and Evaluation, 20(2), 1-30.
  27. Lee, H., Kwon, H. S., Park, K., Jung, C. R., Oh, H. J., & Nam, J. C. (2012). The Effects of Integrated Science Instruction: A Meta-Analysis on Scientific Konwledge, Scientific Inquiry Ability, and Science-related Attitude. Korean Journal of Teacher Education, 28(2), 223-246.
  28. Lee, J. M., & Shin, Y. J. (2014). An analysis of elementary school teachers; difficulties in the STEAM class. Journal of Korean Elementary Science Education, 33(3), 588-596. https://doi.org/10.15267/keses.2014.33.3.588
  29. Lee, K. W., Beak, K. S., & Lee, S. J. (2017). Key Competencies in the 2015 Revised Curriculum: The Relationship with the Idea of the Educated Person, Educational Goals, and Subject Competencies. The Journal of Curriculum Studies, 35(2), 67-94.
  30. Lee, K. W., & Jeung, Y. K. (2017). A Reflective Review on Constitution of Content System in 2015 Revised Subject Curriculum: Focused on Key Concept, Generalized Knowledge, and Skill. Journal of Learner-Centered Curriculum and Instruction, 17(16), 597-622.
  31. Lee, K. W, Jeung, Y. K., Seo, Y. J., Jeong, C. W., Choi, J. S., Park, M. H., Lee, B. W., Jeon, E. N., Yu, J. A., Lee, K. U., Park, S. Y., Joo, H. M., Paik, N. J., On, J. D., Lee, K. H., & Kim, S. H. (2014). Research on Subject Curriculum Development Strategy. KICE Research Paper CRC 2014-7.
  32. Lee, K. W., On, J. D., & Paik, N. J. (2014). Exploration of curriculum content composition and achievement criteria statement methods. Korean Society for Curriculum Studies. The 2nd National Curriculum Experts' Forum Proceeding (pp. 31-78).
  33. Lim, Y. N., & Hong, H. J. (2015). Suitability Analysis of the 2015 Korean National Curriculum Revision Rationale Applied to Subjects. The Journal of Curriculum Studies, 33(3), 125-149. https://doi.org/10.15708/kscs.33.3.201509.006
  34. Ministry of Education (2015a). News Release of Decision and Announcement of the Introduction and Particulars of the 2015 Revised National Curriculum. Retrieved July 7, 2017, from http://www.moe.go.kr/boardCnts/view.do?boardID=294&boardSeq=60753&lev=0&searchType=SC&statusYN=W&page=26&s=moe&m=0503&opType=N.
  35. Ministry of Education (2015b). Science Curriculum.
  36. Ministry of Education (2017). Commentary on the General Guideline of the 2015 Revised National Curriculum.
  37. Ministry of Education, Science and Technology (2009). Science Curriculum.
  38. Oh, C. S. (2015). Issues and Tasks of the Practical Application Ways of Convergence Education in Secondary School. Korean Journal of Educational Research, 53(3), 229-264.
  39. Seo, Y. J. (2015). Major Issues and Tasks of the 2015 Revised Korean Language Curriculum. Journal of CheongRam Korean Language Education, 56, 67-106.
  40. Shin J., & Cho E. (2015). Characteristics of convergence learning experience using an educational documentary film. Asia Pacific Educ. Rev., 16, 213-223. https://doi.org/10.1007/s12564-015-9375-8
  41. Shin, J. H. (2014). A search for Design and application plans of goal-oriented activity-based integrated units. Journal of Curriculum Integration, 8(4), 81-111.
  42. Shin, Y. O., & Choi, B. S. (2012). A Survey on the Management Status and Science Teachers' Perception of Science in High School Based on 2009 Curriculum Revision. Journal of the Korean Association for Research in Science Education, 32(10), 1599-1612.
  43. So, K. H. (2017). Understanding curriculum. Paju: Kyoyookbook.
  44. Song, J. W., Kang, N. H., Kwak, Y. S., Na, J. Y., Bang, D. I., Son, Y. A., Son, J. W., Shim, K. C., Lee, K. Y., Lee, B. K., Jeon, H. Y., & Choi, I. J. (2014). Research on Restructuring Science Curriculum Integrating Liberal Arts Track and Natural Sciences Track. Sejong: Ministry of Education.
  45. Tytler, R. (2012). Socio-scientific issues, sustainability and science education. Research in Science Education, 42(1), 155-163. https://doi.org/10.1007/s11165-011-9262-1
  46. Venvile, G. J., Wallace, J., Rennie, L. J., & Malone, J. A. (2002). Curriculum Integration: Eroding the High Ground of Science as a School Subject? Studies in Science Education, 37(1), 43-83. https://doi.org/10.1080/03057260208560177
  47. Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd Ed.). Alexandria, VA: ASCD.
  48. Yang, C., Kim, M., & Noh, T. (2015). The Influences of Integrated Science Developed Under the 2009 Revised National Curriculum on Students’ Views on Nature of Science and Science-Technology-Society Relationship, Interest in Science, and Science Aspiration. Journal of the Korean Association for Science Education, 35(4), 549-555. https://doi.org/10.14697/jkase.2015.35.4.0549
  49. Yoon, H., Yoon, W., & Woo, A. J. (2011). High School Science Teachers’ Perceptions of the 2009 Revised Science Curriculum and the Science Textbook. Journal of Research in Curriculum Instruction, 15(3), 757-776. https://doi.org/10.24231/rici.2011.15.3.757

Cited by

  1. 초·중등 과학교사들의 통합과학교육에 대한 인식과 교사 전문성에 관한 10년 주기(2008-2018) 비교 연구 vol.39, pp.6, 2017, https://doi.org/10.14697/jkase.2019.39.6.717
  2. 과학사 과목의 전통 천문의기 학습을 위해 필요한 학습 요소 및 관련 성취기준 위계성 분석 vol.40, pp.6, 2017, https://doi.org/10.14697/jkase.2020.40.6.649
  3. The effects of cooperative flipped learning on science achievement and motivation in high school students vol.43, pp.9, 2017, https://doi.org/10.1080/09500693.2021.1917788